Adult Teacher Volume 5

1–5)

How to Use the Adult Teacher

The Adult Teacher is a Bible-centered curriculum, written by Spirit-filled authors with a goal to clearly communicate the teachings of Scripture. From Genesis to Revelation, the entire Bible is covered in a period of seven years. In addition, all major Church doctrines are presented, as well as topics of special importance to help us live as Christians in our world.

Some people misunderstand the role of the Holy Spirit in teaching and the use of curriculum in study preparation. They ask, How can you follow the Holy Spirit if you are using a curriculum?

The Role of the Holy Spirit in Teaching

God has given teachers to the Church in order to instruct believers and equip them for life and service. The role of the Spirit is to quicken or illuminate what teachers teach and students receive. Without this teaching of the Spirit, all learning is merely head knowledge (see 1 Corinthians 2:10–16, especially verse 14). Teachers cannot give what they have not received. And students cannot learn what they have not studied (2 Timothy 2:15).

Why Use Curriculum?

Using the Adult curriculum in your Sunday School class does not circumvent what the Holy Spirit wants to do in a Sunday School class. Rather, by using Radiant Life Adult curriculum, you take advantage of Spirit-filled writers who have taken the time and effort to study and write a commentary about the passages under examination. You also are able to complete an overview of the entire Bible in seven years!

A good curriculum should do the following:

1. Ensure important information will not be omitted or overemphasized.

2. Weed out false teaching and doctrinal errors.

3. Provide a variety of resources. Remember that the Bible is the teacher’s textbook! The curriculum serves the teacher by offering biblical insights and instructional ideas.

4. Help teachers ask the right questions.

Curriculum and Questions

A study discovered that teachers ask an average of forty-five questions weekly. Of these, one-third are rhetorically directed to students or are class functionality questions (i.e., asking students to distribute materials or discussing class issues). Curriculum materials provided teachers with one-third of the discussion questions asked in class, of which most were asked word-for-word from the curriculum. The other one-third of questions asked weekly were teacher-generated. Teachers who did not utilize discussion questions from curriculum were five times more likely to be asking lower-level questions (questions asking for simple recall or understanding—no application questions). The study verified that these lower-level questions resulted in much less discussion than those asked at higher levels. Those who utilized curriculum were more likely to ask higher-level questions—questions that required students to think through issues and apply the lesson material to their lives.

How Long Should You Prepare?

When preparing your Sunday School lesson, use the 3 to 1 rule: 3 minutes of study for each minute of class time. For a 45-minute class session, then, would call for 2 ¼ hours in lesson preparation.

Using 2 ¼ hours as the minimum amount of time invested in preparation for a 45-minute class, the following steps offer teachers a mental framework in which to budget time for planning lessons:

1. Skim the lesson (10 minutes)

Become familiar with the contents and direction of the lesson.

2. Pray for guidance (20 minutes)

This is a great time to pray for class members because the Holy Spirit can steer a teacher’s thoughts toward specific student needs.

3. Study the Bible commentary (30 minutes)

• Pay close attention to the relationship between the Scriptures and their interpretation in the Bible commentary section.

• Avoid the temptation to memorize and recite or read the Bible commentary text in class.

• List the issues raised in the Bible commentary that might meet needs of students.

• Consider the Response to the Word, as well as items from the Adult Resource Packet to provide potential activities.

• Examine how each question relates to the Bible commentary section.

• Focus on elements that seem to leap off the page.

4. Write the lesson objective (15 minutes)

Customize each lesson objective to fit your class. The objective will begin by the words Adults will … followed with a verb, such as believe, discuss, accept, respond with, role-play, or write. Each part of the study and each activity should be geared to accomplish the objective.

5. Plan for student response in Call to Discipleship and Ministry in Action (10 minutes)

Use the Call to Discipleship and Ministry in Action sections of the lesson to close the class session in prayer or in a time of personal dedication (you may need to customize them for your students).

6. Prepare Introducing the Study (10 minutes)

Begin class with a story or activity that will capture students’ attention.

• Avoid starting with definitions.

• Use case studies, agree-disagree statements, and news items to spark interest.

7. Organize the Bible commentary (10 minutes)

• Use the outline in the Adult Teacher to guide you.

• Allow personal insight to flow from the Bible and lesson materials.

• Decide on two or three main ideas to focus on, then highlight the other topics.

8. List discussion questions (10 minutes)

Carefully select or write two to five questions that will stimulate discussion.

9. Select the presession activity (5 minutes)

Involve students before the class session begins by using an activity to help them interact with the lesson objective while drinking coffee and sharing with their friends.

10. Pray for anointing (10 minutes)

Ask God for the anointing of the Holy Spirit to teach the lesson, and for students to receive the teaching.

11. Gather needed materials (5 minutes)

Organize and collect all materials you will need to teach this lesson.

Lesson Planning Example

The September 3, 2017, study, Compassion for the Outcast, will serve as the basis for this lesson planning example. Please take a few minutes to skim this study (pages 11–17). In addition, a filled-out sample of the Planning the Session form (page ix) will be used to illustrate study planning. Think of the following as a teacher’s journal:

Sunday, August 27, 8 p.m.

With the start of the new quarter, I like to see what units we will be covering to get the topics in my mind. Looking at the table of contents gives me a general overview and the unit introduction helps me get an idea of what the focus on the lessons will be. Also, these features suggest a project for the class or other ideas that can help students be doers of the Word. Then I do a quick read of the lesson to get the topic and Scriptures in my mind. Sometimes this leads to a good idea for introducing the lesson or applying the Word to something that is happening around us.

One of the first things I notice as I read through the lesson is that the layout has changed and there are some new features. An overview provides a big picture of the topic. The historical-literary background section offers a nugget of background info to the lesson as a whole. I also note that the commentary is followed by ideas for application, which include questions after each sub point as well as a Response to the Word section after each main point. The questions seem to be prompting thought and discussion. The Response to the Word offers practical ideas for student response. I am excited about using these new features, because my goal as a teacher of God’s Word is to do more than impart knowledge. I want to see my students grow in their daily walk with the Lord.

Wednesday, August 30, 6:00 p.m.

During the prayer service tonight there was an extended time of prayer for unsaved family and friends. I noticed several of the students in my class indicated they wanted prayer for some of their family and friends. It made me think of the suggestion in the end of this Sunday’s lesson to have prayer for unsaved friends and family. I can’t think of a better way to apply this week’s lesson than to cry out for God’s mercy on those we love.

When I go to church on Wednesday, I will take the Daily Bible Reading work sheet and the copy masters with me to make copies. Doing so allows me to avoid the rush for the copier that often happens on Sunday morning, allowing me to be in the classroom early to visit with students as they come in.

Thursday, August 31, 8:15 p.m.

Traffic was terrible today on the way home from work. I finally carved out the time I needed to finish studying the lesson. Point three brings out Christ’s compassion for those who are often despised by others. I really like the practical nature of the question, How can you demonstrate compassion for sinners that many might despise?

I especially like the way in which the third point ends, and I note the final paragraph as something I will either read or rephrase in my words for deeper discussion: Examine your attitude toward those often regarded as outside the norm or the desirable. Do you show love, even when tempted to ignore them? Are you willing to come to their defense when others make light of their physical, economic, or spiritual situation? Pray that God will help you see them as created in His image and worthy of His care. This will flow well into our closing prayer and application.

Saturday, September 2, 10:00 a.m.

I read the lesson and my notes again to get the flow of the lesson firmly in my mind. Then I fill out the Planning the Session work sheet to use as a guide to keep me on track and to manage the class time wisely. I pray for those in my class, myself, and all who will be ministering God’s Word on Sunday.

Sunday, September 3, 7:30 a.m.

I scan through the Planning the Session work sheet I filled out during my prep time to refresh my thoughts about the lesson. Then I take a few minutes to pray for the Spirit’s help and anointing, knowing that without His help my efforts are futile. I also pray for the Spirit to prepare the hearts of the students to receive what He has for them from this lesson.

I gather the materials I will need for the class. I take a few minutes to worship God and give thanks to Him for His plan regarding my life and the lives of my students. I rejoice that I can trust that He is in control and can use me.

bowdenimages/iStockphoto/thinkstock

Dear Teacher:

Every Wednesday morning at 9 a.m., the entire editorial staff of Radiant Life curriculum comes together for our weekly team meeting. At the conclusion of our time together, we join together in prayer for the teachers, workers, and students who use the various age levels of curriculum. One consistent element of our prayers is that God will help us deliver quality curriculum that is easily utilized and understood by the user. We desire to meet the needs of our teachers as best we can, so they, in turn, can be well-resourced in their ministries.

As part of our effort to best meet the needs of our teachers and students, we have made several updates to the curriculum beginning with the Fall 2017 quarter of the Adult Teacher Guide. As you page through this volume, you will quickly notice a number of these changes. Many of them are in response to specific feedback from our teachers.

We initiated these changes with a twofold goal in view: First, we want to make it easier for the teacher to use the curriculum, and second, we want to convey the deep spiritual truths of Scripture in a way that best relates to how students live for Christ every day. We encourage you to take a close look at these new features found in the curriculum:

• The Lesson Overview provides a big picture look at the lesson.

• The Historical-Literary Background offers insight into the setting or teachings covered in the lesson.

• The various elements of the lesson are now more distinct from one another. Each subpoint begins with commentary on the Scripture passage at hand.

• Questions for Application follow the commentary and challenge students to relate the truths of the Scripture covered to Christian living today.

• Response to the Word follows each main point and provides practical ideas for applying Scripture to life.

Even as we make these changes in presentation and format, our commitment to the content of our lessons will never waver. We strive to deliver a Pentecostal curriculum that conveys the whole counsel of God clearly, and in a way that will challenge men and women to live for Christ and proclaim His kingdom to a fallen world.

Every day, as I work with my colleagues to deliver Radiant Life curriculum to teachers and students around the world, I count it a great privilege to take part in your teaching ministry. I pray that this curriculum will be a blessing to you.

May God’s anointing rest upon you,

James G. Meredith, Adult Editor

Radiant Life Curriculum

NEW FOR FALL 2017

Check out our new updates in the Adult curriculum starting this quarter.

SkillBuilder 18 for Adult Teachers

Active Learning: How Much Activity Do Adults Need in Order to Learn?

by Paul W. Smith

When we think of adults learning, we often think of students sitting in rows with a teacher in front of them. One only needs to go out into the workplace to see this isn’t always the best way to teach. A hands-on approach to learning is necessary to acquire the skills needed for most jobs.

But how does this translate into the Sunday School classroom? If you have had instruction in learning experience, you may have heard of Dale’s Cone of Experience or at least the corollary that it produced: People remember information they receive with various degrees of success based upon how they receive and interact with it. The ability to remember rises as people take in information through what they read, hear, see, hear and see, and say and write. This is based on research by Edgar Dale (see Dale’s Cone of Experience, on the next page).

It is not enough for adults to simply sit in a Sunday School class and listen to a teacher lecture. There must be some interaction to help them grasp Biblical concepts and apply them to everyday life. You must go beyond the simple response/comprehension lecture to get your adult students actively involved in the learning process.

Dale’s Cone of Experience helps you see what the student will be able to do at different levels on the cone. The more that you want your students to retain, the lower on Dale’s Cone you have to get them. To do so, you have to get your adult students more involved.

If you normally limit student involvement to questions and answers, you may feel uncomfortable trying new things. However, there are little things you can do to help you get adult students involved in the learning process.

Write the outline for the lesson on a whiteboard or prepare an electronic slide presentation with your outline and key points. This should increase their retention rate.

Or give out work sheets containing the lesson. Include key points to be made during the lesson and leave space for students to write. (Providing clipboards and pencils with the work sheet attached can help motivate students to take notes.) You might have them repeat key points as they write them. Have a final question on the work sheet for students to discuss at the end of the lesson. This could help them apply the lesson to their lives.

As a Bible teacher, you want your students to grasp and apply the principles you are teaching. Take care to guide them into analyzing their life situations and help them reach conclusions as to how the Biblical principles will change their lives. You will help them obey God by helping them see the possibilities in applying Biblical principles to their lives.

Dale’s Cone of Experience

This week, try an experiment in learning. Teach one section of the lesson using lecture only. Then, teach the next section using a work sheet. Finally, teach the third section using a methodology like role play. Prepare three questions that test for comprehension of each section ahead of time and ask your students these questions next week.

Compare the answers students give. This should give you an idea of how well your students understand and retain information according to the teaching methods you use. The more engaged the students are in the learning process, the more information they will retain and the better equipped they will be to apply that information to their lives.

SkillBuilder 19 for Adult Teachers

ISTOCKPHOTO

More Than a Teacher

by Paul W. Smith

When one thinks of being a teacher, thoughts go to standing in front of students teaching the truths of God’s Word, researching material supplemental to the quarterly, and laying out plans for teaching the lesson. But a Sunday School teacher’s role is more than these things. She or he must also be involved in the care and nurturing of the students. There is a pastoral element that goes into teaching.

Pastoral Care Outside the Classroom

There are some basic pastoral duties that go hand in hand with teaching a group of adults in Sunday School. The first is prayer. Praying for each student is imperative to being able to teach them. God will give insight—either directly or indirectly—about how to prepare the lesson to minister to each student’s needs. Although some teachers may feel that they can get by with just general prayer, it is important to pray for each person who attends the class and his or her needs. This will keep you in tune to that person, will open you up to genuinely caring for him or her, and will open you up to the Holy Spirit for His leading for the lesson.

Along with prayer goes visitation. This doesn’t mean that you need to visit each person each week. But you need to be open to making a plan to visit each person of your class at least quarterly, if you are in a small class, or yearly, if your class is very large.

Get to know the people you are teaching. Show them that not only does God care for them, but as God’s minister (teaching is a ministry), you do, too.

When a visitor or guest comes to your class or someone from your regular membership is absent, consider sending a card. A brief acknowledgement goes a long way toward showing that you are a part of a loving fellowship—and as part of the body of Christ, you are! This card can be used as an introduction to a visit later in the week if the card is sent to a visitor or guest.

Another way you can show care is by praying for class members when they go to the altar for special prayer. They look to you for spiritual guidance and mentor-ship (that’s why they are in your class), so praying for them is an additional way to demonstrate the love of Christ for them.

Involve Students in Caring for Others

Whether you have a large class or small group fellowships, you need to involve your students in caring for one another. Just as the pastor cannot possibly do all of the work in a church, a teacher cannot possibly care for each student.

God has called each person in a church congregation—and Sunday School class—to become actively involved in caring. Many of the above items could be placed in the capable hands of students. Groups could be organized to send visitors and shut-ins cards or to do regular visitation of class members and visitors.

There are also other things students can do to promote healthy caring for one another in a Sunday School class. Each class could have a person or committee designated to organize Sunday School fellowships monthly or quarterly. This will help students get to know one another outside of the classroom and will help those who may be shy to get acquainted.

An idea that some Sunday School classes have adopted are annual or bi-yearly short-term missions trips. The Sunday School class is ideally suited to organizing a missions trip because they know each other and can work together. This allows them to get personally involved with the mission of the church to take the gospel everywhere. This could be helping at a local homeless shelter, going to help establish a church in an inner city, or traveling abroad to build a dormitory for a Bible school.

Whether you, as the teacher, are nurturing students or students are ministering to other students, the mandate of the church must be paramount. All Christians are to make disciples and teach them how to live for Christ (see the Great Commission, Matthew 28:19,20). Whatever you and your students can do to accomplish this will build your Sunday School class, your church, and the kingdom of God.

As this quarter starts, ask students to appoint a fellowship coordinator and a missions director. (Note: Coordinate this with your pastor and the missions committee of your church.) Then begin planning a missions trip for your Sunday School class.

Use monthly or quarterly fellowships as times to get acquainted and to plan the missions trip. You may be able to find creative ways to raise the funds to supplement class members who otherwise would not be able to afford to go. After the missions trip schedule a time with the pastor to report to the church. Involve people who went as well as those who remained to pray.

SkillBuilder 20 for Adult Teachers

Making the Resource Packet Work for You

by Richard J. Bennett

Helping students process information through carefully worded questions is a critical responsibility of the teacher.

When we examine how Jesus used questions, we discover that many of His questions were rhetorical, that is, He did not expect an answer because the answer was obvious to all. One example is found in Luke 11: Which of you fathers, if your son asks for a fish, will give him a snake instead? Or if he asks for an egg, will give him a scorpion? (Luke 11:11–12, NIV).

In both of these questions, the answer is obvious—no father would give a snake instead of a fish or give a scorpion instead of an egg. Then Jesus followed these rhetorical questions with a teaching, If you then, though you are evil, know how to give good gifts to your children, how much more will your Father in heaven give the Holy Spirit to those who ask him! (verse 13, NIV).

Through the skillful use of rhetorical questions in this analogy, Jesus helped us process information about the character of God—that when we ask for the Holy Spirit, God will not trick us by giving us something silly or harmful. Such questions are a technique to keep the attention of students and lead their thinking toward the instructional objective.

Many of Jesus’ questions were directed toward a response in each person—an action that called for faith. Perhaps the most significant question in history is recorded in Matthew 16:13, when Jesus asked His disciples, Whom do men say that I the Son of man am? (KJV). The disciples responded with what they had learned so far, that some people thought Jesus had the same kind of ministry as John the Baptist, Elijah, or one of the prophets.

Then Jesus posed the ultimate faith question, Whom say ye that I am? (verse 15, KJV). Jesus expected His disciples to make a judgment about who He is! Peter and the other disciples thought about their time spent with Jesus and concluded that Jesus is the Messiah, the Son of God. How did this happen? The disciples had sifted through experiences, through extended teaching with large crowds of people as well as conversations with Jesus. They collected this information and processed it in their minds. Yet Jesus said to Peter that no person revealed it to him, but His Father in heaven.

DESIGN PICS

Asking good questions requires critical thinking skills, knowledge of the content area, and insight into students. In addition, we depend on the Holy Spirit to quicken the intellectual process so people, like Peter, respond with faith.

People act as critical thinkers when they begin to challenge old ways of thinking or behaving and explore alternatives. Within the body of Christ, some have not sharpened their critical thinking skills because they feel they have come to a knowledge of the truth. It is as though salvation answered all their questions and there is nothing more to consider.

Even mature believers must recognize and scrutinize the assumptions that guide them through life. Are they grounded on God’s Word or are they conformed to the pattern of this world? Critical thinking occurs when students analyze their ways of thinking and acting. Teachers who have developed their critical thinking skills will ask questions that result in considerable introspection.

Asking good questions requires knowledge of the topic. Spiritual insight depends on Bible study so the relationships in Scripture become clear. As Biblical knowledge increases, the capacity for understanding increases. As understanding increases, the ability to explain truth with questions increases.

Asking good questions also depends on one’s insight into students. People process information in different ways. Some prefer to discuss what they have learned while others enjoy accumulating new concepts. Effective teachers know their students’ preferences in answering questions.

God desires that we proclaim His Word. We do this using methods like questions, just as Jesus himself demonstrated in Scripture. Effective teachers realize that using questions requires the ministry of the Holy Spirit. Students will respond to the truth as their minds are opened by the Lord (see Luke 24:45).

Scan the first two lessons to find the Teaching Tips in which resource packet items are used. Look through these items. Now skim over the Teaching Tip and the subpoint it is found in to get an idea of how it fits into the lesson. Decide what each resource item’s purpose is: inspiration, interaction, comprehension, and/or application (some items do more than one thing).

Now think about your class. Which item or items would most benefit your students? Why? This will help you plan how you will use that item in the teaching session.

For example, in study 1, the work sheet Life Inspired by Hope is for comprehension and application. Students consider how the hope Christians have is to influence their daily lives, particularly as it relates to practicing a godly lifestyle. It can help them comprehend the commands found in 1 Peter 1:13–16 and find ways to put them into practice.

During His earthly ministry, Jesus’ compassion transcended social, cultural, gender, and religious barriers. He brought relief to physical needs, deliverance from demonic bondage, and forgiveness of sin to all who would follow Him.

Much is said about compassion in the Church today, and rightly so. Hurting people are all around us. Physical, financial, social, and spiritual needs abound, whether we live in the city, the suburbs, or a rural area. However, there is some debate over how Christians should go about showing that compassion. In this unit, we look to the example of our Savior to remind us of the loving care of our Lord as well as to find instruction on how we might best minister love and grace to the hurting and needy around us.

As you prepare to teach this unit, examine the theme of each lesson. Note the different points of focus to be covered, such as compassion for the outcast or the sick. Then reflect on the most prevalent needs in your class, your church, your neighborhood, and your community. Think about specific ways you might encourage your students to minister to needs, based on the teachings found in the various lessons.

In Jesus’ ministry, just as in life today, the nature of needs can overlap. Lesson 1, for example, looks at Jesus’ ministry to a leper and a paralytic. These individuals had desperate physical needs, yet the nature of their needs also caused them to be marginalized by society. This is why you find these accounts combined with that of a tax collector, who was also an outcast. In this way, students are reminded that the pain of a need can reach beyond what we can see. Compassion compels us to focus on the whole person, and moves us to minister love as well as help.

The unit also explores the miracles and acts of spiritual restoration that could only be done by the Savior. As Son of God, He operated beyond the laws of nature, calming the storm and raising the dead. He also granted forgiveness to sinners and deliverance to a demoniac. This is miraculous compassion. Yet through these lessons they are reminded that ministry to spiritual needs is a critical component of showing compassion to the needy.

The final lesson of the unit focuses on the hope Jesus provided His followers as His earthly ministry drew to a close. This would give them strength to endure the difficult days to come. People still face difficult times today. People still need hope. Certainly, this is true of those who do not know Christ. They need spiritual transformation first of all. However, Christians also need the hope of God’s eternal promises as we confront the hardships of today. The ministry of hope is truly a powerful form of compassion.

This unit serves a twofold purpose for students. It challenges them to follow the example of Christ in demonstrating compassion to fellow believers as well as the lost. And it can also comfort them with the reminder that our Savior is loving and kind, and He can work miraculously in the lives of His people.

THE LESSON OVERVIEW

This lesson begins a unit focusing on the compassion of Jesus Christ as depicted in the Gospel of Luke. There is perhaps no better way to study His compassion than to examine His response to people often regarded as outside of and beneath the norm, physically, socially, or spiritually.

The examples drawn from Luke 5 represent people who would have been marginalized for a variety of reasons in New Testament times. Such people were physically impure, socially despised, or spiritually suspect.

The examples from Luke 5 might represent a very different list of issues than society—and the Church—might assemble today. Yet Christ’s response is the same: a compassionate desire to provide physical and spiritual healing.

THE LESSON OUTLINE

1. Desperate Leper

Luke 5:12–16

A. Miraculous Cleansing

B. Powerful Response

2. Helpless Paralytic

Luke 5:17–26

A. Scandalous Assertion

B. Authority Confirmed

3. Despised Tax Collector

Luke 5:27–32

A. Hated by Many

B. Sought Out by Christ

TEACHING GOALS

1. Impart and Reinforce Knowledge: Instruct your students about what caused the individuals in Luke 5 to be seen as outcasts and how Christ responded to their plight.

2. Influence Attitudes: Encourage students to recognize the kinds of situations and behaviors that cause people to become outcasts today and how they should respond.

3. Influence Behavior: Challenge students to reach out to the outcast and marginalized, emulating Christ’s loving desire to bring healing and salvation.

TEACHING RESOURCES

Copy For Further Study 1 from the Adult Resource Packet for each student. This work sheet is a journal page for applying the Daily Bible Readings to the lesson.

Also copy these items (pages 5,7–10):

• Leprosy Laws

• A Changed Man

• Stigmatized, Marginalized, and Outcast

HISTORICAL-LITERARY BACKGROUND

Through the course of Luke 5:12–32, Jesus addressed three distinct situations. In the first, a man’s physical infirmity rendered him legally unclean. In the second, Christ boldly affirmed His Messiahship by lending aid to a man suffering with paralysis. And in the third, a despised outcast provided a powerful lesson about whom Jesus came to save.

GOLDEN TEXT: Luke 5:31–32

They that are whole need not a physician; but they that are sick. I came not to call the righteous, but sinners to repentance (KJV).

It is not the healthy who need a doctor, but the sick. I have not come to call the righteous, but sinners to repentance (NIV).

THE HOLY SCRIPTURES

(Note: Only representative verses for the lesson are printed on the The Holy Scriptures page of the lesson.)

INTRODUCING THE LESSON

Begin the session by asking students this question: What are some reasons people become outcasts of society today?

Societies throughout history have been composed of classes, or social strata. There are the rich, elite, and privileged who enjoy the best this life offers, along with it the good will of many who aspire to experience the same lifestyle.

But there are also those who are ignored, avoided, and even reviled. The reasons for this are diverse. But through Christ, we find the supreme example of how to approach the outcast. In today’s study, we will come to better understand Christ’s compassion—and how we can follow His example.

1. DESPERATE LEPER

A. Miraculous Cleansing

Luke 5:12–13

Leprosy was a term that described several skin diseases in New Testament times. In some cases leprosy was extremely contagious and physically disfiguring. Contracting leprosy had a number of serious implications for the sufferer. These diseases were repulsive to most and resulted in physical, social, and religious isolation.

Lepers were segregated from common society. They could not approach a ceremonially clean person and had to call out, Unclean! when in the vicinity of others, as a warning to them. Lepers could not earn a living and had to rely on the charity of others.

Along with its physical, religious and social stigma, leprosy held spiritual significance. The Law required lepers to be quarantined from the general population, as they were ceremonially unclean (see Leviticus 13:45–46). This quarantine also separated them from regular participation in the religious life of the community. Leviticus 14 records a series of sacrifices done on behalf of a leper when he or she was declared clean—necessary because of the participation in spiritual observances that the leper would miss. It is perhaps not surprising that over time people began to see leprosy as a result of sin in a person’s life.

Most people regarded lepers as revolting and would avoid touching them even if it were permissible. Lepers were by all accounts outcasts of society. It is noteworthy, then, that Luke was careful to describe the extent of the leprosy afflicting the man in chapter 5. He was full of (KJV) or covered with (NIV) leprosy (Luke 5:12). One might say he was the outcast of the outcast.

As the scene opens, the leper approached Jesus. It is clear that he had heard of Jesus’ wondrous miracles and wanted to experience a miracle of healing. Even the act of approaching Jesus itself implied a level of bold faith on the part of a man ostracized by society. The leper’s lowly posture of prostrating himself before the Lord indicates the shame and unworthiness a man in his position felt when approaching a holy man and teacher. His words matched his actions as he asked Jesus to heal him if thou wilt (verse 12, KJV).

The Lord’s response likely shocked and amazed all who witnessed the scene (verse 13). The simple act of reaching out and touching a leper was forbidden. It was an act of compassion which, accompanied by His words, I will, would serve to reassure the lowly leper. This Great Teacher was willing; the leper did not need to fear.

Then, with a simple declaration, the leper was instantly healed. In a moment, the man experienced physical healing and social restoration, being made clean according to the Law. Jesus had transformed his life.

Questions for Application

Why do you think lepers were so strongly despised and avoided in New Testament times?

In what way does Christ’s physically touching the leper help us understand how He wants us to minister to others?

B. Powerful Response

Luke 5:14–16

Resource Item 1: Distribute the work sheet Leprosy Laws. Divide the class into three groups, then read or have a volunteer from each group read each Scripture. The groups should note their answers to the first three questions. Then have students respond to the discussion questions in their groups or as a class.

Christ’s words in Luke 5:14 might seem strange at first glance, as He commanded the man to immediately go and present himself to the priest. However, the Law had prescribed a specific process to be followed if a person was healed of leprosy (see Leviticus 14:1–32). Through this process, the leper would be declared ceremonially clean, fit to return to normal society and religious life. So by making this declaration, Jesus was fulfilling what was required of the leper by Jewish law. An official declaration of cleansing would also help the man re-enter society, since many of the people in the area likely knew him to be afflicted with the disease.

However, Jesus also ordered the man to remain silent about what had happened to him. Jesus had given similar instructions after other miracles as well (see Mark 7:31–37). This may seem strange to us, as we hold the proclamation of the gospel in high regard. It is important to recall that Jesus did not want the people to see Him as a political leader who would free them through some kind of large, fervent public revolt. Rather, He would minister more quietly, proclaiming the eternal kingdom of God. Indeed, we see His need for solitude as He sought out a place of prayer, in Luke 5:16.

The leper failed to stay silent, however (verse 15; see also Mark 1:40–45, noting that the cleansed leper took the lead in spreading the news). This profound miracle drew large crowds to Jesus. His ministry was unique as well as powerful. He reached out to people others would ignore, working miracles that no one else could do.

Questions for Application

In what ways does God do miracles in the lives of outcast people today?

Why might God remind us to be careful about how or to whom we speak of His miracles in our lives?

RESPONSE TO THE WORD

Most people would have recoiled at the sight of a horribly afflicted leper. Jesus, however, reached out and ministered to him, which serves as a powerful example to us today. For a variety of reasons, we might be inclined to ignore or avoid someone when we observe a particular affliction or issue in their lives. But being a Christ-follower demands a different response. We can pray that our first impulse will not be avoidance, but a desire to find a way to minister to them.

2. HELPLESS PARALYTIC

A. Scandalous Assertion

Luke 5:17–23

Jesus followed the healing of the outcast leper with another, equally profound miracle. In addition to violating the customs of society by reaching out to a leper, He asserted the spiritual authority to forgive sins.

Luke 5:17–23 describes an encounter where a group of Jewish religious authorities—Pharisees and teachers of the Law—gathered around Jesus. They likely had heard of the wonders He was performing and decided to investigate. This set the stage for an important event in His earthly ministry.

The typical house in that day would hold perhaps fifty people and had a flat roof with an external staircase. The roof often was made of tiles, which could be separated without damage. As Jesus taught in this tightly crowded setting, several men ascended to the roof, removed a portion of it, and lowered a paralyzed friend down to Jesus. It was an act of faith and desperation for the sake of their friend (verses 18–19).

Jesus’ response is perhaps surprising: After seeing the faith of the man and his friends, He first declared the man forgiven of his sins (verse 20). This is not meant to indicate that the man’s paralysis was the result of sin, although it was common at that time to conclude that a person with such an affliction was guilty of sin (see John 9:1–3).

Instead, Jesus’ declaration reveals an important truth concerning His mission as the Messiah. He came to bring complete healing: physical and spiritual.

Jesus’ declaration was scandalous to the religious leaders, however. Any Pharisee or teacher of the Law would have known only God can forgive sin. As a result, they concluded that Jesus was guilty of profaning the name of God by equating Himself with God, an act of blasphemy (verse 21). According to the Law, this was a capital offense carrying the penalty of death by stoning.

What the teachers and Pharisees failed to recognize, of course, is that Jesus is indeed the Messiah—the Son of God—and therefore God Himself. As such, He discerned their unspoken thoughts and began to probe them with a revealing question (verses 22–23).

The Lord’s brilliant query placed the religious leaders in a dilemma. The answer was obvious: It would be much easier to say you forgive sins because such an assertion would be difficult to disprove, unlike a declaration of healing. So if Jesus were to perform the more difficult act—restoring the health of a paralyzed man—it would indicate that He was in fact capable of both.

The first portion of verse 24 forms the central message of the miracle and a powerful proclamation to sinful humanity. The verse marks the first time in Luke where the Savior refers to Himself as the Son of Man, a title often associated with His power and willingness to forgive. Jesus came to redeem the lost, providing hope to even those who seem most hopeless and hurting.

Questions for Application

Why is it important to keep in focus that Jesus’ acts of compassion extend beyond the temporal, providing spiritual healing through forgiveness?

In what way do we demonstrate to those lost in sin that we care about their spiritual needs?

B. Authority Confirmed

Luke 5:24–26

One quickly notes the striking contrast as Jesus turned from the befuddled leaders to again focus on the lowly, paralyzed man in need (Luke 5:24b). In an instant the man’s physical disability was gone. Through an act of great compassion, he was delivered of the shame and stigma associated with his plight. He no longer had to suffer the pain and poverty associated with paralysis. Scripture records his great joy, as he was now carrying the mat that once carried him (verse 25). Jesus gave him help and hope for both his physical and spiritual needs.

Not surprisingly, the crowd reacted with astonishment, doubtless because of Christ’s miracle as well as His dealings with the religious leaders. Scripture records that they were amazed at the strange (KJV) or remarkable (NIV) things they had seen (verse 26). We derive the term paradox from the word used here. They had seen things they did not expect to see. Such was often the case when Jesus reached out to help the outcast, those who are lost, needy, and hurting.

Questions for Application

How has Jesus demonstrated to you that He is indeed the Son of God?

How has Jesus done things in people’s lives that you didn’t expect or anticipate?

RESPONSE TO THE WORD

It can be tempting for us as Christians to stigmatize people because of a sin we observe in their lives. We might even look at the needs and hurts, conclude that these have come as a result of sin, and ignore or even avoid those individuals.

We must keep in focus the central mission of Jesus when He walked this earth: He came to meet spiritual needs, bringing forgiveness of sins and eternal salvation to all who place their faith in Him.

3. DESPISED TAX COLLECTOR

A. Hated by Many

Luke 5:27–30

From a casual perspective, Luke 5:27–28 appears to be an uncontroversial account of Jesus calling a man to be His disciple, one of the Twelve who would accompany Him through His ministry. The man is Levi, also known as Matthew (see Matthew 9:9–13), who responded immediately to Christ’s call.

But the problem, which unfolds later in the account, is rooted in Levi’s career as a tax collector. Some believe he was a customs agent for Rome, collecting import duties on goods as traders traveled nearby trade routes. It was a prosperous career, which likely made Levi a very wealthy man. But it also caused him to be greatly despised.

Tax collectors were hated by many of the Jews, held in the same regard as prostitutes in terms of character (see Matthew 21:31–32). They were seen as collaborators with Rome, who enriched themselves at the expense of the people for the benefit of the foreign force that held power over the Jews. The prevailing view of the Jews can be seen in the accusation of the religious leaders, combining the terms tax collectors and sinners (Luke 5:30, NIV).

Levi forsook a very prosperous lifestyle to follow the Lord (verses 27–28). He would have known that he could never regain his lucrative career. By leaving all, he left more than most in that day could ever hope to possess. His quick response to Christ’s call revealed zealous faith.

Levi celebrated his newfound faith with a great banquet for Jesus (verse 29). Such an event was a sign of joy in the New Testament, and reflected a close relationship between the host and the one being honored. Notably, Levi invited a number of his former colleagues to the event, provoking the ire of the religious leaders (verse 30). They could not understand, much less accept, the Lord’s desire to spend time with people who were deeply rooted in sin.

Resource Item 2: Distribute the case study A Changed Man. Have the class read the case study and discuss their responses to the questions, individually or in groups. Have students ponder the personal reflection question during the week.

Questions for Application

Why do you think Jesus sought situations to be close to sinners, rather than preach the gospel only to the masses from a distance?

How can you demonstrate compassion for sinners that many might despise?

B. Sought Out by Christ

Luke 5:31–32

Jesus’ wise response to the Pharisees and teachers took the form of a self-evident proverb (verse 31). With it He conveyed compassion for the despised as well as a clear declaration of His mission. As One who would bring spiritual healing, He came for those lost in their sin, not the righteous (verse 31).

Verse 32 provides a good capstone to the story, reminding us of the fundamental purpose of Christ’s ministry. While compassion and hope must accompany the ministry of the gospel, at its heart the goal is simple: to call sinners to repent of their sins and receive forgiveness and new life.

Jesus’ talk of forgiveness in the presence of the religious leaders was a bit ironic, in that they saw themselves as supremely righteous, holding the authority by which the terms of forgiveness would be defined. By stating that He came to forgive, Jesus declared Himself to be God and emphasized His foundational goal of calling the unrighteous—the lowly and despised, as well as the affluent and devout—to repentance. In doing so, Jesus demonstrated a level of compassion that the religious leaders refused to embrace, or even recognize.

Questions for Application

What is your first response when you encounter someone clearly lost in sin?

What does it mean to love sinners?

Resource Item 3: Distribute the work sheet Stigmatized, Marginalized, and Outcast. Have students work in small groups to answer the question for each group of people. Then as a class, note their responses on the board.

RESPONSE TO THE WORD

Many people are despised because of their lifestyles or reputations. It is critical that we view them as Christ views them, seeing them as valued and loved individuals who need to hear the gospel.

Examine if there are any types of people you might be inclined to dislike. How can you cultivate an attitude that sees them as Christ sees them?

CALL TO DISCIPLESHIP

Society will always contain the forgotten, forsaken, and avoided. At times this is because of personal prejudices or ill feelings; other times people would rather not invest the time and energy to help those in need.

Think of someone in your sphere of influence who might be considered an outcast in today’s society. Ask God to help you reach out to that person this week.

Also, examine your attitude toward those often regarded as outside the norm or the desirable. Do you show love, even when tempted to ignore them? Are you willing to come to their defense when others make light of their physical, economic, or spiritual situation? Pray that God will help you see them as created in His image and worthy of His care.

Ministry in Action

As class concludes, pray that students will recognize opportunities to help the marginalized. Ask God to help them love as He loves.

DAILY BIBLE READINGS

THE LESSON OVERVIEW

Signs and wonders served a very important purpose during the ministry of Christ: They established His identity as Messiah and Son of God, just as He claimed to be. Luke 7 marks a critical point in this Gospel, recording how Jesus’ miracles drew individuals to Him in search of divine aid. It also notes the struggles of John the Baptist as he came to grips with Christ’s identity.

People today face the same kinds of questions and struggles. Unbelievers seek out answers to questions about God. Christians grapple with how to answer these questions and share Christ with the lost. This study will help students realize the importance of affirming the authority of Christ as God’s Son and be encouraged to proclaim our life-changing Messiah to the world.

THE LESSON OUTLINE

1. The Sick Healed

Luke 7:1–10

A. A Gentile in Need

B. Authority Over Sickness

2. The Dead Raised

Luke 7:11–17

A. Scandalous Assertion

B. An Expanding Testimony

3. Evidence of Jesus’ Messiahship

Luke 7:18–23

A. Messiahship Questioned

B. Messiahship Affirmed

TEACHING GOALS

1. Impart and Reinforce Knowledge: Instruct your students as to how Christ’s miracles of healing and raising the dead demonstrated His authority and compassion.

2. Influence Attitudes: Encourage students to recognize the importance of miracles in proclaiming Christ’s authority.

3. Influence Behavior: Challenge students to believe God for the miraculous as evidence of His Messiahship.

TEACHING RESOURCES

Copy For Further Study 2 from the Adult Resource Packet for each student. This work sheet is a journal page for applying the Daily Bible Readings to the lesson.

Also copy these items (pages 5,11–14):

• The Centurion

• Divine Compassion

• Faulty Expectations About Jesus

HISTORICAL-LITERARY BACKGROUND

Luke 7 marks a sort of transitional point in Luke’s Gospel. Here we see Christ’s ministry distinctly expanding from a Jewish context into the Gentile world. In this sense, it might remind us of the story of Peter and Cornelius in Acts 10.

This chapter also records Christ performing miracles that identify Him clearly to be divine Messiah. As Lord of Creation, He holds power over every aspect of the natural world.

GOLDEN TEXT: Luke 7:22

Go your way, and tell John what things ye have seen and heard; how that the blind see, the lame walk, the lepers are cleansed, the deaf hear, the dead are raised, to the poor the gospel is preached (KJV).

Go back and report to John what you have seen and heard: The blind receive sight, the lame walk, those who have leprosy are cleansed, the deaf hear, the dead are raised, and the good news is proclaimed to the poor (NIV).

THE HOLY SCRIPTURES