1000th blog entry

The lesson, “How to Sail Through Life,” is based on James 3:1-18. James uses the illustrations of bridles and rudders to make the point that small things exert great power.

If you Google (or Bing) the phrase “smallest and most powerful” you see lots of things that make that claim. As a teaching suggestion (to help keep the lesson interesting), make a list of your Top 10 “smallest and most powerful” things, and put the tongue as #1.

P.S. Thought I'd mention that this is my 1000th blog entry after beginning in May, 2005. God is good. According to statcounter.com, the site averages 1, 446 returning visitors each month. The PPT slides are downloaded well over a 100 times each week that I post them. I believe all of us teachers want to do a good job on Sunday morning. We just need all the help we can get! May the good Lord continue to use us! Thanks for stopping by. RW

How to Sail Through Life, James 3:1-18

This week’s lesson is titled, “How to Sail Through Life,” and it’s based on James 3:1-18. David Self says, “the passage is aimed squarely at teachers…”. Sobering.

Mark Rathel titled his commentary “Wisdom reflected in speech.” It includes a pithy poem, which I like.

We studied last week that works make faith visible. Our behavior makes visible what wisdom we use. Here is a funny video concerning wisdom that you might show to gain interest. After the class watches the video, you could ask some questions. Eg. Did the video mention use of the tongue? (no). What type of wisdom was its subject? (good sense). Have some fun!

PPT Slides for "Show Me Your Faith," James 2:14-26

I posted my PowerPoint slides for, “Show Me Your Faith,” based on James 2:14-26. Compare them to the slides I posted earlier for the LifeWay plan. Comment please if you think I’ve got it wrong. Hopefully, I added some value! At your suggestion, I can tweak them between now and Sunday morning.

I want to remind you about the Finishers Project, which is a web information service designed to help adults get involved in short-term, or even permanent mission projects. Consider speaking to your class about this as a way to help members get involved in serving the Lord. To view the opportunities that are available, you do not have to log into their site, or register.

What goes together

I invite you to read Thomas Constable’s commentary on James 2:18 (p. 32) as you prepare to teach the LifeWay lesson, “Show Me Your Faith,” based on James 2:14-26. Given the carnal behavior of many Christians today, the issue of assurance may come up in people’s minds as you teach about works. Constable’s comments may help you prepare. The LifeWay commentary briefly mentions the security of a believer.

The Lifeway plan suggests an opening using the idea of “opposites attract”. The idea is that faith and works attract. I think I will change this and use the concept of “what goes together?” as illustrated in the following PPT slide.

Making the invisible visible

Jeff Meyers posted a copy of Thomas Constable’s commentary on James (see here for all of Constable’s commentaries). I encourage you to read p.28-30 in preparation to teach James 2:14 for the lesson, “Show Me Your Faith.”

The lesson commentary by David Self at First Baptist, Houston is also useful. He includes a chart contrasting Paul and James, and comments specifically on James 2:14.

I really like analogizing faith as love and corresponding works as body language in the lesson commentary by Leroy Fenton, South Prong Baptist Church, Waxahachie. I liken this to a couple in love (invisible) getting married (visible display of their love).

If you think about it, wind (faith) is invisible, but it has very visible results (works). A microscope (works) makes the invisible (faith), visible. Lastly, an invisible man is made visible by his clothing.

These ideas are summarized in a slide like the following.

Show Me Your Faith, James 2:14-26

To get started preparing the lesson, “Show me your faith,” based on James 2:14-26, I made PowerPoint slides for LifeWay’s suggested teaching plan. I added a few visual aids to help the presentation, and used the NIV translation, but otherwise I did not change their plan.

There may be issues with their interpretation of this focal passage from James. For example, it interprets the use of faith in the focal passage as saving faith, or faith leading to one's ultimate righteousness before God. However, other interpreters see James as writing to Christians, and his use of the word save referenced a deliverance from a judgment of works.

This passage requires the hard work of understanding the author’s meaning. How do you plan to present the meaning of these verses? I'm still praying about it. May God give us all spiritual wisdom and understanding this week!

PPT suggestions for "Let's Be Fair About It", James 2:1-13

To conclude the lesson, you might want to read Jeff Meyer’s plan for teaching “Let’s be fair About It,” from James 2:1-13, since he uses a sports example to illustrate how we show partiality.

If we can conclude that James wants us to grow into mature Christians, then an ending single-picture slide that might work follows. May God bless your preparation this week! I pray that you will be able to use the PowerPoint slide suggestions made this week to help you get out of a teaching rut.

A choice to make

I suggest one of the following single-picture slides for step 4 of the lesson, “Let’s Be Fair About It” from James 2:8-13 follows. If you permit an inanimate image, the billboard is ok, but for this lesson, I like slides with people in the pictures.

Different standards

My suggested single-picture slide for step 3 of the lesson, “Let’s Be Fair About It” from James 2:5-7 follows. All the other elements in the passage seem to flow from the phrase “God chose.”

James says that people practice a different standard than God when they show favoritism. That begs the question, "What standard do you practice regarding the moral behavior of various people?"

Do you treat the moral behavior of those you prefer differently than you treat the moral behavior of others?

Discriminate

As I understand it, showing favoritism doesn’t involve the expectation of receiving something in return. Favoritism simply elevates someone based on appearance, power, or wealth. My suggested single-picture slide (see yesterday’s post) for step 2 of the lesson, “Let’s Be Fair About It” from James 2:1-4 follows. The word I keyed on in the passage is discriminate.

Let's Be Fair About It, James 2:1-13

As a teacher, I’m getting that feeling of being in a rut again. Also, I worry about using PowerPoint because there is a risk that class members will stop listening to you and just read the slides.

One idea to get around both of these problems is to compose a set of slides that offers a single picture for each step of the lesson. That picture becomes a starting place for you to teach the key point of that step.

For example, to teach this week’s lesson, “Let’s Be Fair About It” from James 2:1-13, the LifeWay Adult Leader Guide divided the teaching plan into five (5) steps. For step 1, create a slide containing the lesson title, a reference to the focal verses, and a single picture—the only “power point” on the slide. Describe the point you intend the picture to make, and then go on to complete your introduction without using any additional slides. Your class will focus on listening to what you have to say as opposed to just reading a dense slide!

The content of James 1 and 2 suggest some “class distinctions” were made in the early Church—poor versus wealthy, and which of these had been given God’s grace. Three key ideas emerge from reading the focal verses—favoritism, the royal law, and mercy. Force yourself to pick one of these as a MAIN point and make a slide for it. Below is my suggested opening slide for this week’s lesson. P.S. I’m not too enamored with the use of the word “fair.” I hear a common complaint in our culture today, “That’s not fair!” It begs the question, “Is fairness to be expected?” I think James was not discussing fairness, but that’s just my opinion.

Blurry image

Teacher, George Thompson posted his outline plan for teaching the Lifeway lesson, “How Genuine Are You,” which is based on James 1:19-27. Aside from liking his focus on Scripture, he asked a good question: “How closely does the image you project as a Christian match who you know yourself really to be?” Perhaps you could show a blurry image, too?

Kelly Kinto posted her lesson plan, too. Of all things, she describes a kind of “Word sandwich”. I’ll leave it to you to decide if you like it.

This just in: co-teacher, Randy Stewart posted PowerPoint slides for the lesson, "How Genuine Are You?" Thanks Randy!

Take your pick

A couple of illustrations (suggested by some notes I have in my Bible) might be useful in teaching the lesson, “How Genuine Are You,” based on James 1:19-27. The first is a washing machine, and the second is the idea of natural instincts.

While it might better pertain to last week’s lesson, a washing machine includes an agitator, whose purpose is to knock dirt out of clothes during a wash cycle. In the same way, trials in the lives of believers act like agitators to help mature and grow us to be more like Christ during this life. Ask members, "At the moment, do you feel like you are inside a washing machine and getting beat up by the agitator?"

In the “tests of life” presented by James, some might trust their natural instincts, which includes fear, anxiety, anger, frustration, etc. However, to pass the test, God wants us to rely on Him and His Word.

Randy Stewart's PPT Slides

As a help to you, co-teacher Randy Stewart has made available his PowerPoint slides, which he used to teach various Explore the Bible lessons in the past. In particular, as you prepare to teach this week’s lesson “How Genuine Are You?,” take note of Randy’s slides (James1_19-27_22Jun08.ppt) for this week’s focal passage, James 1:19-27.

Co-teacher, Randy Stewart also posted updated PowerPoint slides for the lesson, "How Genuine Are You?" Thanks Randy!

How Genuine Are You, James 1:19-27

Driving this morning, I thought about an analogy to use in teaching the lesson, “How Genuine Are You,” from James 1:19-27. We’ve all heard about various types of cowboys— rodeo, drug store, urban, midnight, etc., but what is a genuine cowboy?

The lyrics of this song help to delineate a real cowboy. That’s probably as far as you need to go to make the analogy interesting and keep it appropriate. This sets up the question, "What delineates a genuine Christian?"

PPT slides for "When Common Sense Isn't Enough", James 1:1-18

I worked on the Lifeway lesson plan to make it my own, and came up with the following PPT slides for “When Common Sense Isn’t Enough”. My prayer is that they will be a blessing to you!

Common Sense

Slide 4 of my initial PPT slides for the lesson, “When Common Sense Isn’t Enough,” asks members to describe a person with and without common sense. To make progress on the goal of making the Lifeway lesson plan “my own,” I prepared a slide that has the blanks filled in (see below). This has a couple of benefits.

When members are suggesting their answers, I can concentrate on their remarks and more confidently interact with them at that point (having previously thought of some answers on my own). Secondly, if only a few people happen to respond, then I can easily move on to the ‘answer slide’ and avoid an awkward moment.

Introduction to James

To teach the lesson, “When Common Sense Isn’t Enough,” I will add a background slide that presents an introduction to James (see below). For source material, Jeff Meyer posted Akin’s Overview and Intro to James, which I used in addition to other notes when I studied James last year.

Another way to bring up the lesson topic of wisdom is to ask members what they think about scientific studies that tell decision makers to “follow your gut”.

When Common Sense Isn't Enough, James 1:1-18

To prepare to teach the lesson “When Common Sense Isn’t Enough,” from James 1:1-18, I decided to take a different approach this week. I began by spending a couple of hours to build PPT slides for the lesson plan given in the LifeWay Adult Leader Guide.

If you’ll look at their guide you’ll see how I used their ideas. I tried not to be creative, or add to their approach. I simply wanted to start with a set of slides that reflected the time, effort, and prayer they spent in preparing their plan.

I hope this helps you get started on the lesson, and as you prayerfully study James 1:1-18 during the week, modify the slides to make it your own lesson plan.

Why should believers Be Responsible?

To paint a picture of what it means to “Be Responsible” as a Christian, read the “And Today” paragraphs in the LifeWay Adult Leader Guide and make a list of the suggested Christian responsibilities.

As an example, I came up with the following list: assist other believers, restore other believers as a ministry, bear other believers burdens, bear our own load, do good to other believers, give financially to the church, live in the Spirit, help other believers, avoid selfish motives, pray for God’s help, obey the Spirit, seek peace, avoid/resolve conflicts among believers, and seek spiritual wholeness and well-being.

You might have some reaction to even making such a list, but I was struck with the question of why should believers be responsible? Present the list, and ask your class members to give their answer to that question. How about this answer: “… because you will be doing what is good and right in the eyes of the LORD your God” (Deuteronomy 12:28).

Why some people quit

In the focal verses for the lesson, “Be Responsible,” Paul wrote, “do not give up” doing good works (Galatians 6:9). Because some people do abdicate Christian responsibility, we have to ask, “Why?”

Perhaps a way to bring up this idea is to ask, “Why people quit their jobs?” It is easy to rephrase the top ten reasons given and put them in terms of Christian service, and a believer’s responsibilities. Here is a shorter list of why people quit their jobs.

Be Responsible, Galatians 6:1-18

The LifeWay Adult Leader Guide suggests opening this week’s lesson, “Be Responsible” (from Galatians 6:1-18) with a discussion of the issue of why many prisoners end up back in prison after being released. According to a Wikipedia article, it’s because they find it difficult to fit into a normal life.

The parallel, I think, are Christians who are released into the freedom of Christ by salvation, but find it too hard to live the Christian life. So they end up returning to a former way of life (i.e. a lifestyle of bondage to sin). This is a good opening. However, some people may not get the connection because they refuse to identify with prisoners.

The above approach represents one alternative--a beginning and a failure. Another alternative is to open the lesson with a beginning and followed by continuous improvement. For example, discussion of someone (or thing) that experiences a new birth (or new beginning), and from there continues to improve on to maturity (with needed improvements and maintenance along the way). A new golfer that continues to improve might be a good illustration.

Another example is a remodeled old home; that’s a new beginning. Over time it may need maintenance and makeovers (or improvements). Similarily, Christians need to improve over time, too. Hence, this Bible study lesson.

Another example is a new technology product, such as the new Apple iPhone 3GS. Its introduction is a new beginning, but Apple will have to continue updating it for it to remain competitive. The same is true for some Christians. To remain at the top of their game, they will need to improve based on what they learn in Bible study. hence, this lesson from Galatians.

Man vs Child

In the lesson, “Follow the Spirit,” Paul thought Christians should live under the influence and control of the Holy Spirit, even in life’s minutiae. Dr. Sam Tullock’s comments mention the connection between “what a person is” and “what a person does”. That might be a good statement to make and then get reaction from class members.

It appears to be the same idea Jesus was speaking of in Matthew 7:17-20, “by their fruit you will recognize them.” For example, a person filled with rage, is an enraged person. Hence, his behavior is directed by what he is. Being enraged influences what he does.

For a biblical illustration, Paul said in 1 Cor 13:11-12, “11When I was a child, I talked like a child, I thought like a child, I reasoned like a child. When I became a man, I put childish ways behind me.”

In other words, as a child is so a child does, and as a man is so a man does. For a little humor, here is a video on Man vs Kids (the kids win in the end).

How well do you follow directions?

The LifeWay Adult Leader guide pictures the struggle between flesh and Spirit as a civil war. Paul pictured it as Battle of the Mind in Romans 12:2. We all have a worldview—mostly trained by popular media. Even though we are a new creation in Christ, we filter every input thru our worldview. However, our minds must be transformed to think from a Biblical perspective (like God thinks). As a man thinks, so he is. When we obey the Word, the Holy Spirit uses it to transform our thinking.

How do you plan to illustrate Step 2? I don’t see it as “walking behind the Spirit.” Rather, I see it as being alert and responsive to the Spirit's personal guidance in my life.

Going back to the analogy of a personal navigation system, do we listen to the Spirit, or ignore Him?

You may consider using a “test of people’s ability to follow directions” given on slide 10 of my PPT slides for the lesson, “Aspire to Walk With God,” taught in Dec, 2007.

Follow The Spirit, Galatians 5:16-26

Eli Landrum, Jr. wrote the LifeWay Adult Leader Guide commentary for “Follow the Spirit”, this week’s lesson from Galatians 5:16-26. In his opening remarks, he indicates that Christians need guidance as we exercise our freedom in Christ. To illustrate a “guidance system” he mentions automobile navigation systems.

In particular, Landrum says he wants a navigation system better than the one featured in a commercial he saw. I think I found the commercial he referenced, but what Landrum doesn’t mention is a surprise—who’s behind the voice of the navigation system?

PPT Slides for "Claim Your Freedom," Gal 5:1-15

A first on this blog is for me to post the PPT slides of one of my co-teachers (their usually not finalized in time). Randy Stewart allowed me to post his slides for Claim Your Freedom.

Randy and I both pray that these slides will help you.

Some of you readers out there are great teachers, and I would be all too happy to post a link to your slides if you send it to me before Sunday. ronnieward [AT SIGN] yahoo [DOT] com.

Circle drawers

You might be able to use children’s responses to the question: “What does freedom mean to you?” to introduce some levity into your lesson, “Claim Your Freedom”. You might simple ask your class the question, “What does “freedom in Christ” mean to you?” List a summary of their answers on a marker board as they call them out.

The commentary by Dr. Sam Tullock describes the Judiazers as what he calls “circle drawers”—Bible preachers or teachers who build their identity or following by claiming to be guardians of some great truth, or rediscovered truth (I have in mind the Emergent church movement). In what ways do today's followers of such “circle drawers” give up their true freedom in Christ?

First Baptist, Chester, IL is back!

FBC, Chester, IL posted their question based lesson plan for “Claim Your Freedom”, which I reproduced below since their link is not sticky.

Galatians 5:1-15
“Claim Your Freedom”

-Share your name with the class and give us your definition of freedom.
-If you break the law can you expect to loose your freedom? Can you be forgiven by God if you break the law? Is there any sin that you can commit that God will not forgive you for?
-How many translations of the Bible do we have in class today? Let’s read Galatians 5:1a from the different versions. What does this simple verse say to you in your own words?
-Have you ever been imprisoned by an unfulfilling job? How about a difficult relationship... a lengthy illness or a financial problem? How did you feel when you broke free from that situation? How is that freedom comparable to the freedom you receive in Christ?
-Have you ever intellectually accepted something as true but then acted as if you did not believe it? Does anyone want to elaborate?
-The Galatians listened and said they believed Paul when he taught them about “faith” alone but then they still tried to earn their salvation! Does that sound like anyone you know?
-Why do you think Paul told them to “STAND FIRM”? What is the yoke of slavery that he told them to avoid?
-Truth time! Have you ever allowed your faith to become burdensome, like a yoke? How were you able to have that burden lifted?
-If you could give some good advice to another believer about not becoming burdened and bogged down with legalism in their Christian life, what would you say?
-Do you know anyone who has fallen from grace? Can someone explain how a Christian can fall from grace?
-What does Paul tell us the person living by faith is eagerly awaiting?
-If a person wanted to be righteous or to be in a right relationship with God; can they do so by following a list of dos and don’ts?
-If you were placed in prison for several years and finally were released, would you choose just to stay there instead of enjoying your freedom? As a Christian freed by Jesus why do you sometimes place yourself back in chains?
-Does the promise of future righteousness offer you hope in your Christian faith?
-What two metaphors did Paul use as he wrote about Christian faith and legalism?
-Would you describe your Christian life as a sprint or a marathon? What would you like it to be?
-Is it possible to compromise the Christian truth? Can small compromises lead to bigger ones?
-Here is the million dollar question!!! Is Christian freedom a license to sin? What did Paul say in verses 13-15?
-Have you ever seen Christian freedom abused? How? What do you do to avoid such abuse in your own life?
-Do you know of any church that has ever fought among themselves? Why is possible that Christians can experience huge bitter disagreements with fellow believers? How much damage can such conflicts do to the kingdom of God?
-To sum up Paul this week, what is the essential ingredient to a saving relationship with God?
-Let’s pray, asking God to fill us with His spirit of love for one another, thanking Him for our freedom by His love for us.

Claim Your Freedom, Galatians 5:1-15

Gauging the volume of post-lesson comments I received, the “picture commentary” approach I used last Sunday worked well. Over 160 people downloaded my PPT slides, so I hope you had an equally good response.

This week’s lesson, “Claim Your Freedom,” based on Galatians 5:1-15, may be a bit tougher to teach.

A teaching plan by Jon Klubnik from Second Baptist Houston tackles all of chapter 5. I really like his outline exert of the flaws of Pharisitical system from Fan the Flame, by J. Stowell.

I read the lesson commentary and the challenge is help adults recognize the freedom they have in Christ and to exercise that freedom in ways that honor Christ.

PPT slides for "Living by the Gospel" Gal 3:26-4:31

I uploaded my PPT slides for the lesson, “Living by the Gospel”. I added slide notes to help you figure out the presentation since I decided to use a “picture commentary” approach. That is, I present the Scripture and read thru it, and then show a series of pictures and structure my teaching about the verses around each picture.

I just thought it would be interesting to try a different approach. I wanted to stick with the LifeWay theme of growth in Christian maturity, but I also wanted to teach the context and application of the various Scriptures in the focal passage. Otherwise, why stick to the passage? We could just read it and jump off to other passages about spiritual growth. But we are studying Galatians, so I want to be sure and teach it.

Have fun. May God bless your lesson!

Live by faith

Jeff Meyer’s lesson plan for “Living By the Gospel” notes that “growth and life go hand-in-hand”. Personally, I’ve discovered that growth not an automatic (I may use the analogy of an automatic transmission vs manual shift to move to higher gears).

I previously posted PPT slides for an Explore the Bible lesson titled “Growth is Intentional” based on 2 Peter 1:1-11 taught back on May 6, 2007.

I’ve posted many times on ‘growth’ as we are discussing in this week’s lesson. For example, you may want to look at Evidence of Spiritual Growth. It references, Transformational Discipleship, by Barry Sneed & Roy Edgemon, published by Lifeway from which we have the following evidences of spiritual growth and seven some specific hindrances (see p. 32).

1. The Life of the Transformed Believer Models Love, Trust, and Obedience
2. The Transformed Believer Lives in Harmony with God’s Word.
3. The Transformed Believer Sees the World Through the Lens of Scripture-- Phil. 4:8-9
4. The Transformed Believer Has a Relationship with Other Believers
5. The Transformed Believer Makes God’s Love Known to Others

Hindrances to Spiritual Growth
1. The warfare of Satan
2. The ways of the World
3. The war against self
4. Lack of knowledge and understanding
5. Drifting away
6. Rebellion
7. Distraction

Living By The Gospel, Galatians 3:26-4:31

To illustrate step 2 of the lesson, “Lesson By the Gospel,” (Galatians 3:26-4:31) I will use a couple of analogies of how players come from different teams with different customs to form a new team where the old customs no longer apply.

For example, I played high school football on a very competitive team. Our enemies were other teams in the same district. They practiced, for example, in different ways than we did. Respective offense and defense strategies were very different. Later on, some of us players who were once competitors in high school were on the same local college team. We practiced in new ways from the ways we did in our respective high school teams. We ran a new offense and defense. We were no longer members of teams with different customs. We were now members of the same team with a whole new way of playing the game. Our team was very successful.

That was not the case in a second example I experienced in a business environment. I worked for a very successful computer manufacturer. We competed against other manufacturers. Each of the companies had their own strategies for success. I knew many of the players in the other companies. Later on, while working at a different start-up, hi-tech company, some of those same players worked at the new venture. As a business we failed. Everyone wanted to do things the way they had experienced in prior companies. We failed to adapt and change and do what was necessary to win in a new market environment.

Perhaps you’ve had similar experiences you can draw on to illustrate Paul’s point in Galatians 3:28.

Feeling free

I like Kelly Kinto’s lesson plan for “Receiving the Gospel.” It draws attention to the idea of being free, or feeling free—and not wanting to return to it. She mentions some of her own “freedom” experiences, to which your class members can relate. She goes on to recount two people who were once freed from slavery only later to be returned to it (and then freed again). I recommend that you give some thought to her approach.

In God we trust

Simply teaching what the focal verses mean for the lesson, “Receiving the Gospel,” is a good teaching plan. Galatians 2:11-3:25 is so rich in meaning.

However, you may want to include illustrations regarding trust. One idea is to ask members how we demonstrate trust as we go about our living in modern society.

For example, we exhibit trust when driving that an on-coming driver will stay in his lane. Momentarily, we put our safety in their hands as we wiz by one another. As another example, we put our livelihood at risk when we trust co-workers to perform their jobs to a level that everyone succeeds. And we trust the pastor will be prepared to deliver a message from God’s Word on Sunday morning when we gather in the worship center to hear him preach.

Finally, IN GOD WE TRUST first appeared on the 1864 two-cent coin. Hold up a US coin and ask how Christians exhibit “in God we trust”?

Receiving the Gospel, Galatians 2:11-3:25

I noticed in teaching last week’s lesson that Christians tend not to be precise when “Talking About the Gospel.” To get at the lesson aim “to help class members demonstrate they have a clear understanding of the gospel,” I asked them early in the lesson to choose the best statement of the gospel from a number of variations listed on a slide.

I was a little concerned when many people didn’t see any differences in the various statements! However, after the lesson, most members were focused on the issue and for the time being, less accepting of variations to the gospel, which add to it, or change it in some way.

It may not be as simple in this week’s lesson, “Receiving the Gospel” (Galatians 2:11-3:25), to accomplish the lesson aim—Help adults indicate they have placed their faith in Jesus.

Perhaps a good way to start the lesson is to use an old illustration. Set a chair before the class and ask members if they believe the chair will hold them if they sit in it. Explain what the Bible means “by faith in Jesus Christ.” Tell them that faith has an object, and Jesus Christ is the object of a Christian’s faith. Using the chair as an illustration, and say, "it does not hold your weight until you actually sit in it." Believing it will hold your weight is not the same as actually trusting it with your weight by sitting in it.

Can anyone suggest a different illustration?

PPT slides for "Talking about the Gospel" Gal 1:1-2:10

I posted my slides for “Talking About the Gospel.” You may also be interested in reading Jeff Meyer’s lesson plan.

Let me know how your lesson goes!

A confusing gospel is not good news

I hope to post my slides for the lesson, “Talking about teaching the gospel,” no later than tomorrow, and I plan to answer the question: “What is the gospel?” I posted on this last year, “Avoid Muddying the Water.”

That post references an article by Dr. Harry Leafe, who answers the question this way, “The Bible states that "The Gospel is the power of God for salvation to everyone who believes" (Romans 1:16). Being a Christian involves an informed confidence in Jesus Christ (the God-Man Savior). A person is informed about His death as a satisfactory payment for their sin (the Gospel), and that person places their confidence or trust in that payment. That informed confidence and trust is what the Bible means by the term believe. Anyone who places their confidence or trust in Jesus Christ for the forgiveness of sin and eternal life is a Christian.”

The true gospel is good news. A confusing, or misleading message is “really no gospel at all.” (Gal 1:7). Jay Hancock answers the question in his lesson plan from Carmel Baptist.

Inspiration

What was it about the message (false gospel) of the Judaizers that appealed to the Gentile Christians in the Galatian churches? What inspired those believers to quickly embrace a different gospel?

For Step 3 of the lesson, “Talking about the gospel,” I’m thinking about highlighting a few of the reasons people converted to Judaism. For example, Andre Tippett said, "The thing about Judaism that has got me excited is the tradition," says Tippett. Bob Tufts said, "Having grown up and questioning my beliefs a little more, I was more attuned to trying to live a better life in the here and now rather than in the hereafter."

These statements can be set over and against the God inspired truth of the gospel in Paul’s life.

Does anyone have recent statistics for Baptists converting to other denominations, or cults?

How different does different have to be?

For teaching Step 2 of the lesson, “Talking about the gospel” from Galatians 1:6-9, consider using this sermon illustration, suggested by the Bible.org Forum on the Lifeway lessons. I’ve shortened the list of confusing statements about the gospel to the following. I’ll reduce it even further to fit a few key ones on a PPT slide. I will ask members to pick the most correct statement from the list. After that I will ask for volunteers to state how they have misunderstood the gospel in the past.

1. Repent, believe, confess your sin to God, and confess Him before men and you will be saved.
2. The clearest statement of the Gospel in the N. T. is found in Luke 9:23: “If any man wishes to come after Me, let him deny himself, and take up his cross daily, and follow Me.”
3. May the Lord reveal to the sinners that the only way for them to be saved from their sins is to repent with a godly sorrow in their hearts to the Lord.
4. Utter the prayer of the prodigal son—ask Jesus to be your Lord and Master.
5. Place your hand in the nail-scarred hands of Jesus
6. Find Christ by praying through to Him.
7. Believe in Him, trust Him, accept Him, and commit your life to Him.
8. We have the warning of Christ that He will not receive us into His kingdom until we are ready to give up all, until we are ready to turn from all sin in our lives.
9. God offers eternal life freely to sinners who will surrender to Him in humble, repentant faith.
10. Do we literally have to give away everything we own to become Christians? No, but we do have to be willing to forsake all.
11. Matthew 7:13-14 is pure Gospel: “Enter by the narrow gate...”
12. No one can receive Christ as his Savior while he rejects Him as his Lord.

Talking About the Gospel

I started working on my slides for this week’s lesson, “Talking about the gospel” from Galatians 1:1-2:10, and I think I’ll begin with a brief review of the eligibility requirements for membership in the organization: Daughters of the Republic of Texas. I’m doing this since DRTA is pretty clear about their eligibility requirements, and the principle one is a right of birth.

During the lesson I want to make the point that we must be clear about what the true gospel is, and not confound it with other unbiblical ideas.

Commitment story

To introduce the close of your lesson, “Commitment: A Path to Effectiveness,” read the following story and ask members what word they would use to characterize Connie?

Read: Connie Douglas spends part of her summers at Camp Waldemar for Girls along the Guadalupe River in Texas, helping teach horseback riding to girls, ages 7 to 16. What makes Connie Douglas so unusual is that she is 100 years old and has been doing this for 66 summers. She has also attended law school, taught school and worked with her husband as a rancher. When the National Cowgirl Museum and Hall of Fame opened this summer, Douglas was honored because she has taught more than 30,000 girls to ride horseback.Source: "Almost 101, cowgirl still saddles her horse," CNN.com, 22 Sept. 02, http://www.cnn.com/. Updated article on Connie.

As an alternative, here are a few ‘case studies’ you could ask members to read to uncover individual commitments.

1. Allan and Susan are new Christians. They thanked God for the blessing of giving them a grand baby, but Susan has just learned that her daughter’s newborn baby has a birth defect. She and Allan do not want to question God, but their new faith is being shaken. Others around them are blaming God for the baby’s problem. What is your suggestion for this couple to remain faithful and committed in the face of this discovery?

2. John has worked for his company for 20 years. He has just been informed that because of a downsizing, he will no longer have a job. He and Mary, his wife, have outstanding debts that demand monthly payments. The two are Christians, and their friends are urging them to sue his former company for age discrimination. They asked you for advice. What would you tell them?

3. Robert is not a Christian. However, he respected that Jesus could attract such a large following through His teachings, but feels that he can’t live up to His requirements. Robert’s life is unsatisfying to him and he does not like life’s lack of ‘real purpose’ as he sees it. You sit down beside Robert on an airplane trip and strike up a conversation. He asks you “In what way is your life with Jesus personally satisfying?” What would you say to him?

Incomparable God

On May 28, 2006, LifeWay’s Explore the Bible series offered a lesson from Isaiah and Micah titled, “Praise Our Incomparable God.” See blog posts Incomparable God, Matchless God of Wonder, God’s Incomparable Plan, God's incomparable deeds, No one is like Him and What have you learned?.

Step 4 of this week’s lesson, “Commitment: A Path to Effectiveness,” includes Micah 7:18, which begins with “Who is a God like You…?,” a statement of God’s incomparability. This suggests a way to introduce this step. Show a slide of a collage of people, places or things that are marketed as incomparable, and ask class members if the items are really incomparable, or are they just hyped?

The following is an example of the slide I have in mind. Are these items truly incomparable in the sense that they cannot be compared with anything else? The answer is no, and the claim of incomparability is more hype than reality. State that this step will help us commit to God because He truly is incomparable.

Ambidextrous

For Step 2 of the lesson “Commitment: A Path to Effectiveness,” consider playing this video of a person writing with both hands. The people of Judah were “both handed” in accomplishing evil.

Commitment: A Path to Effectiveness, Micah 7:1-20

My lesson Sunday was well received. I knew the Lord used the preparation because the truth of His word was proclaimed. The PPT slides I used have been downloaded 129 times so far. I hope some of you were able to effectively use them.

This week’s lesson from Micah 7 is “Commitment: A Path to Effectiveness,” (Mark Rathel gave it a different title). I wonder if preachers today identify with Micah 7:1 when they are faithful to deliver God’s word, but likewise find no evidence of repentance among their congregations?

As I read the background passage, it occurred to me to use Micah’s action of searching in 7:1 as a way to start off the lesson. We all use Internet search engines to quickly locate relevant results. However, we have all experienced times when our searches returned lots of results, but none were useful. Like Micah, our search yielded no fruit. Show a PPT slide of a Google front page to get started.

Instead our search may return everything but what we looked for. Micah experienced that. He looked for repentance. Instead he found no one who trusted and followed the Lord. Judges demanded bribes, children rebelled against their parents, and neither close friends nor spouses could be trusted.

To strengthen this idea of using search as an analogy, Micah later refers to watchmen—individuals who could see a coming judgment on the people for their sin, and in verse 7, Micah looks to the Lord.

If you find a better idea than using ‘search’ as a analogy for kicking off the lesson, please post a comment so we can all benefit from the insight the Lord has given you.

PPT Slides for "Hope: A Path to Fulfillment", Micah 4-6

I posted my PPT slides for “Hope: A Path to Fulfillment,” which are based in a large part on the LifeWay teaching suggestions. I hope you find them useful. Pray that all the teachers sharing God’s Word this coming Sunday will be clear, interesting, and relevant to members in their Life Groups.

What can you see?

What can you see in the picture? McDonald Observatory is in the near-distant, left-center of the picture. I took this snap standing on top of Baldy Peak of Mt Livermore last week.

Looking out from where he stood, the prophet Micah could see the corrupt leaders and priests, the coming judgment, and a future hope.

I will use this picture to open the lesson, “Hope: A Path to Fulfillment” based on Micah 4-6. It will create interest and discussion, and challenge members to see into the distance. I can liken this to how God’s Word allows us to clearly see moral issues, and the future return of Jesus Christ.

Under siege

In Micah 5, Jerusalem was under siege from the Assyrians. I’m thinking it’s important for members to understand a siege mentality. How would you communicate what it’s like to be under siege? Illustrate it using a picture of Lachish under Assyrian siege? Relate a story of a school system under siege?

We’ve taught previous lesson on hope, and the following sets of PPT slides may be helpful to review.

What Hope Do You Have?

Live in Hope

Hope: A Path to Fulfillment, Micah 5:2-5

As I began preparing to teach this week’s lesson, “Hope: A Path to Fulfillment”, I wondered what the Lifeway editors had in mind by using the word “fulfillment.” For example, what if it was simply omitted and the lesson title was “Hope: The Path”? Does that state the subject of the lesson more clearly? As Bible teachers, we want to be clear, not just interesting and relevant.

Mark Rathel’s commentary re-titled the lesson, “Hope: a path to the future,” and he uses phrases such as “the path of hope,” which indicates to me his understanding that this is a lesson focused on hope, not fulfillment. He even coins the title, “Ruler of Hope” to put the focus on a Person.

Food preservatives

Dan Kassis, Internet Producer at Lifeway, suggests opening the lesson: “Corruption: A Path to Nowhere,” by having members share a time when they encountered spoiled food.

To add interest to the lesson, consider taking this suggestion a bit further in Step 4. What causes food to spoil? Some answers can be found here. Draw a parallel between the agents that cause food to spoil and those who pervert what is right given in Micah 3:9-12.

An important question is, how can we preserve food? The last two slides of the reference lists a number of methods. Again, draw a parallel between preserving food and the important question, how can Christians please God? For example, holding to ethical standards might be equivalent to “adding salt or sugar” to preserve food. Or, “Ionizing radiation” might equate to reading and studying the Bible.

Show a list of preservation methods and ask members to think about which one best applies as an analogy of a help that enables them to please God?

Money talks

Reading the lesson plan from Kelly Kinto, “Corruption: A Path to Nowhere”, I thought of a number of phrases like “money talks,” “take your money and run”, “do it for the money”, “easy money,” or “follow the money”.

You might consider having members read Micah3:5 silently and have them pick the phrase about money that best matches the political and religious leaders of Israel and Judah.

This is a simple idea, but it has merit. It gets members to personally read the Bible and then make comparisons, which means they have to think about what God is saying through Micah (not just listen). It's a step toward making your class interactive, too.

Corruption: A Path to Nowhere, Micah 3:1-12

Yesterday co-teacher Curt did an outstanding job introducing the book the Micah, which uses puns in the first chapter. He illustrated a pun using an oilman’s joke. Why do all the drug addicts in New Orleans want to work on offshore rigs? Answer: The rigs need pushers, there’s lots of dope, and the joints are all 40’ long. He went on to explain the important role of a tool pusher on a rig, the dope used to join pipe segments, and the typical length of pipe is 40’.

I can’t wait to see how co-teacher Randy tops that this week when we study the lesson titled, “Corruption: A Path to Nowhere,” based on Micah 3. For me, verse 3:11 holds the key to understanding the ancient Israelites. In view of their corrupt behavior, why did they believe the Lord would protect them (Jer 7:4)?

Jeff Meyer labels this phenomenon as a false sense of security. Perhaps you can illustrate this using this article on a false sense of security. After the depression investors have believed that regulation on the financial system prevented corrupt schemes, and so conned, they gave their money to corrupt managers like Bernard Madoff.

Were the people of Israel and Judah conned by their religious and political leaders?

Tattooing as an illustration of rebellion becoming mainstream

To help in teaching the lesson “Rebellion: A Path to Ruin,” I thought of using tattooing as an illustration of how rebellion permeates a society, or culture. Tattooing was once only for the “rebellious,” but now it has become mainstream.

Tattooing may have started small, affecting only a few people, but as a signature of a rebellious spirit, it has become widespread. Pictures of ruined bodies abound. Your reaction to a picture of such a happy person may help you relate to God’s response to rebellion.

Rebellion: A Path to Ruin, Micah 1:1-2:13

The first lesson from Micah 1-2, titled “Rebellion: A Path to Ruin” foretells a coming judgment of Judah (chp1) for a number of reasons: rebellion, exploitation, oppression, adherence to false teachings, etc. (chps and 3).

Micah anticipates Judah’s argument for a way out of the judgment (chp 6:6-7) . Lately there has been lots of news about buyouts of American companies in trouble. As individuals, how to we buy our way out of judgment (consequences of unwise or ungodly decisions)?

For example, we can prevent a ticket from showing up on our record if we will take a course in defensive driving. Fees are a means for buying our way out of just about everything you can think of: 20 fees to avoid.

In short, consider starting the lesson with a discussion of how people want to buy their way out of trouble. That is, if there is a way out. Praise be to our Lord and Savior Jesus Christ, believers do not get what they deserve.

The Invitation is Inclusive, Isaiah 55

Well, this week you’ll have to decide between teaching an outline of the final 12 chapters of Isaiah (55 thru 66), or focus on Isaiah 55:1-13 and leave the rest for another day. For Isaiah 55, the LifeWay lesson title is “The Invitation is Inclusive”.

We have studied the same focal passage on May 14, 2006 (starting in a blog entry called A special for sure. Click the “Newer Post” link on the bottom, left side of each post to advance to the next day’s post).

Without modification, I posted my PPT slides for that lesson: “Accept God’s Free Offer”. May they be a blessing to you this week as you prepare.

PPT slides for "The Lord is Compassionate", Isaiah 54

After studying and praying a little more this morning, I’ve posted my final PPT slides for “The Lord is Compassionate”. As I play the slides, I will have my Bible opened to Isaiah 54 and work thru the verses along with the class. I pray that your walk with the Lord will be such that you recognize and consciously thank Him for every blessing He gives.

Seeing ahead

Isaiah wrote in Chapter 54 of things that would not come to pass for more than a hundred years and beyond. The people of Judah could see no evidence of what Isaiah prophesied.

This reminded me of when I once hiked a trail on a dark night using a flashlight. Everything outside the beam of the light was invisible to me. There was no evidence of a trail, for example, beyond the light where I could see. I had no idea what was ahead. Nevertheless, I pushed on and eventually made it to the camping spot.

The Lord is not visible to us moment-by-moment as we walk the trail of life (He is “outside the light” where we can see). So we tend to put him out-of-mind and live absent-mindedly of Him. However, His Word is "a lamp unto my feet and a light unto my path". Using it I can see the blessings ahead. As Bible teachers we want to help class members use the Word like a flashlight and see God's glorious future for believers. I updated my slides again today.

A picture for each verse

The language in Isaiah 54 is very picturesque, and suggests teaching it by showing a picture along with each verse. This strategy is reflected in my updated slides for “The Lord is Compassionate”. They’re not final yet, so I appreciate any picture suggestions you have! Post a link as a comment.

Making the most of time

I don’t know how you prepare, but God works on me throughout the week as I study to prepare exactly what He wants me to say. I thought I’d start this week with a draft of my PPT slides for “The Lord is Compassionate”, and then update them as I continue studying the rest of the week.

This makes the most of my time since I will continually update the presentation as I study rather than save up notes and try to produce the slides all in one sitting.

The Lord is Compassionate, Isaiah 54:1-17

I read the material for “The Lord is Compassionate,” our lesson this week from Isaiah 54:1-17. The life impact of the lesson is “to help adults maintain a close fellowship with the Lord.” A Christian’s positional fellowship with the Lord is guaranteed, so instead of the idea of closeness, I suggest you consider the idea of “conscious fellowship with the Lord.” See 1 John 1:5-2:2 and think about what it means to live in conscious fellowship with the Lord versus "walking in darkness," or living unconscious of God in your life.

With this in mind, have you had an absent-minded driving experience where you suddenly become aware that you are further down the road than you thought, and you realize you've been driving unconsciously? Relate this to living in conscious fellowship with God. As a help to maintain interest, share parts of a story on how absent-minded drivers take their toll.

Outside the box

I read a lesson plan for “The Lord is at Work” from Scott Susong of Second Baptist, Houston. His theme is that God operates outside the box in which we place Him. He closes with the story of Charles Spurgeon’s salvation experience, which occurred during a brief sermon from Isaiah 45.

More recently, here is a link to a news story in which a young woman mentions the Lord's working in the lives of her and her fiancé. I call it to your attention because sharing portions of it (eg. her getting a wedding dress) might help you stimulate interest in your lesson, and generate interaction with members on how God is working unexpectedly in their lives.

What can we learn about God

The focal passage Isaiah 45:1-7, 9-13 is replete with the idea of knowing the LORD God and who He is. One way to teach this passage is to read a verse. Then ask members what the verse teaches about God. Develop a list of the attributes of God as you progress thru the verses. Finally, ask members in light of what they’ve learned about God, what change would they like to make in their lives. End by praying about these requests.

Otherwise, consider using Jeff Meyer’s lesson plan for “The Lord is at Work.”

The Lord is at Work, Isaiah 40:1-48:22

We return to Isaiah this week with a lesson called, “The Lord is at Work,” based on Isaiah 40:1-48:22. As an opening for the lesson, consider using the concept of “behind the scenes” and read selected portions of this article, “Kevin Galuski Jr.: The Man Behind the Scenes.” You might say, God worked behind the scenes to achieve His purposes. The unspiritual cannot see God at work. However, believers do perceive the Lord’s presence, power, and sovereignty.

The Lord is Alive, Matthew 28:1-17

I won’t blog about this week’s lesson, “The Lord is Alive,” since Champion Forest Baptist Church will not have Bible Study classes.

If I come across some lesson plan's, I'll post those, however.

Other lesson plans

From Second Baptist Houston: Kelly Kiinto’s lesson plan for The Sacrifice is Sufficient (Isaiah 53) has a compelling opening. She likens prophecy to the brush strokes of an artist, and notes that only over time do we began to see what the artist had in mind.

From Bayleaf Baptist: Jeff Meyer’s lesson plan for The Sacrifice is Sufficient suggest a great teaching idea for a class exercise that gets members into reading their Bibles in class.

Let me know if you have a lesson plan you'd like me to link to!

The Sacrifice is Sufficient

I liked Dan Kassis, Internet Producer at LifeWay, Teaching Insights email illustration to use the notion of debt collector calls he is getting on a new phone number. Essentially he related these debtor calls for bills that cannot be paid to a person’s sinful condition before a righteous God.

We last taught Isaiah 53 on May 7, 2006 in a lesson called, “Recognize God’s Ways”. One of the blog posts from that time may be helpful to you, or this one.

I don’t know Gary Goodworth, but he makes a point about prophecy not being taught today that is interesting. You might want to comment on it?

The Sacrifice is Sufficient, Isaiah 49:1-53:12

The lesson, “The Sacrifice is Sufficient” is taken from Isaiah 53:2-12.

Sample openings from selected comentaries:

James McCullen “A prominent lawyer, Jay Sekulow, currently serves as Chief Counsel for the American Center for Law and Justice. He gives the testimony that this passage of scripture caused him to convert to Christianity from the Jewish faith. He could not explain these scriptures unless they referred to the sacrifice Christ made”

Leroy Fenton Regarding the current economic crisis: “Would it not be a good thing to look beneath the problem to the cause. Morality is related directly to the issues of faith in a Holy God who demands righteousness of his people. Where is God in all of this? Why should we have to suffer? How do we overcome this economic bondage and captivity? How do we reconcile the economist’s view with religious beliefs? How do we reconcile human freedom and irresponsibility?”

Mark Lashley “We all have lots of things going on in our lives. What if God showed up in your life in ways that simply defied human explanation? What would happen if God unleashed His power within you?”

David Self “In today's Bible Study we'll see startling clear specific prophecies about Jesus that were written hundreds of years prior to their fulfillment. The Hebrew was translated to Greek by at least 150 B.C.!”

Another idea for starting the lesson is to allow members to share about the hometown where they grew up. Ask what expectations the towns people had on those growing up there, for example, what should they become, or do in life? Ask, what do you think the townspeople of Nazareth would have expected of Jesus?

PPT slides for "Stay Spiritually Alert", Isaiah 36-39

A couple of ideas I incorporated into my PPT slides for “Stay Spiritually Alert” are “spiritual yawning” and the Volvo Driver Alert System.

Yawning is an action to increase alertness, so I paralleled that action with Bible study to form an idea of “spiritual yawning.” We practice spiritual yawning to increase our focus on God to act with Godly wisdom. Hence, I can excuse some members who yawn during my lessons. They are actually trying to stay alert!

If you have an idea about how to improve the slides, let me know (comment on this post).

Pickpockets

I went with a church group to Israel. As we visited the various sites, the tour guide frequently reminded us to watch out for pickpockets. Sadly, when we visited the Garden Of Gethsemane, an older gentleman in our group had his wallet stolen. He was on the lookout, too, but it happened anyway.

Perhaps you can read the following testimony during your lesson:

Pickpockets on the subway in Lisbon were very active. They didn't get anything from me because the money was in my money belt — but my purse was opened twice in the same day! And I thought I was alert!! Teri, Portland, Ore.

I haven’t settled on how I want to teach this week’s lesson. I like the LifeWay application, but I think there is more to the background passage than meets the eye.

For example, Hezekiah prayed regularly and worshipped God, implying that he was spiritually alert, but his faithfulness was tested (2 Chron. 32:31).

Alternatively, David Self of Second Baptist, Houston, offers three applications:
1. In times of calamity, we must trust God.
2. God hears our prayers and answers them.
3. Rejecting God involves judgment.

Questions

Step 2 of the LifeWay Adult Leader Guide for, “Stay Spiritually Alert” proposes six questions (p.56) to ask class members. An additional question is included in the commentary on verse 5, “Did Hezekiah’s prayer change God’s mind or will?” (p. 56).

And there’s more! Based on Isaiah 32:1, “a king will reign in righteousness” was Hezekiah a type of Christ?

What does Hezekiah’s name mean?

Was there significance to the additional 15 years of life given to Hezekiah?

Hezekiah prayed but does that imply he was spiritually alert?

The same question applies to us: if we are praying does that imply we are spiritually alert?

Stay Spiritually Alert, Isaiah 36-38

After reading the background passage (Isaiah 36-38, see also II Kings 18-20) for this week’s lesson, I checked out a few lesson commentaries to see if there was consensus on Lifeway’s application: “Stay Spiritually Alert.”

Mark Rathel and Leroy Fenton agreed, but Lucien Coleman did not focus on Hezekiah being prideful after his healing. He suggests instead that Hezekiah was demonstrating his wherewithal to offer support against the Assyrians.

What does it mean to be spiritually alert? Jesus was alert when Peter said, “Be it far from thee, Lord: this shall not be unto thee.” (Matthew 16:21-23). Jesus recognized Peter’s words as an attack from Satan.

Can you cite another example from Scripture of spiritual alertness?

Fake ice cream

Two lessons plans by Jay Hancock and Mark Cimijotti from Carmel Baptist were posted this week. Mark’s plan has a handy two-sheet handout with blanks that learners can fill in as the lesson progresses.

Tony Collins opens his comments on the lesson, “Follow the Lord’s Will” by noting that it is not easy for men to follow directions. Maybe this applies to Rob Faircloth who wrote in his blog, “Free Will Run Amok” regarding the LifeWay material this week.

The opening in Lucien Coleman’s lesson plan (from Riverland Hills) suggested to me an illustration to consider. I enjoy real ice cream as opposed to a cheap, ice cream-like version. Does anyone remember Melorine? One way to start the lesson is to ask class members which fast food restaurant chain offers the best ice cream cone? I vote for Chick-fil-A.

The applications listed in the lesson outline from W. B. Tolar (p. 4) might help you end your lesson. Speaking of endings, that’s it for this week!

Cultural helps and hinderances

Sam Tullock’s comments on the lesson offer a good outline of the background passage. He also states that Americans “embrace a gospel that has little place for confrontational preaching.”

Our culture both helps and hinders us as we seek to follow the Lord’s will. For example, consider how we value: (1) Individual freedom and liberty, (2) Technological advances, and (3) Wealth, health, comfort and entertainment.

Discuss with your class how these values can be a blessing and help us follow the Lord, or how they can deter us.

Had it backwards

Reading Isaiah 29:15-16 for the lesson, “Follow the Lord’s Will,” made me think of people who work undercover of darkness and think no one can see them. However, God has “night vision” and sees everything that goes on in the affairs of men.

Verse 16 in particular reminded me of the idea that someone "had it backwards!” Our knowledge and wisdom has limits, which we forget. God must see our backward thinking and laugh. I thought the following was funny:

Yahoo Question: “I've worn contact for about 6 years with no problems. But today, one of them keeps moving around and falling out and it's become a real hassle. I couldn't even see clearly while driving to work! I put in a new one, but nothing has changed. Any tips on what I can do? It's ruining my day!!!”

Yahoo Answer: The only reason mine did that is if I had it in backwards, inside out.

Generation gap

The lesson writers for “Follow the Lord’s Will” emphasize man’s ability to make life choices (right and wrong) in contrast to a fatalistic view that attributes everything that happens to “the Lord’s will.”

Reading Mark Rathel’s comments on the focal passage the following words were top of mind: blind, illiterate, shallow, and foolish. To start your lesson, try putting these words on a marker board and ask members what category of people they describe. Note their answers on the board, too.

I thought the words best described a younger generation who is biblically illiterate, un-churched, and unwise. Members of a generation gap perhaps?

Bible software

I was pleased with how my lesson went yesterday. I felt that it was informative (not just interesting) and challenging (not just accurate). This week we study a lesson titled, "Follow the Lord's Will," based on Isaiah 24:1-35:10.

I'm hoping you'll comment (below) and tell me if you use Bible software installed on your PC, or not. I've used Quickverse Bible software in the past, and occasionally use iLumina, but in general, I use the web instead of any locally installed software. However, a friend is talking to me about using Logos Bible Software. Have any of you used it?

Don't be shy. Let me hear from you.

Tullock's comments just in...

I encourage you to read Dr. Sam Tullock’s lesson commentary this week. It is especially helpful given the length of the lesson background passage (17 chapters). I used it to update my PPT slides for the lesson.

PPT slides for "Act on Revealed Truth," Isaiah 7:1-14,16

Dr. Harry Leafe teaches that Christians misuse the saying, “God opened a door for me.” The idea of the Lord “opening a door” is used in Scripture to refer to His making a way for the sharing the gospel.

However, in making a decision unrelated to ministry, many Christians simply say, “The Lord opened a door,” when in fact the Lord had nothing to do with the decision. They simply did what they wanted to do. They avoided the heavy lifting of seeking spiritual wisdom from the Word.

I thought this teaching point was pertinent to step 4 of the lesson, “Act on Revealed Truth,” so I included it in my PPT slides for the lesson.

P.S. Sign up to follow this blog (see right side of page), or forward a link to other Explore the Bible teachers you know.

Focus on God

Step 2 of the lesson, “Act on Revealed Truth” emphasizes our focus should be on the Lord in a time of crisis. This is one of the applications in the lesson plan by Mark Cimijotti of Carmel Baptist.

However, to help create interest with a little humor, I thought I’d show a timeline chart that included a few secular events I found in the iLumina Bible.

How to develop confidence

Developing confidence in the Lord is the main idea of Step 3 of the lesson, “Act on Revealed Truth.” For some years, I’ve enjoyed reading Ray Stedman’s sermon on Isaiah 7. Understanding this passage helped me develop confidence in the Lord.

See the article: “how to develop confidence...” for a possible exercise in "growing confidence" in God.

Opportunity knocking to trust God?

In Step 4 of “Act on Revealed Truth”, King Ahaz’s response to the LORD in Isaiah 7:10-12 reminded me of the truth that Jesus spoke in Luke 16:19-31. Some people simply will not believe God.

Isaiah pictures the people of Judah as fear struck in Isaiah 7:2. David Self’s lesson commentary begins with an analogy of people being under pressure. How do they respond?

Kelly Kinto’s lesson plan begins with a good illustration. An opportunity to trust God’s word is ignored and pain and suffering results. I’ll begin with a PPT slide somewhat like the following.

Act on Revealed Truth, Isaiah 7:1-14, 16

If you can believe it, the background passage for this week’s lesson, “Act on Revealed Truth” covers 24 chapters (Isaiah 7:1-23:18)! Fortunately, the focal passage (Isaiah 7:1-14, 16) is short enough.

When we taught the same focal passage three years ago, our lesson was titled, “Do you take God at His Word?” I’d bet the lesson writers at Lifeway knew of this title, and perhaps even those used back in the day of Herschel Hobbs, too. It must be an interesting exercise to sit in a Lifeway meeting to decide lesson titles on passages that have been taught many times.

A more interesting topic is Isaiah 7:14. Be sure and spend the time this week praying and studying this verse to make sure you understand it well.

Slide redux

We taught the same focal passage (Isaiah 6:1-13) 3-years ago, so I posted my slides for the lesson back then, “Do you volunteer to serve?”

I didn't update the slides for this lesson since I am not teaching this week.

Isaiah's experience

Isaiah’s vision reminds me of John’s testimony when he saw the Lord in heaven.

Isaiah’s understanding of his sinful condition (and that of the people) occurs as a result of his vision of God.

Today, how can we observe perfection and realize our sinful condition? We look into the perfect law of the LORD and through the law we become conscious of sin.

You might consider reading this article on how the law exposes sin.

Honor the Lord, Isaiah 6:1-13

Based on Isaiah 6:1-13, the lesson, “Honor the Lord” is thought provoking. Isaiah saw a vision of God and afterwards, served Him the rest of his life.

Isaiah might agree with this statement: his vision of God’s holiness changed his life. What do people say, “changed my life” today? If you Google the Internet, or Google News with the quoted phrase, “changed my life” you seen many results for what people say today.

Making up your own list of these (say the top 10), and presenting them to your class might be a good way to start the lesson. This would get members talking about what changes people’s lives. Of course, we are interested in changed lives that commit to honoring and serving the risen Lord!

Also, here is a link to a previous post about honoring the Lord.

Famous failures

There is a pretty cool video on famous failures you might play for the class.

Class members can feel like failures in a number of areas: as an employee, a spouse, a parent, etc.

They may not have lived up to God's expectations. However, make the point that the past is history and they can start over today!

Does God have the same expectations for all of us?

In his Teaching Insights email Dan Kassis, Internet Producer at LifeWay suggests that the failure of promising athletes or bright stars as an illustration for teaching the lesson, “Meet Divine Expectations.”

LifeWay posted its QuickSource plan for the lesson. You might give it a look since it’s not often available. For this lesson, they suggest using a measuring cup as an object lesson for illustrating the idea of “measuring up” to expectations.

As an alternative, take along a set of measuring cups and ask class members if God has different expectations for different people?

Always one to meet expectations, Dr. Jeff Meyer posted a teaching plan for the lesson, and a couple of MSB commentaries on Isaiah (intro and vs by vs).