ABSG Questions for Discussion: Lesson 8 (Nov 12-18), Innocent Blood

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.

Monday, 14 November 2016

Lesson 8 (Nov 12-18), Innocent Blood

Job's Protest

Is Job more correct when he accuses God of being blind (cf 7:28; 9:24) or when he accuses God of watching too closely (7:18,19; 10:14; 13:27)?
Is it wrong to question God sense of justice?
What does Job mean when he refers to the grave as a place of no return?

Innocent Blood

Is anyone on this earth innocent?
Why is blood such a powerful symbol? With today's knowledge of physiology can any more correct symbol of life be proposed?
Is there any evidence that God is holding back Satan from everyday damage?

Unfair Fates

Is there more good or more evil on this earth?
Which is worse, to let a guilty man go free, or to wrongly convict an innocent person and condemn him or her to jail?
Which was a worse for Barabbas to be loosed or for Jesus to die?
What rights do humans have? How did they get these rights?

Sufficient for the Day

Where was God when Job was suffering? Did Job get any support from him?
What enables humans to carry on in the face of suffering?
Do Christians have more endurance than non-Christians?

Things Not Seen

How does trust in God contribute to good health?
How do doubts and fears affect health?
How can a pessimist become an optimist?

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.