ABSG Questions for Discussion: Lesson 9 (May 26-June 1), End Time Deceptions

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 May 2018

Lesson 9 (May 26-June 1), End Time Deceptions

The Grandest Deception

Does Satan prefer for us to believe that he exists or that he does not exist? What advantage does he have either way?
If we saw Satan, what would he look like? How much has he changed since he was created?
Is Satan aware he is deceiving us, or does he really believe he is right?

The Two Great Errors

What does Paul mean when he blames Satan for masquerading as an angel of light?
Does Satan have power to heal an afflicted person, or are some healings only an illusion?
Have we sinned if we did wrong because we were deceived?Will we be punished for being deceived?

The Immortality of the Soul

Why would God not want souls to be immortal?
What does the Bible mean when it states that the "spirit" returns to God?
How can we account for people who feel they died and left their bodies and then returned again?

Sabbath and the Theory of Evolution

Since the Adventist church does not specify any age of the earth, only teaching a "recent" creation, how high can we go for the age of the earth and still claim to believe in a "recent" creation?
If we abandon the six-day creation that the Bible describes, what do we lose?
What relevance does the Sabbath have if the earth only evolved?

The Counterfeit Trinity

Why is there so much discussion about the Trinity in the Adventist Church? What is to be gained or lost?
Why is Satan and his cohorts described in terms of dragons and beasts?
Would people willingly and knowingly worship the devil and his associates or would they do it only if they were deceived?

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.