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John 13:1-15 “Jesus: Turning the World Upside-Down”
John 13:1-15 “Jesus: Turning the World Upside-Down” Scripture: John 13:1-15 Memory Verse: Mark 10:45 “For even the Son of Man did not come to be served, but to serve, and to give His life a ransom for many.” Lesson Focus: This chapter of John we see how Jesus completely turns things upside- down from what is normal in our fallen world. In this part of the chapter, we will see how Jesus shocks everyone with His agape love. Activities and Crafts: Coloring Picture of Jesus Washing Feet Word Search of different terms from lesson, Bring It Home Discussion for 3rd – 5th. Craft for 1st & 2nd: Feet Starter Activity: The Worst Chores We’ve all got chores to do and some we like better than others. To introduce our lesson, have some discussion about the chores that you all like the best. Ask them why they like them! Mention some of your own that you had as a kid that you actually liked and why (or maybe some that you like doing now!). Below are some ideas: 1) Mowing the lawn (enjoyed using the lawn mower as a kid) 2) Washing the car (enjoyed playing with the water) 3) Raking the leaves (got to play in the piles afterwards) After having some good discussion on the chores that aren’t so bad then ask the kids what are some of the chores that they think are the worst and ask them why. Then share with them some of the chores that you like the least. -
Paul the Emissary Companion Guide
COMPANION GUIDE TO THE VIDEO Paul, the Emissary Prepared by Dr. Diana Severance P.O. Box 540 Worcester, PA 19490 610-584-3500 1-800-523-0226 Fax: 610-584-6643 E-Mail: [email protected] Web: www.visionvideo.com 2 Discussion Guide for The Emissary The Emissary portrays the story of the apostle Paul, closely following the Scriptural account in the book of Acts. Historians recognize that Paul was one of the most important men in all of world history. It was largely through his ministry that the message of Christianity was brought to much of the urban society of the Roman Empire within one generation. To better appreciate Paul’s ministry and impact, read the Scriptures, consider and discuss the following questions: 1. We first meet Paul in Scripture when Stephen was being stoned (Acts 7:54-60). At that time he was then called Saul. What role did Saul have in Stephen’s stoning? What impression might the dying Stephen’s words and behavior have on Saul? 2. Though born in Tarsus in Asia Minor, Paul was raised in Jerusalem, where he was a student of the beloved Gamaliel. What was Gamaliel’s attitude to the new sect of Christians? Why might Saul’s attitude differ so markedly from his teacher (Acts 22:3; 5:34-39; cf. 8:3; 9:1-2)? 3. Saul was not seeking the Lord Jesus, but the Lord was seeking him and spoke to Saul as he was on his way to Damascus to further persecute the Christians (Acts 9:1-7). -
Medieval Representations of Satan Morgan A
Rollins College Rollins Scholarship Online Master of Liberal Studies Theses 2011 The aS tanic Phenomenon: Medieval Representations of Satan Morgan A. Matos [email protected] Follow this and additional works at: http://scholarship.rollins.edu/mls Part of the Christianity Commons, and the History of Christianity Commons Recommended Citation Matos, Morgan A., "The aS tanic Phenomenon: Medieval Representations of Satan" (2011). Master of Liberal Studies Theses. 28. http://scholarship.rollins.edu/mls/28 This Open Access is brought to you for free and open access by Rollins Scholarship Online. It has been accepted for inclusion in Master of Liberal Studies Theses by an authorized administrator of Rollins Scholarship Online. For more information, please contact [email protected]. The Satanic Phenomenon: Medieval Representations of Satan A Project Submitted in Partial Fulfillment Of the Requirements for the Degree of Master of Liberal Studies By Morgan A. Matos July, 2011 Mentor: Dr. Steve Phelan Rollins College Hamilton Holt School Winter Park Master of Liberal Studies Program The Satanic Phenomenon: Medieval Representations of Satan Project Approved: _________________________________________ Mentor _________________________________________ Seminar Director _________________________________________ Director, Master of Liberal Studies Program ________________________________________ Dean, Hamilton Holt School Rollins College i Table of Contents Table of Contents i Table of Illustrations ii Introduction 1 1. Historical Development of Satan 4 2. Liturgical Drama 24 3. The Corpus Christi Cycle Plays 32 4. The Morality Play 53 5. Dante, Marlowe, and Milton: Lasting Satanic Impressions 71 Conclusion 95 Works Consulted 98 ii Table of Illustrations 1. Azazel from Collin de Plancy’s Dictionnaire Infernal, 1825 11 2. Jesus Tempted in the Wilderness, James Tissot, 1886-1894 13 3. -
A:Cts of the Apostles (Revised Version)
THE SCHOOL AND COLLEGE EDITION. A:CTS OF THE APOSTLES (REVISED VERSION) (CHAPTERS I.-XVI.) WITH BY THK REV. F. MARSHALL, M.A., (Lau Ezhibition,r of St, John's College, Camb,idge)• Recto, of Mileham, formerly Principal of the Training College, Ca11narthffl. and la1ely Head- Master of Almondbury Grammar School, First Edition 1920. Ten Impressions to 1932. Jonb.on: GEORGE GILL & SONS, Ln., MINERVA HOUSE, PATERNOSTER SQUARE, E.C.4. MAP TO ILLUSTRATE THE ACTS OPTBE APOSTLES . <t. ~ -li .i- C-4 l y .A. lO 15 20 PREFACE. 'i ms ~amon of the first Sixteen Chapters of the Acts of the Apostles is intended for the use of Students preparing for the Local Examina tions of the Universities of Oxford and Cambridge and similar examinations. The Syndicates of the Oxford and Cambridge Universities often select these chapters as the subject for examination in a particular year. The Editor has accordingly drawn up the present Edition for the use of Candidates preparing for such Examinations. The Edition is an abridgement of the Editor's Acts of /ht Apostles, published by Messrs. Gill and Sons. The Introduction treats fully of the several subjects with which the Student should be acquainted. These are set forth in the Table of Contents. The Biographical and Geographical Notes, with the complete series of Maps, will be found to give the Student all necessary information, thns dispensing with the need for Atlas, Biblical Lictionary, and other aids. The text used in this volume is that of the Revised Version and is printed by permission of the Universities of Oxford and Cambridge, but all editorial responsibility rests with the editor of the present volume. -
John 13:6-10 (
The Berean: Daily Verse and Commentary for John 13:6-10 (https://www. theberean.org) John 13:6-10 (6) He came to Simon Peter, who said to him, "Lord, are you going to wash my feet?" (7) Jesus replied, "You do not realize now what I am doing, but later you will understand." (8) "No," said Peter, "you shall never wash my feet." Jesus answered, "Unless I wash you, you have no part with me." (9) "Then, Lord," Simon Peter replied, "not just my feet but my hands and my head as well!" (10) Jesus answered, "A person who has had a bath needs only to wash his feet; his whole body is clean. And you are clean, though not every one of you." New International Version Kenneth N. Taylor, in his Living Gospels: The Paraphrased Gospels, puts it this way: "Master, You shouldn't be washing our feet like this!" Christ responds, "What I am doing you do not understand now, but you will know after this" (verse 7). Peter, still not convinced, flatly states, "You shall never wash my feet" (verse 8). Christ's next words, however, finally cause him to give in: "If I do not wash you, you have no part with Me." Jesus' response—whatever His tone of voice—struck the disciple squarely between the eyes: Peter's eternal life was on the line! This time, his response is quite different: "Lord, not my feet only, but also my hands and my head!" (verse 9). This sounds a little like Psalm 51:2, where David prays, "Wash me thoroughly. -
The Passion and Resurrection According to John CRAIG R
Luther Seminary Digital Commons @ Luther Seminary Faculty Publications Faculty & Staff choS larship Winter 1991 The aP ssion and Resurrection According to John Craig R. Koester Luther Seminary, [email protected] Follow this and additional works at: http://digitalcommons.luthersem.edu/faculty_articles Part of the Biblical Studies Commons Recommended Citation Koester, Craig R., "The asP sion and Resurrection According to John" (1991). Faculty Publications. 126. http://digitalcommons.luthersem.edu/faculty_articles/126 Published Citation Koester, Craig R. “The asP sion and Resurrection According to John.” Word & World 11, no. 1 (1991): 84–91. This Article is brought to you for free and open access by the Faculty & Staff choS larship at Digital Commons @ Luther Seminary. It has been accepted for inclusion in Faculty Publications by an authorized administrator of Digital Commons @ Luther Seminary. For more information, please contact [email protected]. Word & World 11/1 (1991) “TEXTS IN CONTEXT” Copyright © 1991 by Word & World, Luther Seminary, St. Paul, MN. All rights reserved. page 84 The Passion and Resurrection According to John CRAIG R. KOESTER Luther Northwestern Theological Seminary, St. Paul, Minnesota The Gospel of John moves like a pendulum. It begins at the high point by announcing, “In the beginning was the Word and the Word was with God and the Word was God” (1:1). Then the story unfolds in a downward arc, as the Word becomes flesh in the person of Jesus Christ. The first disciples receive Jesus gladly, hailing him as Rabbi, Messiah, Son of God, and King of Israel, and accompanying him to Cana’s wedding feast. But the pendulum continues to plunge downward, as the crowds become confused, skeptical, and hostile to Jesus’ claims; they charge that he is a blasphemer, try to stone him, and finally plot his execution. -
From Hades to Hell Christian Visions of the Underworld (2Nd–5Th Centuries Ce)
Chapter 13 From Hades to Hell Christian Visions of the Underworld (2nd– 5th centuries ce) Zissis D. Ainalis When men and women of the Graeco- Roman world in the first century got word about the resurrection of Jesus Christ, something about that story rang a bell. After all, some of the greatest heroes of their literature and their reli- gion had gone to the Underworld and returned alive. Odysseus and Aeneas, Herakles and Orpheus – they all went to Hades in search of the dead. Glen Bowersock is certainly right when he insists that the great difference between Jesus and all the others was that he was dead, that he really died and was resurrected, and that the notion of resurrection was strange and absurd to Graeco- Roman perception.1 However, this central event of Christianity inev- itably called to mind the great characters of the Graeco- Roman tradition and, in this sense, eased the way for the acceptance of this new Semitic religion by Graeco- Roman society. This process will here be primarily illustrated by three texts: the Gospel of Nicodemus, the Vision of Paul and the Life of Saint Macarius the Roman. While these works belong in different centuries and to some extent in different literary traditions, they all display the way in which the Graeco- Roman heritage was recognized, used and developed in the Late Antique and early Byzantine tradition. The Gospel of Nicodemus From early on, Christians started to speculate about the passage of Jesus to the Kingdom of Death. Initially it may have been a taboo to call it Hades, but custom and tradition eventually prevailed. -
Jesus Before the Priests (John 18:12-24)
Jesus Before the Priests (John 18:12-24) Scripture Text: 12. So the Roman cohort and the commander and the officers of the Jews, arrested Jesus and bound Him, 13. and led Him to Annas first; for he was father-in-law of Caiaphas, who was high priest that year. 14. Now Caiaphas was the one who had advised the Jews that it was expedient for one man to die on behalf of the people. 15. Simon Peter was following Jesus, and so was another disciple. Now that disciple was known to the high priest, and entered with Jesus into the court of the high priest, 16. but Peter was standing at the door outside. So the other disciple, who was known to the high priest, went out and spoke to the doorkeeper, and brought Peter in. 17. Then the slave-girl who kept the door *said to Peter, “You are not also one of this man’s disciples, are you?” He *said, “I am not.” 18. Now the slaves and the officers were standing there, having made a charcoal fire, for it was cold and they were warming themselves; and Peter was also with them, standing and warming himself. 19. The high priest then questioned Jesus about His disciples, and about His teaching. 20. Jesus answered him, “I have spoken openly to the world; I always taught in synagogues and in the temple, where all the Jews come together; and I spoke nothing in secret. 21. Why do you question Me? Question those who have heard what I spoke to them; they know what I said.” 22. -
A Biographical Study of Caiaphas
Scholars Crossing New Testament Biographies A Biographical Study of Individuals of the Bible 10-2018 A Biographical Study of Caiaphas Harold Willmington Liberty University, [email protected] Follow this and additional works at: https://digitalcommons.liberty.edu/nt_biographies Part of the Biblical Studies Commons, Christianity Commons, and the Religious Thought, Theology and Philosophy of Religion Commons Recommended Citation Willmington, Harold, "A Biographical Study of Caiaphas" (2018). New Testament Biographies. 36. https://digitalcommons.liberty.edu/nt_biographies/36 This Article is brought to you for free and open access by the A Biographical Study of Individuals of the Bible at Scholars Crossing. It has been accepted for inclusion in New Testament Biographies by an authorized administrator of Scholars Crossing. For more information, please contact [email protected]. Caiaphas CHRONOLOGICAL SUMMARY I. Caiaphas and Christ A. The plotter—“Then assembled together the chief priests, and the scribes, and the elders of the people, unto the palace of the high priest, who was called Caiaphas, And consulted that they might take Jesus by subtilty, and kill him. But they said, Not on the feast day, lest there be an uproar among the people” (Matt. 26:3-5). B. The prosecutor 1. The harassment by Caiaphas—“And the high priest arose, and said unto him, Answerest thou nothing? What is it which these witness against thee?” (Matt. 26:62). 2. The hypocrisy of Caiaphas—“Then the high priest rent his clothes, saying, He hath spoken blasphemy; what further need have we of witness? Behold, now ye have heard his blasphemy” (Matt. 26:65). C. The prophet 1. -
Three Trials and Three Denials
(26) First Examined by Annas (Jn. 18:12-14,19-23) (27) Trial by Caiaphas & Council (Mt. 26:57,59-68; Mk. 14:53,55-65; Lk. 22:54,63-65; Jn. 18:24) (28) Peter’s Triple Denial (Mt. 26:58,69-75; Mk. 14:54,66-72; Lk. 22:54-62; Jn. 18:15-18,25-27) (29) Condemnation by the Council (Mt. 27:1; Mk. 15:1; Lk. 22:66-7:1) 1. Only the Gospel of John records a preliminary hearing before Annas, prior to the trial by Caiaphas (Jn. 18:12-14,19-23). a. The Roman components disappear between Jesus’ delivery to Annas (Jn. 18:12) and Jesus’ delivery to Pilate (Jn. 18:28). #452 a #2608 :ch nanyah 28x חֲנַנְיָה .b. Annas comes from the Hebrew. Ἅννας 4x: Annas (Lk. 3:2; Jn. 18:13,24; Acts 4:6) fr Hannaniah. 11 individuals in the Hebrew Bible bear this name. c. Josephus also wrote about Annas (Jos., Ant. 18, 26; 20, 197). d. A synopsis of Annas and his crime syndicate is provided in Grace Notes (Acts, Section I, Lesson 10, located at Acts 4:6). e. The Apostle John was known to the high priest and had access to his house (Jn. 18:15-16). 1) John’s mother Salome was Mary’s sister (Jn. 19:25 cp. Mt. 27:56 & Mk. 15:40). 2) This not only made John and Jesus cousins, but made them both kinsmen with Elizabeth (Lk. 1:5,36). Thus, their lineage made them royal Davidic with priestly connections. -
Respond to God's Love
FOCAL TEXT John 3:1–16 BACKgrounD John 3:1–21 MAIN IDEA In love, God offers you eternal life if you will respond to Jesus, God’s Son, whom God gave so that you might be saved. QUESTIon TO EXPlorE How does God want you to respond to what God has done for you? TEACHIng AIM Lesson One To lead participants to respond to God’s love by trusting in Jesus or to testify of how they Respond to have responded to God’s God’s Love love by trusting in Jesus UNIT ONE Beginning the Journey 13 14 Unit 1: Beginning the Journey BIblE CommENTS Understanding the Context John wrote his Gospel so that people might believe in Jesus and have eternal life in him (John 20:31). The focus for today’s lesson, respond- ing to God’s love, is a person’s response to John’s witness to Jesus. John’s Gospel unfolds the reality of, the entrance into, and the meaning of eter- nal life.1 One way John witnessed to Jesus was to recount the “signs” of Jesus. A sign in John’s Gospel was a miracle performed by Jesus in which the miracle pointed beyond itself to the One, namely Jesus, who was greater still. Our focal text is linked to the first sign Jesus performed. The “first of his signs” (2:11) was to turn water into wine at a wedding in Cana of Galilee (2:1–11). The “six stone water jars” (2:6) represented unfulfilled Jewish expectations. By having the jars filled up, Jesus declared he was the One who would fulfill the Jewish expectations for the saving deliver- ance they expected to come from God. -
The House of Annas (01-May-20)
CGG Weekly: The House of Annas (01-May-20) "There is no safety for honest men but by believing all possible evil of evil men." —Edmund Burke 01-May-20 The House of Annas The evangelist Luke writes in Luke 3:1-2: "Now in the fifteenth year of the reign of Tiberius Caesar, Pontius Pilate being governor of Judea, . while Annas and Caiaphas were high priests, the word of God came to John the son of Zacharias in the wilderness." We know what happened at the end of this story: Pilate condemned Jesus Christ to crucifixion on Passover day in AD 31. But how much do we know about the people who conspired to put Him to death, Annas and Caiaphas, who were high priests at the time? These two men were Sadducees. The Sadducees did not leave any written records themselves, but The Jewish Encyclopedia summarizes their views and principles: The Sadducees represented the powerful and wealthy, and their interests focused on the here and now. They tended to be astute politicians. They conducted their lives to enrich themselves and protect their positions of power. Page 1 of 6 CGG Weekly: The House of Annas (01-May-20) The Sadducees considered only the five books of Moses to be authoritative. In rejecting the prophets, they did not believe in a resurrection (Acts 23:8). The same verse says they did not believe in angels or demons either. They judged harshly; mercy does not seem to have part of their character. Unlike the Pharisees, who maintained that the Oral Law provided for a correct interpretation of God's Word, the Sadducees believed only in the written law and a literal interpretation of it.