ABSG Questions for Discussion: Paul’s Authority and Gospel. (Oct 1-7)

Welcome

Many Sabbath School class teachers either preach a sermon to their class or deliver a monologue on the whole lesson, going through it "day-by-day." The most rewarding sessions involve the members in discussion. These questions here are intended to stimulate the active participation of the members in your class. Of course pertinent information imparted by the teacher is also very valuable, for which there are many resources in print and on the internet. This site seeks to provide a resource for discussions.

If you are a member and not a teacher and your class is boring, try asking questions such as these in your class.

Wednesday, 28 September 2011

Paul’s Authority and Gospel. (Oct 1-7)

Judaizers countered Paul by appealing to tradition. How important is tradition? Considering that Paul used to be a persecuting Pharisee (before his conversion) how would you expect it to influence the way he deals with Judaizers?

Paul the Letter Writer

1. What makes Paul or any other scripture more difficult to understand?

2. Why should Paul’s personal letters be considered “inspired” and useful for others?

Paul’s Calling

1. Why was it important for Paul to be considered an apostle or eyewitness of the resurrection? Since some books of the NT were not written by apostles, why bother?

2. Can a person not commissioned by Christ be inspired by the Holy Spirit?

Paul’s Gospel

1. What is the meaning of “grace and peace” that Paul should wish that for his readers?

2. What is the essence of the gospel? How many sentences is the minimum required to describe it?

No Other Gospel

1. In speech and in letters why do some people not get to the point immediately? What are the some of the merits and demerits of beating around the bush?

2. Why do some people allow themselves to be swayed by “preachers of another gospel?”

The Origin of Paul’s Gospel

1. Should a person’s life or motives be taken into account when evaluating the message? What kinds of facts or rumours can we spread about a person to render his/her message ineffective?

2. If you hear rumours about yourself that negative your message, how should you react?

How to Teach a Sabbath School Class

1. Make a conscious decision that you will lead a discussion and not preach a sermon. Prepare accordingly and be alert for discussion opportunities. A discussion in which many participate is very rewarding.

2. You must have a page of freshly written notes. Don't waste people's time with inconsequential things just to occupy the time.

3. Sprinkle your notes with discussion questions and mark them out in bold. Any time you feel you are losing the attention of the members get them into another discussion. The discussion should be relevant to the lesson as well as to everyday life.

4. Start the lesson with a discussion question, or at the very latest within the next few sentences. If you wait for ten minutes and then try to generate a discussion it will be too late. The class will have tuned you out because you have tuned them out.

5. The opening question should be general enough so that even those who have not studied will be interested in contributing.

6. Avoid questions that can be answered by a single word. If someone answers with "yes/no" ask them to give reasons for their answer. If the answer is too short ask them to clarify or simplify the answer.

7. If a member asks a question, that is a golden opportunity for a discussion. Don't waste it by answering it too quickly. Throw the question back to the members for their opinion. You can give yours at the end.

8. Avoid childish questions such as "Which day is the Sabbath?" Members will not feel any need to answer it. Similarly do not pause in a sentence for the members to supply the last few words. That kind of participation is not a discussion. Members must contribute ideas and thoughts and not just words.

9. Avoid trick questions. Members will be embarrassed if you show them wrong and they will not answer the next time. Also avoid questions that will make it obvious whether or not they have studied the lesson. Those who have not studied should also feel urged to contribute.

10. You may sometimes present two views and ask the members to evaluate the views.