ABSG Questions for Discussion: 6. The Prophetic Writings (For Discussion on November 7)

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.

Thursday, 5 November 2026

6. The Prophetic Writings (For Discussion on November 7)

The Call to Write

1. Why, do you think, prophets were not asked to write down God's word till humans had invented an alphabetic script?

2. What advantages are there of "written transmission" of God's word over "oral transmission?" What are advantages of oral transmission?

3. What qualities do you think God looks for in a person, when selecting a prophet to convey His word in writing?

Literary Genres and Styles

1. How might a reader misunderstand a prophet's message if the genre or writing style (eg. sarcasm, figures of speech), is not understood?

2. How much is lost when poetry is translated to another language?

3. Why do you think God allowed prophets to use their own styles and words rather than dictating His message word for word?

Literary Assistants

1. How much freedom does a scribe or secretary have, in writing out a message?

2. Why did Paul find it necessary to put his signature on a scribe-written epistle? Do you think a signature would have been required if he had written it himself?

3. Why did God not just inspire the scribe instead of the prophet?

Literary Sources

1. Does the inclusion of Lemuel's writing in Proverbs indicate that Lemuel was inspired?

2. How much does the use of non-inspired sources by a prophet include any risk of error?

3. How can a prophet know which parts of non-canonical sources are usable?

Divine Message and Human Imperfections

1. Why did the Holy Spirit not override human imperfections so that we would get a perfect message from God?

2. What should a reader do if they suspect an error in an inspired message?

3. How much help from the Holy Spirit does a person need to understand the Bible?

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.