ABSG Questions for Discussion: Mankind: God’s Handiwork

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.

Thursday, 18 October 2012

Mankind: God’s Handiwork

Creation and Human Origins

What do you consider more incredible, the miracles of the creation week or the millions of items that had to be just right for evolution? Why?
Why would people attempt to explain Adam as a legendary figure?

The Image of God: Part 1

Why do you think the author of the creation story used the word image (literally, “statue”) to describe the similarity between man and God?
Do humans still have dominion over the rest of creation? Why is the lion called the king of the jungle, and not man?

The Image of God: Part 2

Why do you think that God used the plural pronouns in saying “Let us make man in our image?” How do humans reflect that plurality?
On a scale of 1-10, how much do humans reflect the one-ness of God?

A Defiled Image

How would you as a creationist explain all the primitive-looking humans described as Neanderthal man, etc.?
How much of God’s image do you think humans have retained?

Restoration

How much of the image of God do you think can be restored before the second coming?
How much application to the this restoration does the saying have "By beholding we become changed?" how much change can be effected by beholding, and what does beholding involve?

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.