ABSG Questions for Discussion: Lesson 13 (Dec 17-23), The Character of Job

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.

Sunday, 18 December 2016

Lesson 13 (Dec 17-23), The Character of Job

Does the Bible intend for us to understand that Job was a real historical figure, or is it an inspired parable intended to teach us important lessons?

The Man from Uz

Does the absence of any known site indicating the geographic location of Uz which means "wisdom," prove anything either that the story is not meant to be understood literally or that further research could discover the location?
Does the fact that the names of the characters in Job mean nothing significant suggest that the story is not a parable but meant to be taken literally?
What do the words "blameless" and "upright" really mean considering that these words have been used for Noah, Abraham, Joseph and David?
What should we understand from the terms "feared the Lord" and "shunned evil?"

Steps Bathed in Cream

Is it easier to have the right relationship with God in prosperity or in adversity?
Who has more to do with a person's prosperity in life--Satan, God, or the individual?
What can a prosperous person do to provide for a time in later life when adversity strikes?

Heart and Eyes

Is it possible for others to know enough about individuals to make basic judgements about their characters--whether they are generally good or bad enough to deserve blessings or curses?
At what point if any does "seeing with the eyes" and "sinning in the heart," become as bad as actually committing sin?
How much of a duty does a prosperous person have towards those less fortunate? How much less-fortunate should a person be to deserve help from another person?

A House on the Rock

What does the "house" stand for in the parable of the men who built on the rock and on the sand? What does the "rock" and the "sand" stand for?
What is it that a person can be credited for that enables them to remain faithful and obedient through prosperity and adversity?
How much adversity is required in order to prove the character of a person? Why do some get more than their fair share?

The Manifold Wisdom of God

What benefit is it to God when humans remain faithful to him either in prosperity or in adversity?
What does it matter to God if one individual fails?
What are things that an individual can do to attract God's transforming work?

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.