ABSG Questions for Discussion: Love and Judgement: God's Dilemma

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, 6 April 2013

Love and Judgement: God's Dilemma

Easily Deceived and Senseless

Which is better to have, a wonderful land that everyone is fighting for, or a quiet place that nobody else fights over? How does a country choose allies?
Why does a strong human / political ally seem preferable to trusting in God?

A Trained Heifer

How easy is it to do what God wants?
What does Jesus mean when He says, "My yoke is easy?" Why use the word 'yoke?'

A Toddling Son

Why does a toddler run away from a parent? What brings the toddler running back? What about a teenager? How do parents feel about the going and returning of a child?
Why do we run away from God? (Good times or bad times). What brings us back? How does God feel about our going and coming?

Compassion Stronger than Anger

Did a person born into Israel receive more compassion and opportunities from God than one born in Sodom? Why or why not?
Shouldn't a nation such as Israel which had been given more knowledge and opportunities be held more accountable and be punished more harshly than a places like Sodom and Gomorrah?
On what basis are individuals and nations granted mercy?
Do parents seem to love one child more than another? What is the basis for this? Is it fair?

Healed, Loved and Nurtured

Why does the God of the New Testament seem gentler and more merciful than the God of the Old Testament?
What holds a rebel child at home better, strict surveillance and locked doors or freedom and love?
How do you hold on to a person that does not love you any more?

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.