In the vibrant narrative of early Christian communities found in the book of Acts, Luke introduces us to Apollos in Acts 18:24-26, an evidently eloquent and fervent disciple whose story gives us some insight into education and mentoring in the early church. Apollos, hailing from Alexandria, enters Ephesus, equipped with a fervent spirit and a thorough knowledge of the Scriptures. However, Luke draws out a crucial revelation for us: “he knew only the baptism of John." Despite his evident zeal and scriptural competence, Apollos stands at the threshold of deeper understanding, highlighting the significance of ongoing theological education and the community of faith.

This is particularly shown in the teaching intervention orchestrated by Aquila and Priscilla, a couple known for tent making ministry and association with the Apostle Paul. Recognising what was lacking in Apollos' knowledge, they take him aside and "explain to him the way of God more accurately." Aquila and Priscilla here exemplify the vital role of teaching, and spiritual mentoring, within the Christian community. Their act of taking Apollos aside signifies a deliberate and personal investment in his theological education underscoring that knowledge—even substantial knowledge—can benefit from the guidance of seasoned mentors.

We can also see here the communal nature of theological education. The act of taking Apollos aside implies an intimate, one-on-one setting where the complexities of faith are unpacked through dialogue, explanation, and patient instruction, emphasising the importance of personal engagement in the process of nurturing theological understanding. But from our knowledge of ancient education the home environment is also strongly communal, and if we have any doubt we see in verse 27 that the “brothers and sisters encouraged [Apollos] and wrote to the disciples [in Achaia]” to commend him.

Indeed, Apollos goes on to Corinth where Paul describes him as nurturing (watering) the faith of the church (1 Cor 3:6).

This relationship of learner and teacher deepens the understanding of the church, and challenges the common perception that teaching is a one-sided endeavour of “chalk and talk.”

In reflecting on this early Christian community, we should be prompted to evaluate our own roles in the teaching and learning dynamics within our churches and communities. Do we actively seek opportunities to teach and be taught? Are we fostering an environment where theological study and instruction is approached with humility and a desire for mutual growth?

The narrative of Apollos' encounter with Aquila and Priscilla in Acts still serves as a pattern for believers today—a call to engage in intentional, personal teaching that nurtures the growth of theological understanding and relationship. Luke encourages us to view teaching as a collaborative and transformative act, fostering a community where knowledge is shared, humility is cultivated, and the journey of faith is enriched through intentional, personalised instruction.

Chris Porter (PhD, Ridley College) is the Post-Doctoral Research Fellow at Trinity College Theological School (Melbourne). His research interests are in the social-identities of the early church, the sociology of schism, the Gospel of John, and is currently writing a commentary on Acts. He serves on several Christian for-purpose boards, and is a regular co-host on the Two Cities Podcast.