Vol. 2 No. 9 (2026)

Abstract

Parabolic Differential Learning Theory (PDLT) is proposed in this study as a Scripture-governed theological-bibliogogical model for explaining why the same biblical message may produce different patterns of reception, understanding, perseverance, application, and fruitfulness among learners. The study focuses on Matthew 13:1–23 and Mark 4:1–20, where Jesus interprets the Parable of the Sower through four contrasting soil conditions. Using scriptural review, qualitative biblical interpretation, theological analysis, conceptual analysis, and comparative engagement with educational literature, the study develops PDLT as a theo-theoretical framework rather than as an empirically validated universal law of learning. The analysis identifies seven interconnected stages—encounter, reception, understanding, reflection, internalisation/application, transformation, and fruitfulness/sharing—and argues that biblical learning is differentiated by learner disposition, context, competing concerns, depth of engagement, and perseverance. The study further finds that biblical learning cannot be reduced to information acquisition because the Gospel narratives connect hearing with understanding, acceptance, endurance, and fruitfulness. The proposed model contributes a Scripture-centred framework for biblical education, preaching, discipleship, and research supervision, while recommending empirical investigation of its educational propositions. The study concludes that PDLT is best understood as a conceptual bridge between biblical theology and educational theory, with Scripture remaining its governing epistemic and theological foundation.

Keywords: Parabolic Differential Learning Theory; biblical learning; Parable of the Sower; Scripture-governed education; bibliogogy, biblical pedagogy; differentiated learning; theological education.