ABSG Questions for Discussion: Lesson 3 (Jan 11-17), From Mystery to . . .

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, 11 January 2020

Lesson 3 (Jan 11-17), From Mystery to . . .

The Immanence of God

Did the wise men of Babylon know that they were con men?
How can we know if a dream is from God?
What would the king accomplish by having all the wise men of the country killed?

The Prayer

What was the motive for Daniel and his friends to run to God? What might God take into account when people run to him for rescue?
How right was it for the killing of the wise men to cease when Daniel was given the king's dream? Would it have been better for Daniel and the kingdom for them to have been destroyed?

The Image

Is the message of Nebuchadnezzar's dream good or bad for the king?
What did Daniel accomplish by giving the credit for solving the mystery to his God? How could the story have ended differently if Daniel had taken the credit?
What evidence is there whether Nebuchadnezzar believed Daniel was telling the truth?
Why do Adventist evangelists place so much significance of this dream of Nebuchadnezzar? Why does practically no other denomination treat this as of prime importance?
Why has gold become so valuable? Does it deserve it's value?
Why is silver more expensive than iron and brass?
Why didn't God reveal the names of the empires that would follow Babylon as in chapter 8?

The Stone

Would it have been more logical to follow the sequence of stone age, bronze age, iron age, etc.?
Why did God choose to represent his kingdom with a rock?
Doesn't the European Union, the Commonwealth, etc prove that iron and clay can mix?
Why can we not interpret God's kingdom to have begun with the ministry of Jesus?

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.