ABSG Questions for Discussion: Lesson 4 (July 20-26), Mercy and Justice in Psalms and Proverbs

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.

Friday, 26 July 2019

Lesson 4 (July 20-26), Mercy and Justice in Psalms and Proverbs

Psalms: Songs of Hope for the Oppressed

What enabled psalmists in distress to compose songs of hope? On what was their assurance based?
Why does God allow trouble to fall upon his faithful people? Why are the wicked allowed to prosper?
What does it take for the psalmist to compose something like "Judge me O God according to my righteousness?"How confidently can a human say that?

Do Something God

Why doesn't God give just rewards in this life itself, before one dies? Why must we wait for the next life to be rewarded?
What is the implications if a person abandons faith in God because he or she feels unjustly compensated in this life?
If there were no final judgment how would it affect one's behavior in this life?

A King's Promises

Does experience improve or corrupt a leader? What makes a difference?
What did David learn from Saul about how to be a good king, or how not to be a bad king?
In a contest between justice and mercy, which one should win?

Walking with the Lord

Is the composer of Ps 37:25 correct in saying that he has never seen the righteous forsaken, or their children begging for bread?
If we see children begging can we infer that their parents are not righteous?
What are the benefits that one receives by helping others?

Proverbs: Mercy on the Needy

Is poverty a sign of laziness?
Are poor people closer to God than rich people?
Did the social laws of Israel eliminate poverty in their society?

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.