ABSG Questions for Discussion: Creation and Morality

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.

Saturday, 26 January 2013

Creation and Morality

What makes something a “right” that should not be taken away? How do we determine “rights?”

Our Dependence on the Creator

Is the Creator obliged to provide, protect, and/or preserve, what He creates,?
Is the freedom of choice a “right” or does the Creator have the right to decide that?
Does a child have the right to freedom of choice? From what age does that become a right and on what basis?

In the Image of God

What rights do animals have? How do they differ from human rights?
Do animals possess the freedom of choice? If so are they responsible for their choices?
What makes humans aware of right and wrong?

Made of One Blood

In what ways are humans all equal today? In what ways is there inequality?
If all humans descended from one couple how can we account for the inequality that exists?
Is “survival of the fittest” a valid maxim? Are the stronger obliged to protect the weaker? Why or why not?

The Character of God

Is “right” and “wrong” absolute or is “right” whatever God is? If God was “hate” instead of “love” would “hate” be right and love “wrong”?
Is it possible to truly love one’s enemies?
Why are there so few good Samaritans?

Morality and Accountability

Why are we subject to a judgement? What gives God the right to make the rules and punish the disobedient? Is that true fairness? Why or why not?
Why are the goats and sheep separated on the basis of social concerns rather than doctrine? Is this really what determines who will go to heaven? If so, why are we more hung up on doctrine rather than helping the needy?

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.