In response to user requests, Radiant Life Adult Teacher Volume 1 is now available online via download, at RadiantLifeCurriculum.com/Adult. This download replaces the CD format that has been available in previous years.

RADIANT LIFE

ADULT

TEACHER

1

VOLUME

Curriculum for Spirit-filled living

Radiant Life Adult Teacher Volume 1

September 2020–August 2021

Scripture quotations marked (KJV) are taken from the King James Version of the Holy Bible.

Scripture quotations marked (NIV) are taken from the Holy Bible, New International Version®, NIV®. Copyright ©1973, 1978, 1984, 2011 by Biblica, Inc.™ Used by permission of Zondervan. All rights reserved worldwide. www.zondervan.com

The NIV and New International Version are trademarks registered in the United States Patent and Trademark Office by Biblica, Inc.™

Radiant Life Adult Teacher Volume 1 is also available online through Adobe® Acrobat® PDFs and PowerPoint® files. Visit www.MyHealthyChurch.com or call 1-855-642-2011. Accompanying videos are available at RadiantLifeCurriculum.com/Adult

These lessons are based on outlines developed by the Pentecostal-Charismatic Curriculum Commission ©2017. Used by permission.

© 2020 by Gospel Publishing House, 1445 N. Boonville Ave., Springfield, Missouri 65802. All rights reserved. No part of this book may be reproduced, stored in a retrieval system, or transmitted in any form or by any means, electronic, mechanical, photocopy, recording, or otherwise, without written permission of the copyright owner.

02-1520

ISBN: 978-1-60731-622-0

Printed in United States of America

Contents

How to Use the Adult Teacher

Lesson Planning Example

Planning the Session Sample Work Sheet

Planning the Session Work Sheet

Letter to the Adult Sunday School Teacher

Tips for Teachers

Life Application Made Easy

Teaching Pentecostal Distinctives

The Value of Inductive Bible Study

Dealing With Talkative Students

Welcome to the New Radiant Life Teacher Guide

Fall 2020

Unit 1: Story of the Old Testament

Writer: Mark Jenkins

Lesson 1 The Great Story Begins

Lesson 2 The Making of a Nation

Lesson 3 Dynasty of Kings Established

Lesson 4 A United Kingdom Divided

Lesson 5 Wisdom From God

Lesson 6 God Sends His Messengers

Lesson 7 Return From Exile

Unit 2: Story of the New Testament

Writer: Jim Railey

Lesson 8 The Messiah Comes

Lesson 9 The Kingdom Advances

Lesson 10 The Letters of Paul (Part 1)

Lesson 11 The Letters of Paul (Part 2)

Lesson 12 Other New Testament Letters

Lesson 13 Triumph of God’s Kingdom

Winter 2020–21

Unit 1: Studies in Isaiah

Writers: Rich Bennett, Scott Harrup

Lesson 1 Sin, Judgment, and Restoration

Lesson 2 Everlasting Judgment or Everlasting Joy?

Lesson 3 The Incarnation (Christmas)

Lesson 4 Our Great God

Lesson 5 God’s Suffering Servant

Lesson 6 God’s Compassion for All People

Lesson 7 A New World Promised

Unit 2: Gospel by Mark

Writer: Paul Zinter

Lesson 8 Jesus’ Ministry Begins

Lesson 9 Jesus Confronts Religious Leaders

Lesson 10 Jesus Reveals His Divinity

Lesson 11 Jesus Teaches About the End-Time

Lesson 12 Jesus Stands Trial

Lesson 13 Jesus’ Death and Resurrection

Spring 2021

Unit 1: Scriptures Difficult To Understand

Writers: James Hernando, Rich Bennett (Easter)

Lesson 1 Difficult Passages in Genesis and Exodus

Lesson 2 Wars of Extermination

Lesson 3 Imprecatory Psalms: Seeking Justice

Lesson 4 Puzzling Sayings of Jesus

Lesson 5 The Risen Christ (Easter)

Lesson 6 Difficult New Testament Passages

Lesson 7 Mysteries in the Revelation

Unit 2: Letters From Peter and Jude

Writers: Louis Smith, Richard Bennett (Pentecost)

Lesson 8 People of Hope

Lesson 9 A Holy People

Lesson 10 A Steadfast People

Lesson 11 An Empowered People

Lesson 12 Be Filled With the Spirit (Pentecost)

Lesson 13 A Discerning and Persevering People

Summer 2021

Unit 1: Great Prayers of the Bible

Writers: John Maempa, Mike Jaffe

Lesson 1 Interceding for God’s Mercy

Lesson 2 Prayer for Wisdom

Lesson 3 Prayer for Restoration

Lesson 4 A Pattern for Prayer

Lesson 5 Christ’s High Priestly Prayer

Lesson 6 Jesus’ Prayer of Surrender

Lesson 7 Paul’s Prayers for Churches

Unit 2: Defending the Faith in a Secular World

Writer: Clancy Hayes

Lesson 8 Who Is God?

Lesson 9 Who Is Jesus?

Lesson 10 The Bible on Sexuality

Lesson 11 God’s Love and Judgment

Lesson 12 The Problem of Evil and Suffering

Lesson 13 Keeping the Church Pure

Index of Study Texts (Volume 1)

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 6, 2020, study, The Great Story Begins, will serve as the basis for this lesson planning example. Please take a few minutes to skim this study and its resources, if you have purchased them. In addition, a filled-out sample of the Planning the Session form will be used to illustrate study planning. Think of the following as a teacher’s journal:

Sunday, August 30, 4:00 p.m.

I open up the teacher guide and skim through the table of contents. This is a unique unit in that it provides a bird’s-eye view of the Old Testament. The unit introduction provides guidance to what the lessons in the unit are about and helps me think about how these studies could apply to the lives of those in my class.

With the general busyness of life, and then those unexpected things that consistently pop up, I want to get an early start on preparation. Plus, I often find that events and conversations that occur during the week relate to the lesson in some way, providing ways for me to help students connect God’s Word to everyday life. As I conclude this time of overview, I ask the Spirit to prepare my heart to receive His truth and to anoint me to teach it to those in my class.

Tuesday, September 1, 6:00 p.m.

A statement from Introducing the Lesson has stuck with me since reading it on Sunday: The Bible was written by more than forty people over about 1,600 years, yet within its diversity is unity of theme and purpose. It’s so easy to think of the Old Testament as little more than a collection of stories and wise sayings, while the New Testament tells us the truth of the gospel. I think this unit will be helpful because it will challenge students to realize that there is important truth in all of the Bible. I think a unit like this can enrich our interest in the Bible and motivate us to study all of its pages, perhaps deeper than ever before.

I decide to begin the lesson with a question that comes to mind as I study the beginning of the lesson: Why is it important to believe that God, and only God, is responsible for having made the universe? The key point in answering this question is found in the commentary: Because God created the universe, it belongs to Him and He controls it. I want to use this first Main Point to emphasize that because God made everything—including us—we are accountable to Him. And when we look at the order found in Creation, we see the first hints that God has made us with a purpose. I think it is important to emphasize that Genesis 1, then, really helps us understand our need for the gospel.

I think the resource item God’s Orderly Creation can be used as an effective way to help the students prepare to tell others about Christ. The first question under the chart, How does the order in which God chose to create the world reflect His role as Provider for His people? is a good lead in for a discussion on the goodness of God. We have the joy of knowing that God had a plan in all that He made, and we are a part of that plan. He made life possible, and so we can trust Him to give us a life filled with the hope and promise that He gives. This is good news!

The first subpoint of Main Point 2 seems to be a good place to spend a significant bit of time as I discern which portions of lesson material would be best to focus on during class. Genesis 12 is a powerful reminder of faith and hope as we take a look at the life of Abraham—the man through whom God chose to provide a people who would bring forth the Messiah. So, we will want to take some time talking about faith and trust, as highlighted in the final paragraph of the subpoint. The first and third Discussion Questions at the end of this subpoint will work well with the class.

However, I also want to highlight what is taught in the preceding paragraph. God did indeed provide a nation and a people—the Jewish people—to bring forth Jesus into the world. However, even in the Old Testament, Gentiles were a part of His plan. This paragraph does a good job of explaining this, and I think it will help students recognize that the Old Testament is more than just the story of the Jewish people. It shows us the heart of God in preparing the way of salvation for both Jew and Gentile. The resource item God’s Covenants will help emphasize this point.

For Main Point 3, the first subpoint provides a great opportunity to talk about the hope we can have in God during times of great trial. In covering the commentary, I will focus on working toward the second and third questions in the Discuss portion of the subpoint. God was guiding Joseph’s life even during the darkest of times. This is an important point to be made for Christians today. Hard times will come. There will be struggles and challenges, and even injustices. But that does not change the reality that God is still watching over us. Sometimes, God even allows us to experience hardship as we grow in faith and trust, and are conformed to the image of Christ. In the end, we can honor Christ with our lives even through the hard times.

I also note that the Resource item for this main point contains some valuable, practical reflection questions. So, while we will spend minimal time on the second subpoint, I would like to distrubute the item for students to complete during the week, for the purpose of practical application.

To close the session, I want to emphasize a key point made in the What Is God Saying to Us segment: As we study Genesis, it is easy to get caught up in the details, but we must not miss the central message: God created all things. He is our Maker, and He loves us so much that when humanity fell, He enacted a plan to redeem us. I want to emphasize both our value to God as His creation (made in His image), as well as His marvelous plan of salvation, which had its start in Genesis.

Wednesday, September 2, 6:00 p.m.

When I go to church on Wednesday, I will take the Daily Bible Reading work sheet and the other work sheets with me to make copies. This will allow me to avoid the rush for the copier that often happens on Sunday morning.

Saturday, September 5, 8:00 p.m.

I read over the lesson and my notes again to plant 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 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 6, 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.

Dear Teacher:

On behalf of the entire editorial staff at Radiant Life, we thank you for your commitment to Christian education. You are fulfilling a critical role in the body of Christ.

It has perhaps never been more important for Christians to know what we believe, and then to be able to convey those beliefs in response to a world that is at times both curious and skeptical. We’re confronted daily with messages that run contrary to Scripture. Many call for the redefinition of established beliefs, be they theological, moral, or social. How will we respond? How can we prepare to make right decisions?

A significant part of such preparation takes place in your classroom every week. We hope that the Adult Teacher will serve as a valued resource in helping you equip students to understand and practice God’s Word.

This volume is the first of a new seven-year series. As we proceed through the next twenty-eight quarters, we will engage in numerous book studies from both the Old and New Testaments.

As we move through this volume, a variety of Scriptures, doctrines, and issues will be discussed. The first quarter provides an overview of both the Old and New Testaments, enabling your class to see how the common thread of redemption runs through the whole of Scripture.

Throughout this year we will also explore several practical issues from a biblical perspective. The unit Scriptures Difficult To Understand addresses some common Bible passages that elicit questions among believers and unbelievers alike. Similarly, the final unit of Summer will help students prepare for challenges and questions that accompany life in an increasingly secular world.

You will also find a variety of book studies—Isaiah, Mark, Peter, and Jude—to help you explore the teachings within each of these rich and important books. Summer also included a unit on the prayers of the Bible, providing a helpful and practical study on prayer for the students.

As always, the Adult Teacher will include a variety of questions, activities, and practical application to assist you in preparing and teaching each week. We recognize that the application of God’s Word is key as the students live out what you teach them beyond the walls of your classroom.

For more than a century, the Adult Teacher has endeavored to serve as a valuable resource in discipling generations of growing Christians. In using it, you can be assured of exploring every book of the Bible and every major Christian doctrine during each seven-year series. Yet we also recognize that discipleship cannot take place without the faithful service of you, the teacher. We thank you for your ministry, and pray that these lessons will be a blessing to you and your class.

May God’s anointing and blessing rest upon you,

James G. Meredith, Adult Editor

Radiant Life Curriculum

TIPS FOR TEACHERS

Life Application

Made Easy

What’s the goal of your Sunday school class? Is it for every student to have a detailed knowledge of the names and customs of all the Canaanite tribes? For them to be able to name the twelve disciples in the order in which Jesus called them? If so, they will make great Bible trivia players!

Is it your goal for them to describe what scholars believe to be the order of events in the end times? To explain the differences between various theological positions? Maybe they will become professors or write books about theology.

While there is nothing wrong with learning the detailed facts of the Bible, and it is certainly important to understand and explain correct theology, a primary goal of the Sunday school class should be for the students to be able to apply and live out the truths of God’s Word. We want to help them do that.

The motivation to apply God’s Word in daily life flows from a growing relationship with Christ. The apostle John wrote, We know also that the Son of God has come and has given us understanding, so that we may know him who is true. And we are in him who is true by being in his Son Jesus Christ. He is the true God and eternal life (1 John 5:20, NIV).

While much of God’s Word has immediate application for God’s people, the Bible is really a book about God and His involvement in this world. When Jesus appeared to Cleopas and a second disciple while walking to Emmaus, He explained how the Scriptures spoke of himself. He said to them, ‘This is what I told you while I was still with you: Everything must be fulfilled that is written about me in the Law of Moses, the Prophets and the Psalms’ (Luke 24:44, NIV). It’s ALL about Jesus. The first quarter of this 2020-2021 volume is an overview that teaches this principle. It is a great place to begin a more practical approach to our studies.

You will find that your new Adult Teacher book has a new look. Beyond that, it has a greater emphasis on application. You are encouraged to purchase the Adult Resource Packet, where many of the materials are focused on application as well as more in-depth learning for students who desire that. Even if you don’t have time to use them all in class, your students will benefit from them in their personal study time.

Your teaching is important to help your students learn to apply Scripture properly. In their eagerness to grow in Christ, some new believers examine the Scriptures as though every text has immediate application to their own situation. Likewise, many teachers believe every biblical passage under study has immediate application for their students. For example, one pastor’s wife shared how she overcame marital apprehensions before her wedding. The romance of the relationship overshadowed her ability to reason. Did she really love this future minister? Was this truly God’s will for her life? Asking the Holy Spirit for direction, she allowed her Bible to fall open and her eyes landed on these words: Let the heavens rejoice, let the earth be glad; let the sea resound, and all that is in it. Let the fields be jubilant, and everything in them; let all the trees of the forest sing for joy (Psalm 96:11–12, NIV). With this text as confirmation from the Lord, she proceeded with her wedding plans and married the young Bible college student. They have been married more than 40 years.

A primary goal of the sunday school class should be for the students to be able to apply and live out the truths 60d’s world.

Unfortunately, this approach to Bible study treats God’s Word as a horoscope. Baby believers often ask the same questions when reading their Bibles as unbelievers ask when they consult a horoscope: Should I purchase this car? Should my family relocate? Which person should I ask to help me? Seeking direction in this manner looks very similar to the magical thinking found in pagan religions.

Paul told us how to apply Scripture to our lives. These things happened to them as examples and were written down as warnings for us (1 Corinthians 10:11, NIV). Paul expected the Corinthian believers to understand basic principles of conduct found in the Bible, and then apply those principles to their own situations. Should they avoid idolatry, sexual immorality, or grumbling? Yes, because judgment would fall on anyone who repeated tragic choices of those under the leadership of Moses (Exodus 16:6–12). When we find our situation matching those found in the Bible, then God’s Word to them is also God’s Word to us.

Many people claim Jeremiah 29:11 as a personal promise from the Lord: ‘For I know the plans I have for you,’ declares the Lord, ‘plans to prosper you and not to harm you, plans to give you hope and a future’ (NIV). This specific word from God was meant to encourage those who had been exiled from Jerusalem to Babylon in judgment for the continuous sin of the Southern Kingdom (Jeremiah 29:4). The principle that we can apply to our own lives is God’s will for us can be known. However, it would be inappropriate to claim this text as a promise that we would enjoy prosperity and never suffer harm. As you examine the Scriptures with your students, examine the context to be sure you are teaching appropriate application practices.

As you study the Scriptures with students, it is your great privilege to guide them in properly applying God’s Word. As you do this, you will be blessed as you observe spiritual growth, both in your students and in your own life.

TIPS FOR TEACHERS

Teaching Pentecostal

Distinctives

by Clancy Hayes

Teachers in Pentecostal churches have the great privilege of transmitting the Pentecostal faith from generation to generation. While some passages such as Acts 2, 1 Corinthians 12–14, and Romans 12 clearly proclaim the basis of our Pentecostal faith, we should not confine our teaching of that truth to these favorite passages. Our Pentecostal distinctives are found throughout the Bible. The Holy Spirit was active in Creation and throughout the Scriptures. After all, the Holy Spirit inspired the entire Bible. 1 Peter 1:21 says, For prophecy never had its origin in the human will, but prophets, though human, spoke from God as they were carried along by the Holy Spirit (NIV)

It is important to identify the work of the Holy Spirit in each passage where it appears and weave that truth into the lesson of the day. Let’s look at ways this can be done.

First, you must become fully acquainted with the foundational distinctives of the Pentecostal faith. These include:

•The ongoing revelation of the Holy Spirit through His gifts to the Church:

•The Holy Spirit’s guidance and illumination of the minds of believers

•The Holy Spirit’s grace in the life of the believer through miracles, healings, and answered prayer

•The Holy Spirit empowerment of believers to evangelize the world.

Next, look for these concepts in the biblical text you are preparing to teach. Begin by identifying the type of literature your class will be studying. When preparing to teach a narrative or historical portion of the Bible, be aware of the Holy Spirit’s role in the lives of the Bible characters as He provides comfort, help, or guidance in the passage. Show your class how God worked in a biblical character’s life to resolve a conflict, and consider how that event serves as an example for our sensitivity to the Holy Spirit in our own lives. Help your students identify similar needs in their lives and develop confidence that the same God who solved problems in biblical times is available to help them as well.

When teaching from the epistles, look for statements of fact concerning the Holy Spirit and His work in the believer’s life. The epistles are foundational for many of the facts and doctrinal truths of Scripture. Much of what we know about the Holy Spirit’s work comes from the epistles. Whenever a truth that reflects Pentecostal distinctives occurs, be sure to highlight this truth and challenge your students to adopt it as their own and put it into practice. The baptism in the Holy Spirit, speaking in tongues, and healing are not simply experiences of others to learn about, but ones to personally experience.

In poetic or wisdom literature, look for the writer’s perception of the Holy Spirit’s intervention in his or her personal circumstance. In these passages, the writers were often struggling with a difficult situation or rejoicing over the help the Holy Spirit has given them. Help your students to feel the author’s struggles and see the help that person received through the power of the Spirit. Students in your classroom struggle with similar issues in their lives. They may wonder if God has forgotten them because they have been attacked physically, spiritually, or emotionally. Help them to seek guidance from the Holy Spirit as the biblical writers did or to reflect on the Holy Spirit’s previous acts of protection, healing, or guidance thus turning their struggles into faith.

Teachers in pentecostal churuches have the great privilege of transmitting the pentecostal faith from generation to generation.

When preparing to teach from a prophetic book, to look for ways the Holy Spirit spoke to correct and direct the people of God both at the time of the writing and for periods in the future. All of these can help your students learn to interact with the Holy Spirit in their own lives. Prophetic material lends itself to helping people see how God speaks to people through the power of the Spirit. Listen to the message being proclaimed by the prophet, and challenge your students to be open to the Spirit’s instructions to believers today based on that prophecy. Point out the various ways the Spirit continues to communicate through such vehicles as tongues and interpretation, prophecy, the Word of God, pastors, teachers, evangelists, prophets, apostles, and His still small voice. Use these opportunities to help prepare your students to hear directly from the Spirit and respond to Him obediently.

The message of Pentecost is found throughout the Bible. The key to teaching these truths is to intentionally look for them in the passages we study and to then find ways to help students see the truth’s value to them. Being Pentecostal should touch every aspect of our Christian experience. It is the Pentecostal teacher’s privilege to help share this truth with students.

TIPS FOR TEACHERS

The Value of

Inductive Bible Study

by James G. Meredith

The story is told of a man who was seeking God’s will for his life. I know what I’ll do, he thought. I’ll just open my Bible, point to a verse, and that will be my answer. So he closed his eyes, opened his Bible, pointed to a page, then read the verse out loud: Matthew 27:5...‘So Judas threw the money into the temple and left. Then he went away and hanged himself’ (NIV). That doesn’t sound right, he thought. I’ll try again. And so he repeated the procedure: Luke 10:37...‘Go and do likewise’ (NIV). This isn’t getting any better. I’d better try one more time. Slightly flustered, he closed his eyes and pointed a third time: John 13:27...‘What you are about to do, do quickly’ (NIV).

As absurd as this story sounds, it illustrates the dangers of using improper methods of Bible study. If we want to engage in a good, inductive study of Scripture, we must avoid certain pitfalls. For instance, we must look at the entire context of a passage rather than focusing on an isolated verse or phrase. In addition, we must do all we can to understand the true meaning of the passage before we attempt to apply it to our lives.

As a teacher, using good, inductive Bible study methods will benefit you in two ways: First, you will personally begin to understand Scripture better, and be more accurate and precise in interpreting and applying Scripture. Second, you will be better equipped to accurately and concisely share the truths of Scripture with your students.

Good, inductive Bible study involves the following five key principles:

1. Observation—What does this passage say, and how does it say it? Inductive Bible study looks beyond individual verses to understand the underlying principle being taught in the surrounding paragraphs and chapters, and even considers the overall theme of the particular book of Scripture being studied. We must consider how each verse of Scripture relates to its surrounding context. As the opening story illustrated, taking verses and phrases out of context will lead to confusion or, worse yet, a tragic misunderstanding of Scripture.

2. Interpretation—What did this passage mean to its original hearers in Bible times? Although intended for all believers, Scripture was originally written to people in a culture far different from our own. Thus, inductive Bible study examines the culture of Bible times, including how the message would have been interpreted in that culture. In addition, Scripture was often written to address a particular situation. For example, Galatians was written to a church that was being misled by false teachings, while First Thessalonians was penned to encourage a congregation enduring intense persecution. By understanding these situations, we are better able to grasp the spiritual principle God seeks to teach us through each passage.

3. Application—How do the teachings of this passage apply to our lives? Application is important; Scripture is as fresh and relevant today as it was when it was first written. But our application must be accurate or we run the risk of making Scripture say something it was never intended to say. It is only after observing the context of Scripture and interpreting its meaning that we are ready to draw out spiritual principles and apply them to our lives.

[By teaching inductive Bible study], we will reap the benefits of a better understanding of scripture, a more consistent christian walk, and a greater ability to convey 60d’s truths to the people we are teaching.

4. Response—What are we going to do about the teaching of this passage? This is where the power and authority of Scripture are discovered. If we stop at simply understanding Scripture, our Bible study is incomplete. Scripture is more than words on a page. It must become real to us and compel us to action. God’s Word is meant to transform our lives. We must each personally respond to its teachings. Be sure you structure your class in such a way that you get to the response time before the end of your class. Your Teacher’s Guide includes many more activities than you will have time to complete, so be sure to prayerfully choose activities that will lead you to the response the Holy Spirit wants from your class. Be sure to save time for that response before time to close.

5. Communication—How can we share what we’ve discovered with others? The crowning jewel of inductive Bible study is when we take the truths that have been learned and applied to our own lives, and share them with others. This communication may take the form of teaching a Sunday School class or small group, sharing Christ with an unsaved friend, or offering encouragement to a fellow Christian who is hurting. Both you and your students are part of this communication loop.

Inductive Bible study isn’t always easy. It involves a commitment of time, and may require us to dig a little deeper as we examine the Word and prepare to teach our students. But, in the end, we will reap the benefits of a better understanding of Scripture, a more consistent Christian walk, and a greater ability to convey God’s truths to the people we are teaching.

TIPS FOR TEACHERS

Dealing With Talkative

Students

(As Well As the Quiet Ones)

by Richard Bennett

Teachers of adult students often deal with a few very different challenges in class discussions. Sometimes students will not respond at all, and you feel like you are talking to yourself. In other situations one or two students seem to dominate the discussion, sometimes commandeering the class and taking it in a direction far different from the direction it needs to go.

For some teachers, having a talkative student would be considered a huge blessing. After all, it’s difficult to stand in front of the class and stare at unresponsive students who are just waiting for you to tell them what they should think. However, talkative students sometimes dominate discussions, keeping others from participating fully. So how can you balance these two extremes?

A student (we’ll call him Bob) who constantly dominates the class can cause other students to become apathetic or dependent on the one who is willing to carry the discussion. Then the class becomes a dialog between you and Bob with the others simply observing. Why should they bother to offer input either by answering a question or adding to the discussion? Bob is always quick to answer. Even when someone else speaks up, Bob always seems to get the last word.

Another problem with a talkative student is that other students in the class, especially newer ones, may begin to believe that Bob’s comments reflect a consensus of how the entire class believes, thinks, and feels. Assuming this, other students simply refuse to offer opinions or comments that appear contradictory. Even teachers may become unwilling to challenge Bob’s views or redirect the discussion. Failure to deal with a talkative student can allow the class to be led off the subject or even into error, even if everyone’s motives are pure. We must always remember the Word of God alone is infallible and our goal is to engage every student in the Word.

Let’s explore some ways we can deal with such a student. First, the best and most honest approach is to visit with the student outside the classroom setting. Depending on his personality and maturity level, this conversation can take several different directions. It is possible that Bob may not even realize his actions are being disruptive. He may feel he’s doing his part in supporting you as a teacher and being an involved class member. Often this is true of students who are quite knowledgeable. They are simply trying to help you keep the discussion from lagging. If you believe this may be the case, express appreciation, and ask the student to help you draw others into the discussion. Suggest that they do this by waiting for someone else to answer or by even making their comment into a question that invites input from others.

If Bob is not as well-meaning, and is trying to dominate or take over the class, you may need to enact your own modifications in leading the class to curtail his comments. After all, your goal is to make sure all of your students leave the class with a greater love and knowledge of God’s Word. They can best do that when they are actively engaged in the learning process.

Within the classroom, there are several methods you can use to deal with the talkative student. It is always good to vary your usage of these methods.

•Intentionally begin your class with a question or activity that invites participation from everyone, whether or not they have significant Bible backgrounds. The Opening Activity in your Adult Teacher Guide is usually designed to draw responses that do not require a lot of Bible knowledge, and they encourage everyone to participate.

•Ask for other students’ comments. After Bob has made his contribution, reopen the floor for other comments. You may need to call on someone by name. Sue, what do you think about____? Brother John, if someone at your workplace were to ask you about this issue, what would you say to them? Be sure you ask open-ended questions that cannot be answered by a simple yes or no. After someone responds, you might want to ask a follow-up question of that person or someone else to get a fuller response.

•Announce that you require at least three (or more) responses to your question before you ask it. This idea works well when you summarize each student’s comments on the chalkboard. It is very important that you validate every response, even if it isn’t quite what you a looking for. When you have the required number of responses, draw on what has been said as a bridge back into the lesson commentary.

•During your class preparation time, write discussion questions on index cards and hand them to individuals as they enter the room so they can be prepared to talk about them. That way, you aren’t catching anyone off-guard. Some people like a little more time to think before they speak. Depending on the size of your class, you might want to give the same question to three or more people to ensure broader participation.

•When dividing the class into small groups for discussion or various learning activities, select a spokesperson from each group yourself rather than allowing students to volunteer for the job. Make sure from week to week that you are appointing a wide range of persons. Once these individuals are encouraged to speak in class, they may find they enjoy participating and feel more strongly that this is their class.

•Be sure to include the talkative student at the same level as others. You don’t want that person to feel left out.

As you apply these suggestions, you may find that your talkative student becomes a great ally in drawing others into the discussion. He or she may just need a reminder and a bit of encouragement.

Story of the Old Testament

The Bible was written by more that forty different writers over the course of about 1,600 years. As a result of its diversity, there is an unfortunate tendency to view it as a collection of independent parts that can stand alone, with little regard given to other verses, chapters, and books. This unit—and indeed this entire quarter—is devoted to presenting the big picture view of Scripture, centered on the unifying theme of God’s plan to redeem humanity from sin and the effects of the Fall.

This unit focuses on the Old Testament, tracing the story of God’s interaction with humanity, starting from Creation and moving through the birth and history of His people until after their exile. As you study each lesson, impress upon students the unity of Scripture seen in a number of recurring themes, such as grace, mercy, love, holiness, judgment for sin, and hope for the faithful. These themes will be present in the study of the New Testament as well.

As you teach, keep the big picture in view, as it will be easy to get caught up in the specifics. For example, in Lesson 1 the emphasis is on building the foundation of Scripture’s teaching, namely that God is Creator and Sovereign Lord. By His grace, and according to His plan, He created a covenant people and a nation through which He would deliver the Messiah to the world (Lessons 2-4). Because it is difficult for God’s people to live in a sinful world, He also provided wisdom for daily living (Lesson 5), and prophets to deliver restoring truth when they strayed—if only they would listen (Lesson 6). And even when they did fall into sin, God still offered hope for the future, setting the stage for the Messiah in the New Testament (Lesson 7).

Throughout this unit, impress upon students the importance of seeing Scripture as a unified Book. It holds the answers to life’s most difficult questions. But in order to grasp these answers, we must understand its meaning, beyond a verse here and a verse there. It is hoped that this quarter will inspire your class to become enthusiastic students of the Word, actively seeking out its truths for their everyday lives.

Study Text

Genesis 1:1–31; 12:1–7; 21:1–7; 32:22–32; 45:1–15; 46:1–7; Exodus 3:6

Central Truth

God is both Creator and Sovereign over all, yet He is intimately involved in the lives of His people.

Key Verse Genesis 1:1

In the beginning God created the heaven and the earth (KJV).

In the beginning God created the heavens and the earth (NIV).

Learning Objectives

•Recognize God as the loving Creator who is always active in students’ lives.

•Appreciate the role of Abraham and his descendants in Scripture’s story of salvation through Christ.

•Submit to God’s purpose for students’ lives, surrendering to His lordship and guidance.

Introducing the Study

Say: The Bible is the most amazing book you will ever read. While it is a collection of many smaller books, it is a unified story of God’s love for His people. This quarter provides an overview of both the Old and New Testaments that will serve as a foundation for the quarters to follow. (Play the Unit 1 introduction video, available at RadiantLifeCurriculum.com/Adult.)

Opening Activity—Quick Bible Facts

Ask your students to name as many facts about the Bible as they can in the next two minutes Write their responses on the board. You may hear the following:

The Bible contains sixty-six books total; thirty- nine Old Testament books; twenty-seven New Testament books; written by more than forty people over approximately 1,600 years; longest chapter is Psalm 119; shortest chapter is Psalm 117; shortest verse is John 11:35; the Bible includes Law, history, poetry, prophets, Gospels, and Epistles. The Bible is the best-selling book of all time, and it takes about seventy-five hours to read.

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Say: In today’s lesson, we begin a journey through the Old Testament, covering highlights from the Book of Genesis. This unit is not a thorough survey of the Old Testament, but an overview the story of the plan of God from the beginning until the time of the Messiah. (Share your highlights from the following text.)

The Bible was written by more than forty people over about 1,600 years. Yet within its diversity is unity of theme and purpose. The Book of Genesis forms the starting point for what follows throughout the Old and New Testaments. Many of the great doctrines of the Bible are introduced in Genesis.

The theme of Genesis reflects the theme of Scripture: the redemption of humanity from sin and the effects of the Fall. It establishes God as the sole Creator of all things, then proceeds with the story of God’s interaction with His creation.

Say: The creation account demonstrates the creative power of God, introduces the Trinity, and presents God’s love as He provided for the needs of people before He created them. (Share your highlights from the following text.)

Genesis does not give us all the details of creation. But it does describe our powerful God, who created all things. The first words of Scripture are critical: In the beginning God created … (Genesis 1:1). God has always existed; the Creator preceded the creation. And so, the first five words of Genesis repudiate atheism, for they affirm the existence of God as Almighty, eternal Creator. This simple phrase also rejects materialism (the philosophy that only matter exists), for it distinguishes between God and His material creation. And, finally, the phrase establishes God as Creator of all, for the heavens and the earth (NIV) is a reference to all that exists in the material world. In the beginning God created is, therefore, a foundational truth of Christianity. Because God created the universe, it belongs to Him and He controls it (see Psalm 24:1–2; 95:3–5; Isaiah 48:12–13).

Genesis 1:2 draws our focus from the whole of creation specifically to planet earth. It was formless, empty, and dark—utterly uninhabitable. It seems that water covered the whole earth, and the Spirit of God hovered over the water.

Discuss

?Of all the things that God created, what is your favorite and why?

?In what ways do you see the Triune God in the creation account?

Say: Genesis clearly indicates that God’s creation was orderly. He did not make the universe in a random or haphazard way. When we consider the way plants, animals, and humans are interdependent, we gain a bit of insight into the creative mind of God. (Share your highlights from the following text.)

Genesis 1:3–31 records immense creative activity: God said, God saw, God divided or separated, God called, God made, God set, God blessed. Here is the all-powerful God deeply involved in His creation.

The orderliness of creation is seen in its sequence. Note the relationship between the days. The first day He made light; the fourth day, light bearers. The second day He made the expanses of water and atmosphere; the fifth day, birds to fly in one expanse and fish to swim within the other. The third day He made dry land and vegetation; the sixth day, animals and humans to live on the land and eat the vegetation.

There is also a balance. Days one and two have one work each. Day three has two distinct works. Days four and five have one work each. Day six has two distinct works (which serves to emphasize that animals and humans are distinct from one another).

The progression of Genesis 1 leads to the creation of humanity in God’s image, referring in large part to the capability for righteousness and holiness (see Ephesians 4:22–24). Neither the universe nor humanity came by mere chance.

Resource Packet Item 1: God’s Orderly Creation

Distribute the work sheet. You may have students work in small groups to fill in the chart and answer the questions, or you may complete it as a class. (See answers below.)

Day 1 Light

Day 2 Water and atmosphere

Day 3 Dry land and vegetation

Day 4 Lightbearers (sun, moon, stars)

Day 5 Birds and fish

Day 6 Animals and man

Discuss

?What would you say to an unbeliever to affirm the existence of God as Creator?

Say: Genesis 1:31 says that when God finished His creation, He saw that it was very good. Then Adam and Eve chose to sin, plunging all of humanity into sin and bringing corruption into all of creation. But God had a plan by which humanity could find redemption. He chose Abraham to become the father of the nation from which the Messiah would be born—One who would die for the sins of the world. God made a covenant with Abraham, and Abraham trusted God’s direction even when he did not understand all that God was doing. (Add your highlights from the following text.)

Genesis 3 records humanity’s fall into sin, which brought about the sinfulness of every human being. Moving through chapters 3–11, we see how violence and corruption led to God sending the Flood to destroy the earth in Noah’s time. Then God promised to never again destroy the earth by a flood. Yet as time went forward, humanity continued its march into wickedness. Redemption was needed, and God’s answer to that is the central theme throughout the remainder of Scripture. The plan of redemption is prophesied in Genesis 3:15 and begins to take shape in Genesis 12, where Abraham was chosen by God to be the father—the first patriarch—of a covenant people through whom the whole world would be blessed by the Savior who would come (Genesis 12:1–3).

Genesis 12 is a transitional chapter, connecting humanity to the lineage of Abraham. God chose Abraham to begin a chosen nation that would prepare the way for the greater Seed of Abraham—Christ—who would bring blessing to the world. For the remainder of Scripture, this concept of God’s people as Abraham’s seed, or lineage, will be present. While we think of his descendants primarily as being the Jewish people, Gentile (non-Jewish) believers in God are also present throughout the Old Testament (i.e., Rahab, Ruth, Uriah). In Genesis 14, Abraham himself offered tithes to a Canaanite king and priest of God named Melchizedek.

In Abraham we are introduced to the great concept of faith in God and personal trust in His promises. God called Abraham to leave his homeland in Mesopotamia to go to an unnamed place of God’s choosing (Genesis 12:1–3). That place was Canaan, several hundred miles to the southwest, which is largely the land we now know of as Israel. But God also gave Abraham a promise. He would become the father of a great nation through which God would demonstrate His love to the world (Exodus 19:5–6; Deuteronomy 7:6–9). The specifics of Abraham’s story are well-known. But we must keep the bigger picture in view. God used Abraham to prepare the way for Christ. Indeed, the New Testament refers to all who follow Christ as children of Abraham (Romans 9:6–9; Galatians 3:6–11).

Discuss

?What did God ask Abraham to do that required him to trust God?

?What promise did God make to Abraham that would endure for generations to come?

?Has God ever asked you to step out in faith and do something that seemed illogical? What was it? How did you respond, and what was the result? (Share your response as well.)

Resource Packet Item 2: God’s Covenants

Divide the class into groups of 2–4 people. Assign each group one of the covenants to read, then have each group report their findings to the class.

Say: God’s Word reminds us that God can do anything. He had a plan to bring Christ, the Messiah, into the world through the nation of Israel, and He did the impossible to fulfill that plan. (Add your highlights from the following text.)

God had promised to make Abraham the father of a great nation. Yet Genesis 21 finds him and his wife, Sarah, childless and elderly. (He was 100 years old, and she was ninety.) But God miraculously gave them a son, Isaac. Isaac’s name meant laughter, a reminder of the joy that Isaac brought his parents. God kept His promise even when that required a great miracle.

God’s promise also endured despite the failures of His people. Jacob, the grandson of Abraham, is a familiar example. When we hear of Jacob, we often think of his deception of Esau (see Genesis 26:34 through 28:9). But God later shaped Jacob into a man of persevering faith. In Genesis 32:22–31, God appeared in the form of a man