ABSG Questions for Discussion: Spiritual Adultery (Hosea)

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, 30 March 2013

Spiritual Adultery (Hosea)

Can one's actions actually hurt God or is God above and beyond pain?

A Strange Command

Why does God depict unfaithfulness to Him through an unfaithful wife rather than an unfaithful husband? Who is more often unfaithful, husband or wife?
Why did Hosea have to act out his message? Wouldn't a sermon on the theme have been sufficient? How successful was the sermon?
Does the last verse of the book (14:9) suggest that the book is to be understood as a parable, and not as real incidents?

Spiritual Adultery

In what ways are we committing spiritual adultery today? Is letting our minds wander during a sermon or prayer a type of adultery?
Can putting ourselves before God be a kind of adultery? Can one commit adultery alone?

A Promise of Restoration

In what way can condemnation, discipline and threat be seen as hope?
What does it cost God to forgive us? What does it cost us to forgive others?
Do we look up to or look down on a person who forgives and takes back an unfaithful spouse repeatedly?

The Case Against Israel

Why would Israel keep turning to other gods? Could it be that the priests and Levites had failed to make Yahwism interesting enough?
The rich people often leave God first: Why is this?

A Call to Repentance

How do names and characteristics match so often? Are names prophetic, or do people become what their names mean?
Do we teach our children about God, or to know God? What comes first? What methods can I use to teach others to love God?

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.