ABSG Questions for Discussion: Lesson 5 (July 27-August 2), The Cry of the Prophets

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.

Tuesday, 30 July 2019

Lesson 5 (July 27-August 2), The Cry of the Prophets

The Recurring Call to Justice

If the priests and kings had done their work properly would God have needed prophets still?
Why did God not wish to have kings in the first place?
Why were prophets more faithful than priests and kings?

Amos

Why did Amos deny being a prophet when he was a prophet? Why did Ellen White say she did not call herself a prophet but that she did the work of a prophet?
How successful were the prophets in trying to reform Israel?
What kind of language is necessary to combat condemning evil successfully?

Micah

Can one do justly and love mercy at the same time? Which one is superior?
Who are normally more generous and charitable towards the disadvantaged of society, the rich or the poor? What is the reason for this?
Why did Micah include "walk humbly" with justice and mercy?

Ezekiel

How did Ezekiel know that the citizens of Sodom neglected to help the poor and needy when it is not mentioned in the Genesis account?
Which are more serious, sexual sins or sins against the poor and needy? Why?
Why is Ezekiel concerned about the sins of being arrogant and overfed? What is wrong about these, and what is the connection, if any?

Isaiah

What does it mean to defend the cause of the fatherless and the plead the case of the widow? How can we fulfil this practically?
How might one be figuratively guilty of "grinding the faces of the poor" as described by Isaiah?
Why would Isaiah condemn those who accumulate houses and fields? What, if anything, is wrong with leaving no space?

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.