- Ask questions that cannot be answered in one word. Instead of saying, “Today is a wonderful day, isn’t it?”, ask, “How are you planning to spend this wonderful day?” The person may answer “yes” or “no” to the first question, which may indicate that the conversation has reached a dead end. Ask questions that your interlocutor cannot answer in monosyllables.
- Ask questions that will help you understand your interlocutor's point of view. If you don't fully understand what your teenage daughter wants, you can say, “You said you don't have enough freedom, and I can see that you're upset about that. What can we do to find a way out that will suit both you and dad and me?”
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Learn to be an active listener. Being an active listener means taking an active part in the conversation, answering your interlocutor's questions and asking them your own. You can show that you are an active listener through gestures and words. If your interlocutor sees that you are listening carefully, he will feel valued and respected, and this, in turn, is very important if you want to build an interesting conversation.
- Show the other person that you are interested in what they are saying by using gestures and body language. Maintain eye contact while talking. Also, nod your head when appropriate.
- Additionally, you can use expressions that show your interest in the conversation. You can simply say, “How interesting!” Or you can say this: “I didn’t know that. Can you tell me more about how you feel when you run a marathon?”
- Another way to show that you are listening attentively to the other person is to paraphrase his words. For example, you could say, “It's great that you decided to volunteer in this area. I see you like to learn new things."
- If you want to learn to listen actively, remember that you need to listen carefully to what the other person is saying and think about it. Instead of sitting and trying to formulate an answer, focus on what you are being told and absorb the information.
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Be sincere. When talking to a person, show your sincere interest in him. Perhaps you want to get to know your boss better. Most likely, your boss is a very busy person and does not have time for simple conversations. Instead of talking about something unimportant, choose a topic that will be appropriate for this occasion. If you're working on a project, you might want to ask your boss for advice on how to work with a client. Be sincere and show that you value his opinion.
- Perhaps your neighbor has a football team. You could sincerely say, “I noticed the flag on your house. You are probably a Zenit fan? It's an easy way to start a conversation. Once you get to know the person better, you can discuss other topics too.
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Find something in common. If you want to be a good conversationalist, you need to learn to consider the interests of your interlocutor. Start the conversation with a topic that will bring you together. You may have to ask a few questions in the beginning to find mutual language with your interlocutor, but this must be done to get a positive result.
- Perhaps you are trying to get to know your sister-in-law better, but you realize that you are very different people. In this case, you can talk about a new TV series or book that you both watched or read. You may discover common interests. If you still can't find common topics, talk about what everyone likes. For example, most people love to eat delicious food. Ask her what her favorite dish is and continue the conversation on that topic.
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Stay up to date with the latest news. Keep track of what's happening in the world. This will allow you to carry on a conversation if someone tries to talk to you about current events. Quickly scan the news headlines every morning. Thanks to this, you can become a good conversationalist.
- Another trick that will help you become a good conversationalist is to keep up with cultural news. A recently published book, movie or album is a great topic for conversation with friends, colleagues or even random fellow travelers on the way to work.
- Try to avoid controversial topics such as politics or religion if you don't want to create controversy instead of a pleasant conversation.
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Watch your body language. The way you carry yourself and move has great importance when communicating face to face. Eye contact is especially important. This will demonstrate your attention and involvement in the conversation.
- Remember that eye contact does not mean you have to stare at the other person all the time. Try to maintain eye contact about 50% of the time when you speak and 70% of the time when you listen.
- You can use other nonverbal cues during the conversation. Nod your head to show that you understand what is being said or smile when a positive response is required.
- Also, don't stand still like a statue. Move (just not too abruptly or strangely, otherwise the interlocutor may feel awkward or even scared). No one is stopping you from seeing each other if you're more comfortable, but in general, let your body language indicate that you're interested in talking to the person! Remember that gestures can speak louder than words.
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Avoid being overly frank. This may confuse you or the person you are talking to. You will feel awkward. We often say something without thinking and regret it almost immediately. Excessive information can embarrass both you and your interlocutor. To prevent excessive frankness, be on guard in situations that most often lead to it.
Ask thoughtful questions. It only takes two to have a good conversation. On your part, do your best to make the conversation interesting. To do this, you can ask questions that will make your conversation more relaxed.
The proposed methodology addresses the issues of preparing and conducting an individual conversation, as one of the forms educational work with the Nakhimovites. The teacher’s activities and the main points that influence the course of the conversation and, as a result, the effectiveness of the event are described in stages.
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FGKOU "Nakhimovskoye" naval school Ministry of Defense of the Russian Federation"
Subject: “Methodology for conducting individual conversations.”
Prepared by: 5th year teacher Leontovich O.V.
2015
1. Introductory.
2. Diagnostic.
3. Educating.
“To be heard, you must learn to listen”
Conversation is the most common method of individual educational work with Nakhimov students. It seems possible to classify an individual conversation according to its purposes into three types:
- Introductory.
- Diagnostic.
- Educating.
- An introductory conversation is carried out in order to obtain information about the living conditions of a Nakhimov resident before entering the school, about his hobbies, relatives, and friends when the student arrives at the unit after enrolling in the school.
- Diagnostic conversation - obtaining information about Nakhimovets in order to diagnose him personal qualities, psychological characteristics, level of education at the stage of studying a subordinate or when it is necessary to obtain Additional information about Nakhimovets.
Introductory and diagnostic conversations are conducted according to a pre-compiled list of questions and resemble a questionnaire.
- An educational conversation is held to solve specific educational tasks, it requires special methodological training and compliance with certain rules for its conduct.
Conversation stages:
Stage 1 – preparatory.
It is necessary to determine the purpose of the conversation, carefully consider how to conduct it, what and how to say, what and how questions to pose to the subordinate, what reasoning and facts will convince him. Depending on the degree of knowledge of the personality traits of a Nakhimovite, the teacher can and should foresee how the conversation will develop, how the subordinate will behave, and what result can be achieved by this conversation. In addition, during the conversation it is necessary to constantly analyze psychological condition interlocutor, paying attention to:
Accuracy of formulated thoughts;
Reservations, omissions;
Desire to avoid answering;
Pauses;
Facial expressions and gestures;
Triggering of the so-called psychological defense mechanism.
Stage 2 – initial stage.
At the beginning of the conversation, it is necessary to establish emotional contact with the Nakhimov student, create a relaxed, respectful and business-like atmosphere in order to incline the student to trust and frankness. It is best to start the conversation with a question about his health and well-being, inquire about the Nakhimov resident’s family, his relatives and friends. Thus, in the psyche and consciousness of the pupil, we rely on what is close and dear to him. In this way, the Nakhimov resident’s frankness and trust in the teacher arises.
It is recommended to conduct the conversation calmly and kindly, but at the same time it is necessary to call a spade a spade and give a fundamental assessment of facts and actions. In any conversation, naturally taking into account individual characteristics Nakhimovets, the educator must strive to convince the Nakhimovets, help him understand personal responsibility for fulfilling his duties, his place in the team, force him to correctly evaluate certain actions, and choose the right line of behavior. The commander's sincere desire to help, Attentive attitude responds to the requests, requests, needs of the subordinate positive influence on the educated, even the most undisciplined.
Stage 3 – situation analysis.
During the conversation, the sequence of events that resulted in the problematic situation is established. It also turns out what influenced the moral and psychological state of the Nakhimov citizen and forced him to act in one way or another. Next, it is necessary to give the student the opportunity to analyze the current situation and his actions, focusing on their legality.
At the end of this stage, express your personal assessment of the situation and the reasons that led to it.
Stage 4 – planning.
The teacher should encourage, push the Nakhimov student himself to think through and verbally (out loud) express possible personal plans for the Nakhimov student’s activities to eliminate existing shortcomings. During the conversation, pauses must be made so that the interlocutor can concentrate and independently think about possible solutions. It is quite likely that during the conversation no specific solution will be developed. A positive result will even be that the Nakhimov student will be able to talk with his teacher and present his own vision of the problem.
Stage 5 is the final stage.
The teacher must finally formulate ways to solve the problem of the Nakhimov student, actively support him psychologically, and give him confidence that he is able to independently complete the tasks facing him.
Conclusions.
- The personality of the teacher is a decisive factor in the effectiveness of the conversation.
- The success of the conversation depends on:
On the degree of her preparedness (presence of a goal, conversation plan, accounting age characteristics, taking into account conditions, venue, etc.)
From the sincerity of the answers given (the presence of trust, tact in research, compliance with the requirements of the educational process, the correctness of asking questions that support the conversation and questions related to the purpose of the conversation, etc.).
3.1 Plan for preparing the conversation
I. Planning the conversation (25% of the total time allocated for preparation) - 30 minutes:
10 minutes - familiarize yourself with the situation in general terms and think about it, conduct a preliminary analysis of a possible position in the current situation;
5 minutes - determine the goals (write down) and objectives of the conversation;
5 minutes - think about how your interlocutors could benefit from the conversation;
10 minutes - develop a detailed conversation structure and plan
speeches.
II. Operational preparation (50% of time) - 60 minutes:
15 minutes - collect materials, data and information;
5 minutes - select and organize materials;
10 minutes - study and connect materials, prepare conclusions, find arguments;
10 minutes - write a working plan for the conversation, put some questions and critical points on paper;
10 minutes - stylize the main part of the conversation (transmission of information, argumentation, responses to comments);
5 minutes - prepare responses to possible comments and objections;
5 minutes - develop the initial and final parts of the conversation.
III. Technical preparation (5% of time) - 10 minutes.
IV. Control and verification (10% of time) - 12 minutes:
5 minutes - review your speech again;
7 minutes - make amendments and make the conversation final
V. Workout (10% of time) - 10 minutes:
5 minutes - rehearse the performance (in your head);
5 minutes - rehearse and agree on the course of the conversation.
4. Structure of business communication
Consists of five basic phrases:
I. Starting a conversation.
II. Transfer of information.
III. Argumentation.
IV. Refuting your interlocutor's arguments.
V. Decision making.
Phase /. Starting a conversation
Establishing contact with the interlocutor;
Creating a pleasant atmosphere for conversation;
To attract attention;
Stimulating interest in conversation;
"seizing" the initiative.
The correct start of a conversation requires: an accurate description of the goals of the conversation, mutual introduction of the interlocutors, the name of the topic, an introduction of the person leading the conversation, and an announcement of the sequence of consideration of issues.
When concluding a conversation, the order of actions should be reversed: the leader of the conversation takes the floor and ends it by addressing the interlocutor.
What should you pay attention to when establishing personal contact with your interlocutor?
First, clear, concise and meaningful introductory phrases and explanations.
Secondly, it is mandatory to address your interlocutors by name and patronymic.
Thirdly, appropriate appearance (clothing, smartness, facial expression) is important.
Showing respect for the personality of the interlocutor, attention to his opinions and interests is an integral part of any communication, and even more so in a business conversation...
The conversation should be built in the form of a dialogue, for the construction of which, as often as possible, appeal to the opinions and answers of the interlocutor.
phase //. Transfer of information
The purpose of this part of the conversation is to solve the following problems:
Collection of special information on the problems, requests and wishes of the interlocutor;
Identifying the motives and goals of the interlocutor;
Transfer of planned information;
Analysis and verification of the interlocutor’s position.
Five main groups of questions when transmitting information:
1. Closed questions are questions to which an answer of “yes” or “no” is expected.
2. Open questions are questions that cannot be answered “yes” or “no”; they require some kind of explanation:
"What is your opinion on this issue?"
“Why do you consider the measures taken to be insufficient?”
3. Rhetorical questions - these questions are not given a direct answer, since their purpose is to raise new questions, point out unresolved problems and ensure support for our position from the participants in the conversation through tacit approval:
“We are of the same opinion on this issue, right?”
4. Crucial questions - keep the conversation in a strictly established direction or raise a whole range of new problems:
"How do you imagine the structure and distribution?.."
5. Questions for reflection - force the interlocutor to reflect, carefully consider and comment on what has been said:
“Did I understand your message correctly that...”
"Do you think that..?"
Phase ///. Argumentation
Little things that sometimes matter:
1. Use simple, clear, precise and convincing concepts.
2. The method and pace of argumentation must correspond to the temperament characteristics of the interlocutor.
3. Conduct an argument correctly in relation to the interlocutor, since this, especially during long-term contacts, will turn out to be much more profitable for us:
Always openly admit that the other person is right when he is right, even if this may have unfavorable consequences for you;
You can continue to operate only with those arguments that are accepted by your interlocutors;
Avoid empty phrases.
4. Adapt arguments to the personality of the interlocutor:
Direct the argument to the goals and motives of the interlocutor;
Avoid simply listing facts;
Use terminology that is understandable to the interlocutor.
5. Avoid unprofessional expressions and formulations that make argumentation and understanding difficult.
6. Try to present your evidence, ideas and considerations to your interlocutor as clearly as possible.
We have 12 rhetorical argumentation methods in our arsenal:
1. Fundamental method. Represents a direct address to the interlocutor.
2. Method of contradiction. “Based on identifying contradictions in the argumentation against...
3. Method of drawing conclusions. It is based on precise argumentation, which gradually, through frequent conclusions, will lead you to the desired conclusion.
4. Comparison method.
5. The “yes...but” method.
6. The "pieces" method. It consists of breaking down a speech in such a way that the individual parts are clearly distinguishable: “this is accurate,” “there are different points of view on this.”
7. "Boomerang" method.
8. Method of ignoring.
9. Potentiation method. The interlocutor, in accordance with his interests, shifts the emphasis and brings to the fore what suits him.
10. Method of "removal". Based on a gradual subjective change in the essence of the matter.
11. Survey method. Based on the fact that questions are asked in advance.
12. Visible support method.
Twelve Speculative Methods of Argumentation:
1. Exaggeration technique.
2. Anecdote technique.
4. Technique of discrediting the interlocutor. It is based on the rule: if I cannot refute the essence of the question, then at least I need to question the identity of the interlocutor.
5. Isolation technique. It is based on “pulling out” individual phrases from a speech, isolating them and presenting them in a truncated form so that they have a meaning completely opposite to the original one.
6. Technique of changing direction. The point is that the interlocutor does not attack your arguments, but moves on to another issue that is essentially unrelated to the subject of discussion.
7. Repression technique. In this case, the interlocutor does not really move on to any one, precisely defined problem, exaggerates secondary problems taken from our speech,
8. Technique of misleading. It is based on the communication of confusing information, words that the interlocutor bombards you with.
9. Delay technique. Its purpose is to create obstacles to the discussion or delay it.
10. Appeal technique. It represents a particularly dangerous form of “displacement” of the reasoning process (the interlocutor appeals for sympathy).
11. Distortion technique.
12. Question-trap technique. Includes four groups:
Repetition;
Extortion;
Alternative;
Counter questions.
Phase IV. Refuting the interlocutor’s arguments (neutralizing the interlocutor’s comments)
Convincing presentation;
Reliability of presentation;
Dispelling doubts;
Motives of resistance and point of view. Why do comments arise?
Defensive reaction;
Role-playing;
Another approach;
Disagreement;
Tactical thoughts.
What is the logical structure for rebutting comments?
Analysis of comments;
Finding the real cause;
Choice of tactics;
Choice of method;
Prompt refutation of comments. What techniques are used to neutralize (refute)?
"boomerang";
Approval + clarification;
Reformulation;
Target Consent;
"elastic defense";
Survey method;
"yes... but...?"
Warning;
Proof of meaninglessness;
Postponement.
How to handle comments during neutralization?
Response tone;
Open contradiction;
Respect;
Admitting that you are right;
Restraint in personal assessments;
Brief answer;
Avoiding superiority.
Phase V. Decision Making Objectives:
Summarizing the arguments called and approved by the interlocutor;
Neutralization of negative aspects in prison;
Consolidation and confirmation of what has been achieved;
Building bridges for the next conversation.
Some general tips for ending a conversation:
Feel free to ask your interlocutor if he agrees with your goal.
Do not show uncertainty during the decision-making phase. If you hesitate at the moment of making a decision, then do not be surprised if your interlocutor begins to hesitate.
Always leave one strong argument in reserve that confirms your thesis, in case the interlocutor begins to hesitate at the moment of making a decision.
Use credible arguments, as it is better if the interlocutor makes a decision now than later.
Do not back down until the other person clearly repeats “no” several times.
Do not give up on the mercy of your interlocutor until you have tried all known forcing methods.
Watch for behavior in your interlocutor that indicates that the conversation is coming to an end. End the conversation at the right time.
Having reached your goal, say goodbye to your interlocutor. As soon as a decision is made, thank the interlocutor and congratulate him on a reasonable decision.
4.1 Basic functions of business conversation
1. The beginning of promising activities and processes.
2. Control and coordination of already started activities and processes.
3. Exchange of information.
4. Mutual communication between workers from the same field of activity.
5. Maintaining business contacts.
6. Search, promotion and prompt development of working ideas and plans.
7. Stimulating the movement of creative thought in new directions.
5. Possible structures of business conversations of different types
I. Classic:
^ introduction;
^ main part;
^ conclusion.
II. Modern:
^ information transfer;
^ argumentation;
^ refutation (“neutralization”) of arguments;
^ determination of the interlocutor’s desires;
^ demonstration of the coincidence of your aspirations with the desires of your interlocutor;
^ proof of the feasibility of your idea;
^ acceptance of your idea by your interlocutor;
^ speeding up the implementation of this idea;
^ decision making.
Before starting a conversation, ask yourself the following questions:
1. Have I thought everything through carefully?
2. Am I fully prepared to correctly answer the interlocutor’s possible questions?
3. Did I try to imagine myself in the place of my interlocutor and understand him?
4. Is my conversation plan precise, clear, and specific?
5. Does my language seem natural and convincing?
6. Is the tone of presentation chosen correctly?
7. If this conversation had been held with me, would I have remained satisfied?
Manner of presentation
Much depends on how clearly you pronounce the words. Avoid both harsh dialect and exaggerated artificial pronunciation.
Speak not too fast, at a moderate pace. Change the pace of your speech depending on its content. Slow down your rate of speech when expressing important and difficult-to-understand thoughts.
Pronounce unimportant and non-informational phrases faster.
Consider which words should be emphasized based on the speaker's intent.
If possible, periodically maintain eye contact with the listeners (but not just one listener!).
Skim the phrase quickly. While pronouncing it, take a moment away from the “cheat sheet” and return to the text again.
By slowing down the rate of speech, you can achieve the necessary shift in these phrases in favor of slowing down their verbal and audio transmission.
Use different abbreviations.
The external design of the speech text may be different.
Text can be double-spaced, divided into sections, with small margins.
the first suggestion is to print from left to right to the middle of the page; the second - three intervals below and in the zero part of the sheet.
General memorization rules
Your thoughts should be directed towards accurately remembering the information being communicated, i.e. what is needed is will and effort, not an attitude of waiting.
We should actively respond to the event that we must remember.
Remember this event later at a convenient moment, so that it is consolidated and does not fade or be erased from memory.
Instill in yourself the significance of what you consciously want to remember in order to link this event in time and space with others, thus creating “reference points” for reproduction.
The most reliable and fastest way to improve your memory is to develop note-taking systems and carefully write down everything you consider necessary.
The Japanese demonstrates attention in every possible way by listening to the interlocutor. Often such behavior is interpreted by Europeans as an expression of agreement with the point of view expressed. In fact, it only encourages the interlocutor to continue the conversation. In negotiations with the Japanese, confusion occurs due to the fact that Japanese the words “yes” and “no” are somewhat different from how they are used in other languages. On the...
Others, and not directly, but indirectly. It is always easier to listen to criticism if the critic begins by admitting that he is far from sinless. 1.2 Psychological characteristics national styles of negotiation The American style of negotiation is quite different high professionalism. In the American delegation it is rare to meet a person who is incompetent in those issues on which...
If the conversation was thorough and all possible situations were carefully thought out, then in the main part of the business conversation its initiator will feel confident. The so-called “You-approach”, which involves the ability to put yourself in your partner’s shoes, allows you to better understand his intentions and actions, which contributes to greater efficiency when conducting a business conversation. It's useful to ask yourself a question...
And they are valued as a specialist. Similar techniques in business communication often used by foreign specialists and, as a rule, achieve success. 3. Specifics telephone conversation Telephone conversations can be considered as a specific case of a business conversation. Based on this, two conclusions should be drawn. Firstly, the rules for preparing and conducting a business conversation largely remain...
Special plans for preparing and conducting any business conversation are its “Achilles heel,” a luxury unattainable in Everyday life, as many business people believe.
Preparing a conversation allows you to anticipate possible unexpected moments, which reduces the effectiveness of the interlocutor’s “attacks.” In addition, the skill of quick and flexible reaction in case of unexpected developments is acquired. All this will make our situation easier if during the conversation we find ourselves on unfamiliar and slippery ground.
When drafting important business negotiations organizational plans are drawn up, the implementation of which takes several days (usually 3-4 days) or weeks (3-5 weeks or even more); in addition, it is necessary to plan in detail and as accurately as possible all the activities that need to be carried out as part of the negotiation plan. Such planning allows you to strictly control the implementation of work provided for in the plan, compare the obtained indicators with the planned ones, take into account costs and other initial parameters to determine the needs and possibilities for implementing a project.
Planning a business conversation comes down to the following steps:
Drawing up and checking a business conversation forecast
Establishing the main, long-term objectives of the conversations;
Finding suitable ways to solve these problems (strategies);
· analysis of external and internal opportunities for implementing the conversation plan;
· identification and development of medium-term and short-term objectives of the conversation, their relationship and priority;
· development of measures to implement these tasks (development of a work program, plans for individual elements of the conversation) and timely detection and prevention of bottlenecks in the conversation plan;
· breakdown general plans to small, detailed plans;
This is how specific work programs are developed, which must be followed when implementing the conversation plan, but with the necessary adjustments.
To avoid failures, you need to find out what obvious practical results gives planning for a business conversation. It allows you to identify specific, quantifiable tasks already at the beginning of preparation for the conversation; replace individual elements of a future conversation, draw up options for plans that facilitate decision-making by transferring them from intuitive to real. Planning helps you find and eliminate possible bottlenecks in the conversation; coordinate all actions and events according to the business conversation plan in time and from a professional point of view. Planning allows you to “delegate ownership” and “delegate” control of a conversation project to individuals, which encourages creativity in your conversation plan.
The time plan for all types of activities for preparing and conducting a conversation is master plan preparation on which all other plans are based. It indicates the types of activities, deadlines and performers.
The activities are to a certain extent related to each other. An example of a time-based preparation plan for a business conversation is offered in the form of an aide-memoire for planning individual major events.
The strategic conversation plan represents the path and program of action to achieve the intended objectives.
A tactical plan for a conversation is a list of ways to achieve goals step by step, the implementation of which leads to the solution of the main, strategic tasks of the conversation.
The operational conversation plan is a lower level of developing a tactical plan; it defines a program of action for each individual point of the conversation. The plan for information and collection of materials is the most complex, critical link in the system of planning a business conversation. First, the initiator of the conversation looks for sources of information, then studies the types of information coming from these sources. Finally, he must coordinate the actions of other services and performers who help him collect materials for the conversation.
The plan for systematization and selection of working materials determines the structure of the organization of the collected material and the criteria for its selection. Moreover, structure and criteria are naturally flexible concepts.
The time plan for the presentation determines the scope of the conversation’s work plan. The basis is the time agreed upon when scheduling the meeting; conversation time; This plan is considered more often than others.
The work plan establishes the structure of the presentation and the conversation as a whole, taking into account the available time. The principles and methods for developing the conversation plan itself are also established.
Coordination of plans becomes especially important in the event of any changes during the preparation for the conversation, if they affect other preparation operations.
And the last plan - the training plan - involves developing a rehearsal program for our business conversation.
Rules for composing a conversation and characteristics.
The material for conversations can be the texts of the Holy Scripture (especially the Gospel and Apostolic Conceptions), various rites of church worship, church Sacraments and rituals, liturgical texts (dogmatics, troparia, kontakion and ikos), components of the catechism (Creed, Beatitudes, the Lord's Prayer , Ten Commandments of God's Law) and much more. A conversation can have one or more topics. At the same time, the most characteristic feature of a conversation is its multi-topic nature. The text being explained is divided into certain parts: in the case of interpretation of the Holy Scriptures, the division follows by verses, when considering other texts or rites - by main points or subjects. However, the construction of the conversation is carried out in an analytical way, which determines the multi-topic nature of the conversation: each individual Bible verse, each element of the service, each point of doctrine discussed in the sermon has its own main idea, your topic. The connection between the topics of conversation should not be so much logical as internal, carried out by some general idea. When composing a conversation, it is not extremely important to be guided by any rules of a constructive nature: the plan and structure of the conversation is determined by the sequence of the material being explained. The components of a conversation are the main
part (explanation) and moral application. The main part of the conversation usually consists of analysis, a consistent disclosure of the meaning of the material being analyzed. The moral application arising from the material considered immediately follows the explanation of each subject of conversation. However, a multi-subject conversation is a collection of several miniature sermons.
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If the composition of the text is more or less homogeneous and connected, then after the explanation of various subjects one general moral message may follow.
* Pevnitsky V.F. Church eloquence and its basic laws, pp.109-110.
an application summarizing the moral conclusions of the analyzed subjects.
Transitions from explanation to moral applications should be natural and natural, and not artificial and forced. The moral conclusions themselves must follow from the essence of the objects being explained. They usually consist of practical advice and instructions on this or that topic; from exhortations or reproofs of the listeners and must have a direct bearing on their spiritual and moral life. The task of the preacher when explaining the Holy Scriptures in a conversation is to reveal the meaning of any biblical text, which is possible only with the help of exegesis - the science of interpreting the Word of God. For this reason, conversations devoted to the consistent analysis and interpretation of Holy Scripture are called analytical exegetical. At the same time, scientific methods in preaching should be used very skillfully and carefully. The preacher must remember that the analytical-exegetical conversation is not a theological commentary on the sacred text, in which all the details of a scientific nature are examined with great care. The explanation of the Holy Scriptures in conversation should serve, first of all, the edification of the Church; everything in it should be aimed at confirming the listeners in faith and a godly life. In addition to analytical-exegetical conversation, varieties of this form of preaching include ordinary conversation and catechetical conversation.
Normal conversation has the character of a simple interview about one or several subjects, but based on one religious and moral idea. Consideration of subjects in an ordinary conversation does not bind the preacher with any rules for the structure of the sermon, the proportionality of parts: he is free to present the material, his speech is determined only by the movement of the soul, the sequence of emerging thoughts. Feature catechetical conversations is a question-and-answer form, the most convenient for better assimilation by listeners of revealed truths. This form is also one of the means of maintaining listeners’ attention. Anticipating all the perplexities and difficulties associated with understanding the revealed truths, the preacher himself poses questions and answers them. The moral application can alternate with asking questions or be a summary part at the end of the sermon. The advantage of the question-answer form is the separateness and clarity of the concepts taught. Let us summarize what has been said about conversation as a form of preaching. Its most characteristic features are the variety of subjects and themes, simplicity of style, naturalness, accessibility and edification. Thanks to these features, this form of preaching has been the most commonly used in preaching practice since ancient times. It was used with equal success both on church days and on weekdays, in churches and in places of non-liturgical gatherings.
EXAMPLE OF ANALYTIC-EXEGETIC SERMON:
CONVERSATION OF ST. JOHN CHRYSOSTOM ON PSALM 125
“Zion will always return captivity to the Lord as a consolation” (v. 1). Another translator says: “When the Lord returns captivity, we will be comforted.”
Explanation. The word “captivity” is simple in name, but has many meanings. There is good captivity, about which, for example, Paul speaks: “bringing every mind captive to Christ” (2 Cor.
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10.15); there is also a bad one, about whom, for example, he says: “he who takes captive a woman burdened with sins” (2 Tim. 3:6), there is a spiritual one, about whom it is said: “preaching remission to the captives” (Is. 61:1); There is also sensual from enemies. But the first one is harder. Those who take someone prisoner according to the law of war often spare the prisoners: although they force them to carry water, chop wood, and walk behind horses, they do not harm their soul at all, and whoever is taken prisoner by sin has acquired for himself a cruel and merciless ruler, forcing him to do the most shameful things. This tyrant knows how to neither spare nor show mercy. Listen to the example of how, having taken the pitiful and unfortunate Judas captive, he did not spare him, but made him a blasphemer and a traitor, and after committing a sin, he brought him to a spectacle before the Jews, revealed his crime and did not allow him to take advantage of repentance, but, having prevented repentance , brought him to a loop. Sin is a cruel ruler, giving wicked orders and dishonoring those who obey him.
Moral Application: For this reason, I exhort you: let us flee his power with great zeal, let us fight against him, and, having freed ourselves from him, we will abide in this freedom. If the Jews, having freed themselves from foreigners, were comforted, then all the more, having been freed from sin, we should rejoice and admire and preserve this joy forever, and not violate or defile it by again indulging in the same vices.
Bykhom for consolation. Another translator says: “like those who dream in a dream” What does “consolation” mean? We, he says, are filled with peace, joy, pleasure. “Then our lips will be filled with joy, and our tongue will be filled with joy. Then they say to the nations: He has magnified, the Lord will do with them (v. 2). The Lord has magnified to do with us: we were rejoicing (v. 3). Joy on the occasion of release from captivity greatly contributes to a change for the better. But you say: who doesn’t rejoice at this? Their fathers, when they were freed from Egypt and brought out of slavery there to freedom, grumbled with extreme ingratitude among the blessings themselves, were indignant, dissatisfied, and constantly complained. But we, he says, are not like that: we rejoice and admire. We rejoice, he says, not only because of our liberation from
disasters, but also because from here everyone will learn God’s providences about us: “Then they will say among the nations: The Lord has magnified what he will do with them.” The Lord has magnified to do with us. It is not in vain that repetition is allowed here, but in order to show the great joy that they had. Some words belong to the pagans, and others belong to them. And look, they did not say: “saved us”, or: “freed us”, but “exalted”, wanting with the word “exalted” to express the extraordinary nature of the deed, filled with wonder. You see that - as I have often said - the universe learned through this people when they were taken into captivity and returned from there. The return itself was instead of a preacher, because the rumor about them spread everywhere, revealing to everyone the love of God for mankind; and truly great and extraordinary were the miracles that happened to them. Cyrus himself, who possessed them, released them when no one asked, but God softened his soul; and he let him go not just, but with gifts and donations.
Bring back, O Lord, our captivity, like the floods of the south (v. 4). Why did he say at the beginning: “The captivity of Zion must never be returned to the Lord,” but here: “Return”? He talks about the future. This is especially pointed out to us by another translator, who did not say: “always return”, but: “when he returns.” Moreover, this work, having begun then, did not suddenly happen, but there were many migrations of the Jews - there was a first, and a second, and a third. So, either this is what the prophet is saying, or he is praying for complete deliverance. Many of the Jews wanted to remain in the country of foreigners; in connection with this, ardently, wanting deliverance, he says: “bring back our captivity, like the streams of the south,” ᴛ.ᴇ. encouraging and encouraging with great swiftness, with with great power. Another translator, expressing the same thing, said: “like streams,” the third: “like streams.” Fourth: ʼʼlike water drainsʼʼ.
He who sows with tears will reap with joy (v. 5)
This is said about the Jews, but can often have application to many other cases. Such is virtue: it receives brilliant rewards for its labors. For this reason, the prophet in his speech pointed to sowing and harvest. Just as the one who sows must work, toil, shed sweat and endure the cold, so does the one who practices virtue. Nothing is more alien to peace than man. For this reason, God made his path narrow and cramped; He even combined not only the deeds of virtue, but also the deeds of everyday life with labor, and the latter
up to more. And the sower, and the builder, and the traveler, and the woodcutter, and the artisan, and every person, if he wants to acquire something useful, must work and labor. And just as seeds need rain, so we need tears. Just as the earth needs to be plowed and dug, so the soul needs temptations and sorrows instead of a spade, so that it does not grow bad herbs, so that its cruelty is softened, so that it does not become proud. And the land without careful cultivation does not produce anything healthy. So, the meaning of the prophet’s words is as follows: one must rejoice not only in the return, but also in captivity, and for both, confess gratitude to God. This is sowing, and this is reaping. Just as those who sow after labor enjoy the fruits, so you, he says, when you went into captivity, were like those who sowed, experienced sorrows, labors, exhaustion, disasters, endured bad weather, war, rains, cold and shed tears. What rain is to seeds, so are tears to those who suffer. But, he says, they received reward for these efforts. However, when he says: “He who walks and weeps, throwing his seeds; those who are to come will come with joy, taking hold of their hands” (v. 6), he is not talking about bread, but about deeds, teaching the listener not to lose heart in suffering. Just as a sower does not lose heart, although he faces many difficulties, imagining a bountiful harvest, so a sufferer should not lose heart, even though he encounters many sorrowful things, awaiting the harvest, imagining the fruits that come from suffering. Knowing this, we too will thank God for suffering and for peace. Although the circumstances are different, everything together and each separately is directed towards one end, just like sowing and harvesting; Let us endure disasters courageously and with gratitude, and peace with praise, so that we may be worthy of future blessings, the grace and love of our Lord Jesus Christ, to whom be glory and dominion forever and ever. Amen
(Creations. Volume 5, book 1, art.. (90-393, St. Petersburg, 1899).
Rules for composing a conversation and characteristic features. - concept and types. Classification and features of the category "Rules for composing a conversation and characteristic features." 2017, 2018.