Category: Teaching

Biblical Vocabulary for Evangelism

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What is Evangelism?

Evangelism is the first step toward fulfilling the Great Commission.

  1. Matthew 28:19-20 is the all-inclusive Great Commission – “make disciples” (Matthew 28:19).
  2. The main verb is to “make disciples” supported by three participles (go, baptize, teach).
  3. Mark, Luke, John, and Acts stress the evangelistic facet of the Great Commission.
  4. Mark 16:15 tells us what to do when we go – go into all the world and preach the gospel to all creation.
  5. Every believer is to go but all are not sent into a cross-cultural situation. We may go across the ocean or across the back fence to share our faith (try the grocery store, gas station, gym, ball field).

Evangelism involves telling the gospel to lost people who haven’t transferred their trust in Christ alone as their Lord and Savior.

  1. The word preaching (euangelizo) literally means “to bring or to announce good news, to gospelize.” (Acts 8:4, 12, 25, 35, 40, 10:36, 11:20, 13:32, 14:7, 15, 21, 15:35, 16:10, 17:18).
  2. Evangelism involves information and an invitation. It more than sharing historical facts about the death and resurrection of Christ. It involves inviting them to repent of their sin and transfer their trust in Christ alone as their Lord and Savior.
  3. J. I. Packer tells us that evangelism is not just preaching the gospel, it is not simply a matter of teaching, and instructing, and imparting information to the mind. Evangelism must include the endeavor to elicit a response to the truth taught. It is communication with a view to conversion. It is a matter, not merely of informing, but also of inviting.
  4. We cannot evangelize without God’s Word (Romans 10:13-15, Ephesians 1:13-14, 6:19-20).
  5. Saint Francis of Assisi said to “preach the gospel at all times and if necessary, use words.” While it may sound good, it may be similar to, “feed starving children, and if necessary, use food.”
  6. We can model the Christian life, be filled with Joy, have a sincere faith, serve like nobody’s business, but until the gospel is shared, no one will get saved.
  7. The verbs of evangelism require words to be spoken: preach, proclaim, herald (Matthew 24:14, Mark 13:10, 14:9, 16:15, Luke 8:1, 9:2, 24:27, Acts 8:5, 19:13, 28:31, Romans 10:14-15, 1 Corinthians 1:23, 15:11-12, 2 Corinthians 1:19, 4:5, 11:4, Galatians 2:2, Philippians 1:15, Colossians 1:23, 1 Thessalonians 2:9, 1 Timothy 3:16, 2 Timothy 4:2).

Evangelism is a process.

  1. Salvation happens when a repentant sinner transfers trust on Christ alone as Lord and Savior, but evangelism is a process that starts with planting the seed, watering it, and patiently waiting for the harvest.
  2. Faith comes by hearing God’s Word (Romans 10:17).
  3. One plants, one waters, and God causes growth (1 Corinthians 3:5-8).
  4. The fields are ripe for the harvest, some sow, others reap (John 4:35-38).
  5. If we reap during an evangelistic encounter, we can be sure that someone else did the sowing before we showed up. We might plant many and someone else will reap the harvest down the road.

What’s the difference between evangelism and outreach?

  1. Some people use the words anonymously, but most don’t. Some confuse gospelizing people with acts of compassion like food pantry, operation inasmuch, disaster relief, winter shelter, adopt-a-block, Thanksgiving baskets).
  2. Jesus said his mission and purpose was to seek and save the lost (Matthew 20:28, Mark 1:38, 10:45, Luke 4:43, 9:55, 19:10). Meeting physical needs is fine but our mission is to address spiritual needs.
  3. When we s to build common ground with lost friends, serving them in some practical way, we are doing pre-evangelism. They are evangelized until we share the gospel with them. Providing temporal relief is a good thing but our purpose is to provide eternal relief.
  4. Don’t confuse doing good works with evangelism; good works point to Jesus (Matthew 5:13, Ephesians 2:10, 1 Peter 2:11-12, Titus 3:1).
  5. Good works allow us to live out what we believe, to be a living gospel, but remember that the gospel has not been shared if we don’t speak it.
  6. Don’t confuse the gospel with causes that we embrace (humans, right, world, hunger, pro-life, social justice). These are not the gospel. The evidence of the gospel lies in the vertical relationship more than the horizontal relationship. The gospel deal with how mankind can be made right with God.
  7. The church must fulfill the Great Commission (Matthew 28:19-20, Mark 16:15) in a Great Commandment way (Matthew 22:36-40, Mark 12:30-31). Don’t confuse the eternal mission with temporal relief. We desire for mankind to escape the coming wrath of God (Romans 5:9). People come to Christ on his terms, not our own terms. The church must address our neediness and our fallenness.
  8. Building a house for the homeless or feeding at a soup kitchen is rewarding because it is concrete and tangible. You can measure the progress. Measuring progress in a spiritual realm is more difficult; it’s three steps forward and two steps back. The one who is saved will willingly go public, submit to believer’s baptism, repent of sin, desire to live differently — which is all easier to see in the physical realm.
  9. Christians don’t settle for temporal relief when we can offer eternal relief (Luke 9:59-60). Jesus told this guy to let spiritually dead people bury physically dead people, and you go proclaim the gospel. Spiritually dead people make good morticians. They can make a dead person look alive, but only Christians can share the Words of Life and the transforming power of the gospel. Why settle for a make-up artist when you can do heart surgery?

What’s the difference between evangelism and witnessing?

  1. The word witness is actually the same as martyr, one who bear witness, one who can testify what he has seen, heard, or know.
  2. The apostles were commanded to be witnesses (Luke 24:48, John 15:27, Acts 1:8).
  3. There were many eyewitnesses of the resurrection (these ten post-resurrection appearances).
    1. Mary Magdalen (Mark 16:9-11, John 20:11-18).
    2. The women (Matthew 28:9-10).
    3. The two on the Emmaus Road (Mark 16:12-13, Luke 24:13-32).
    4. Peter (Luke 24:33-35, 1 Corinthians 15:5a).
    5. The ten disciples (Mark 16:14, Luke 24, 36-43, John 20:19-25).
    6. The eleven disciples (John 20:26-31, 1 Corinthians 15:5).
    7. The seven disciples fishing (John 21:1-23).
    8. More than 500 gathered in Galilee (Matthew 28:16-20, Mark 16:15-18, 1 Corinthians 15:6).
    9. James, the brother of Jesus (1 Corinthians 15:7).
    10. The disciples in Jerusalem (Luke 24:44-49, Acts 1:6-8).
  4. Luke records the historical importance of eyewitness testimony in apostolic preaching (Acts 1:3, 2:32, 3:15, 4:33, 5:30, 32, 10:38-42, 13:28-30, 1 Corinthians 15:6, 14-17).
  5. Josh McDowell tells us that the followers of Jesus could not have faced torture and death unless they were convinced of the resurrection. The unity of their message and the course of the conduct was amazing. if they were deceivers, it’s hard to explain why one of them didn’t break under pressure.
  6. We can witness to what has happened in our lives but we cannot be eye-witnesses like the apostles.
  7. Here is the difference: when we witness, we share OUR story (our testimony). When we evangelize, we share HIS Story (the gospel).

Who did evangelism in the early church?

  1. At the beginning, the apostles were in Jerusalem, but they were scattered under the persecution of the day. When the church scattered, as they went, they evangelized (Acts 8:1, 4).
  2. We cannot keep the task of evangelism in the hands of trained professionals, it is the task for followers of Jesus. You cannot cop out just because you have never been to seminary. This attitude is the greatest tragedy of the church. The results are devastating to the mission of the church. Just reflect on the damage done by this shift in responsibility from believers to the elders/pastors.
  3. No one has to be called or gifted to do evangelism since we are commanded to do it as followers of Jesus (Mark 16:15).

Isn’t evangelism the job of the evangelists?

  1. We tend to stereotype evangelists (three-piece suit, sweating as he preaches about hell, fire, and brimstone during an evangelistic crusade. But the New Testament teaches that an evangelist equips church members to do evangelism (Ephesians 4:11-12). Shepherd don’t have sheep; sheep have sheep.
  2. The word equip means to outfit or prepare God’s people for the work of service. We gather as the church to be equipped. We scatter to evangelize.
  3. Paul tells us to do the work of an evangelist (2 Timothy 4:5).
  4. The word preaching (euangelizo) literally means “to bring or to announce good news, to gospelize.” (Acts 8:4, 12, 25, 35, 40, 10:36, 11:20, 13:32, 14:7, 15, 21, 15:35, 16:10, 17:18).

What is the message of evangelism? – the Gospel

  1. The gospel is NOT…
    1. A different or distorted gospel (Galatians 1:6-9, 2:16, 2 Corinthians 11:4)
    2. Vines says that Galatians 1:8-9 literally means, let him be accursed or condemned, like saying to hell with him. Paul uses the strongest language possible to denote the seriousness of distorting the gospel.
  2. False gospels that are distorted:
    1. Baptismal regeneration: that water baptism bring salvation. Infant baptism saves the child and they are reborn. Paul tells us that Christ did not send him to baptize but to preach the gospel (1 Corinthians 1:17). If water baptism had redemptive significance, Paul would never be happy that he did not baptize more Corinthians (1 Corinthians 1:14-16).
    2. Prosperity gospel: the good news is that if you accept Jesus you will be healthy and wealthy.
    3. Sacramental gospel: the Lord affirms that baptism is necessary for salvation (Catholic Catechism, VI, the necessity of baptism, 1257).
    4. Works gospel: any gospel that says you can earn, deserve, or merit heaven through your own good deeds is a heresy (2 Peter 2:1, Ephesians 2:8-9, 2 Timothy 1:9, Titus 3:5).
  3. The gospel IS…
    1. Biblical (1 Corinthians 15:1-8). Of first importance.
    2. Christological – about Christ and all the statements about HIM or HE.
    3. Scriptural – according to the Scriptures (1 Corinthians 15:3-4).
      1. Died (Isaiah 53:5, Acts 8:30-35, Matthew 16:21, 17:22, 20:18-19, 26:2, 27:31, 35, Mark 15:20, 24-25, 16:6, Luke 9:22, 23:33, 24:46, John 19:16, 18, 20, 23, Acts 2:23,-24, 29, 3:15, 4:10, 5:30, 13:28-29, Romans 5:6, 8, 10, 6:6-7, 10, 1 Corinthians 2:2, 8, 15:3, Galatians 2:21, Philippians 2:8, 1 Thessalonians 4:14, 5:10, Hebrews 2:9-10, 12, 1 Peter 3:18, Revelation 5:9).
      2. Raised (Psalm 16:10, Acts 2:27, 13:35, Matthew 16:21, 17:23, 20:19, 26:32, Luke 9:22, 24:46, John 2:19-22, 21:14, Acts 2:24-28, 3:15, 4:10, 5:30, 10:40, 13:30, 33-37, 17:18, Romans 4:24-25, 8:11, 34, 10:9, 1 Corinthians 14:4, 12-17, 2 Corinthians 4:14, 5:15, Galatians 1:1, Ephesians 1:20, 1 Thessalonians 1:10, 4:14, 1 Peter 1:21).
    4. Theological – he died for our sins, which are an affront to God’s holiness and cuts us off from him.
    5. Historical – he appeared to many people after he rose from the dead.
    6. Personal – the gospel was preached to YOU, YOU received, YOU stand, YOU are saved, YOU believed, delivered to YOU, Christ died for OUR SINS (1 Corinthians 15:1-2, John 1:12, Romans 5:17).
      1. Preached = to tell the good news to you (euangelisanmen humin)
      2. Received = receive + believe = become a child of God (ho kai parelabon). Hand-me-down faith is no good until you make it your own (Matthew 3:7-10). Beware of universalism that teaches the well-being of all people, and the universality of the redemption of Christ. Jesus taught that those who reject him will die in their sin (John 8:21), be the object of God wrath (John 3:36, Romans 5:9), and will be cast into eternal punishment (Matthew 25:41, 46, Luke 12:4-5, 2 Thessalonians 1:7=8, Revelation 21:8). Paul taught that while sin and death is imputed to every person, the free gift of salvation must be personally received (Romans 5:15-17).
      3. Stand = means to be established and continuing firm in faith, like a tree well rooted (en ho kai estekate).
      4. Save = (sozo) from the consequences of sins (Matthew 1:21) and his wrath (Romans 5:9). See also Acts 2:21, 40, 47, 11:14, 15:1, 11, 16:30-31, Romans 1:16, 5:9-10, 10:9-10, 13, 1 Corinthians 1:18, 15:2, Ephesians 1:13, 2:5, 8, 1 Thessalonians 2:16, 2 Thessalonians 2:10, 1 Timothy 1:15, 2 Timothy 1:9, 2:10, Titus 3:5).
      5. Hold fast = examine yourself to see whether you are of the faith; a possessor and not merely a professor.
      6. Believed = we must have to acknowledge the balance between assurance and presumption. True believers give evidence they are saved by continuing in the faith (John 15:1-11). True faith produces fruit. Fake faith has not commitment (John 6:66). Some have shallow faith (Matthew 7:13-14). Some have faith similar to the demons (James 2:19).
      7. In vain = there is an assumption that true faith will elicit a faith response (Mark 1:15, 16:16, John 1:12, 3:15-16, 18, 36, 5:24, 6:29, 35, 40, 7:38, 11:25-26, 12:36, 46, 20:30-31, Acts 8:37, 10:43, 13:39, 15:7, 9, 11, 16:30-31, 20:21, Romans 1:16, 3:22, 28, 4:4-5, 5:1, 9:33, 10:9-11, 14, 1 Corinthians 1:21, 15:2, Galatians 2:16, 3:2, 6-13, 22, 24, 26, Ephesians 1:13, 2:8, Philippians 1:27, 3:9, 1 Timothy 1:16, Hebrews 6:1, 1 Peter 2:6-7, 1 John 5:1, 5, 10, 13).
      8. Repentance = the flip side of faith, they go together (Mark 1:15, Luke 15:7, 10, 24:47, Acts 2:38, 3:19, 5:31, 11:18, 17:30, 20:21, 26:20, 1 Thessalonians 1:9, 2 Timothy 2:25, 2 Peter 3:9).
  4. On judgment day, everyone will be held accountable for what they did with the gospel. It will determine their eternal destiny. Romans 2:16 says, “on the day when, according to my gospel, God will judge the secrets of men through Christ Jesus.”

How to Teach the Bible

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Dr. Lucien Coleman, Jr. has a book by this same title (How to Teach the Bible, 1979) and this page contains my personal notes and observations on Bible teaching.

Bible Basics for Teachers:

  1. Christian teaching is a divine calling. It is ministry and a practice that has been passed down for centuries. Teachers of the Bible are a part of a noble crowd. It is for everyday church members, not just for the well-trained professionals.
  2. God-called teachers need training. There is no substitute for competence (2 Timothy 2:15). The Bible teacher needs an arsenal of resources that will help one dig into the text, draw out the meaning, and relate it to life.
  3. Teaching skills are improved with practice. We learn by doing. We learn best by teaching. The teacher always gets more out of the lesson that the students can absorb.
  4. There is no substitute for basic training in the craft of teaching. We must walk before we can run. We must take piano lessons and practice before we can perform a recital. We cannot go to war without basic training, which is the key to competence, confidence, and effectiveness.
  5. The Bible is central to Christian teaching. Bible teaching is more than Christian ethics, morality, doctrine, theology, church history, missions, and holy living. All of these are rooted in the Bible itself. We will not understand these topics without understanding the Bible.
  6. Teaching is a combination of knowing, being, and doing. Bible teaching is more than just knowing your textbook or the subject matter. The teacher enthusiasm for the task, warmth in relationships, and sesitivity to personal needs are as important as the lesson itself.

What is Bible Teaching?

  1. Teaching is guiding. The teacher is not the one who has all the answers and knowledge of the subject, but more of a guide along the journey.
  2. Teaching is gardening. Rather than growing plants, the Bible teacher is growing people. The teacher will create an environment to stimulate growth. The teacher will till the soil and make it ready to receive the seed. God is the one who causes the growth (1 Corinthians 3:7), so, 1) God has created human being with a remarkable capacity for learning; the gardener must understand basic laws of nature. 2) God provides a rich resource for Christian learning in this biblical revelation, the Bible; it is our only source for faith and practice. 3) God functions as our guide, in the Holy Spirit, to motivate, illuminate, and provide insight.
  3. Teaching as biblical interpretation. If we continue in his Word, we will be his disciples, and we will know the truth, and the truth will make us free (John 8:31-32). Biblical knowledge is mandatory for the Christian. When did we make spiritual growth optional? So, interpretation is essential; understanding what the text says, what did it mean to the first readers, and what does it mean for us today?
  4. What Bible teaching is NOT. 1) Presenting lessons. 2) Imparting information. 3) Telling students what the teacher knows. 4) The performance of a teacher.
  5. Teaching and learning are inseparably related (like a carpenter’s work results in a structure of some kind, a chef work results in food on the table). No teacher can transmit learning (the teacher does all he can to encourage learning – the learner learns on his own). Teachers are co-laborers with God (We partner with God to enhance learning of our students).

What Do Teachers Do?

  1. Building a learning climate.Learning can be influenced by our surroundings and our mood.
  2. Planning and preparing learning activities. Just like we prepare a grocery list for our meals, the Bible teacher prepares ahead of time for anticipated learning. 1) Decide what is to be taught (the lesson may emphasize one thing but you know your students better than the curriculum’s author). Look for the take-away or main point you want your students to get. 2) Plan the learning activities (like starting on a journey, your first decide on the destination, and then everything is done to get you there).
  3. Leading class sessions. How? 1) Motivating learners (build interest by making the information relevant). 2) Guiding learning activities (carefully drafting questions, using visual aids, exploring hands-on activities, maximizing case-studies, finding newspaper articles, telling stories and modern parables). 3) Evaluating learning (always check the target to see if you hit it. What changes can be made? How can we make this better?).

The Teacher’s Knowledge of the Bible

  1. Rightly handling the Word of truth (2 Timothy 2:15). Be a student of the Bible. Read it. Know it. Get into it and let it get into you.
  2. The historical approach to biblical interpretation. Anchor the text in the context of the original writer and reader.
  3. Look at the forest, then the trees. We must understand the context of the book (written by whom, for whom, when, cultural context, historical context, main doctrinal themes).
  4. Use the Bible to interpret the Bible. We are not dependent on outside source, the Bible has great commentary on itself, and we have other tools to help us dig out relevant truth with cross-references and study Bible notes.
  5. Developing a reservoir of Bible knowledge. Don’t just study up on the latest lesson, but build your repertoire of knowledge.

The Teacher’s Knowledge of the Learners

  1. The teacher-learner transaction. I’ve heard it said that we don’t teach the Bible, we teach persons. The author says this is a half-truth; we teach Bible truths to persons.
  2. Meeting learners where they are. Remember your classroom participants (educated or not, young or old, long-time believers or not, Christian background or not, know their needs, hopes, desires, dreams, values).
  3. Where the Bible touches life. What is the take-away? Where does the lesson connect to life? What is the objective of the lesson? Ask at the end of each lesson, “So what?”

The Teacher’s Knowledge of Teaching – Principles

  1. People will try harder to learn when the learning gives them pleasure, satisfied needs, or promises to be useful.
  2. In learning groups, the level of participation is higher when teaching activities are directed to the whole person. People are more than just ears and mind and heart. Learning does not happen apart from the total person and their experiences.
  3. Goal-centered teaching is more efficient than teaching that has no particular purpose. A study on the Ten Commandments is not as effective as application of the principles presented.
  4. Learners are more likely to participate in learning activities when the teacher establishes an appropriate, “ready, set…” to get them ready for the lesson. Ask questions designed to grip the imagination. Pose a hypothetical situation. Introduce conflicting ideas. Tell a dramatic story. Play
  5. When a teacher uses questions, they should vary in form, scope, and level of difficulty. I like the opening, dig, and apply sections the “devil’s advocate.” I like using the method of open, dig, explore, and apply.

How to Study for a Lesson

  1. Blessed is the early starter. Why wait? Read the passage early in the week and let God work on you all week. Don’t just study the lesson, get into the Word and connect with it and with God. 1) Few of us can do our best work under pressure or at the last minute. 2) We can never estimate how long it will take to prepare a lesson and gather supplies for the experience. 3) Starting early lets you search for examples and resources that are unavailable to the tardy. 4) When we don’t have time to prepare, we tend to fall back to our familiar teaching patterns and methods. 5) Creative teaching requires time.
  2. Tools of the trade. 1) The Bible of course, since it is our only source for faith and practice. Utilize the chain-references and study notes. 2) Bible study helps. Bible dictionaries and commentaries and great tools. Online reference like Blue Letter Bible and Got Questions are wonderful. 3) Church supplied curriculum. Much of this is good and doctrinally sound, but it takes work to make the lesson prepared months ago by someone who does not know our people and our situation, to make it relevant to the events of today.
  3. Studying the lesson. 1) Read the passage devotionally. what does it say to you? How is God speaking to you? 2) Read the passage analytically. Go through the passage with a keen eye, looking for things that jump off the page. Mark up the text, underline words, put notes, cross-references, and observations in the margin, look up parallel passages, be familiar with the context information. 3) Use study tools. Concordance, commentaries, dictionaries, reputable websites, word studies, names and meanings, Bible atlas. Don’t rely totally on the curriculum materials. 4) Then pull it all together.

Teaching With Purpose

  1. Acquiring simple factual Bible knowledge. Beatitudes. Ten Commandments. Who was the father of King Solomon? Name a synoptic gospel.
  2. Acquiring systematic factual Bible knowledge. Know Bible history. Knowing Elijah was a prophet is one thing, but knowing where he fit into Israel’s history of the divided kingdom is quite another. We should understand the genre of literature found in the Bible.
  3. Understanding doctrinal themes. The Bible has a remarkable unity, even though written over 1500 years, by 40 writers from kings to tax-collectors, in three languages. Doctrine includes theology about God, mankind, salvation, the Spirit, the church, spiritual beings, even revelation itself.
  4. Mastering techniques of the Bible. The teacher will train students in Bible knowledge so they become competent in biblical understanding. Help your students to use the available tools.
  5. Learning principles of interpretation. We will interpret prophecy, parables, history, and poetry differently.
  6. Drawing rules of conduct from the Bible. We must understand cultural ways of biblical times. The danger is that we can embrace faulty behavior by looking at negative examples in the Bible as normative. Since Paul does not condemn slavery, are we to assume that slavery is then biblical? In Christ we know that owning another person is not right although it is biblical. Polygamy is not right even though it is biblical. Sacrificing your children to Molech is not right even though it is biblical.
  7. Developing biblical attitudes. I call this developing a biblical worldview. It is primarily recognizing there is a creator God, who is one God in three persons, the Bible is our only source for faith and practice, there are only two genders, marriage from the start was one man and one woman for a lifetime, Jesus paid the penalty for the debt we could not pay. We take seriously the sermon on the mount, the great commandment, and the great commission. We take seriously Romans 12. We take seriously Philippians 2.

Essential Ingredients

  1. Stimulating interest in the lesson.
  2. Leading the Bible study.
  3. Highlighting eternal truths.
  4. Applying the lesson to life.
  5. Previewing the next lesson.

Teaching Methods

  1. Expository and inquiry. Expository seeks to pull out the meaning from the text, putting out information and setting forth ideas. Inquiry is different since learners will conduct and inquiry of the text, to seek into the passage to see what they might discover. The first method is where the teachers has the information to be shared and the latter has the seekers discovering the information together.
  2. Cognitive and affective learning. Cognitive learning takes place through teaching methods which stimulate thinking, remembering, evaluating, and reasoning. Affective learning has to do with attitudes we learn from other people. We catch attitudes from other people.

Generating Enthusiasm for Bible Study

  1. Build a spirit of fellowship. Christian fellowship and Bible study go hand in hand (Acts 2:42, 2 Corinthians 8:4, Philippians 1:5, 3:10, 1 John 1:3). So, class size will either help or hinder this dimension.
  2. Personify enthusiasm. A group tends to take on the characteristics of the leader. There is something contagious about someone who is excited about the study and the topic!
  3. Get class members involved. 1) Can we involve member in class administration, like create ministry assignments, for outreach, refreshments, phone list, fellowship, service projects? 2) Can we involve members in the learning activities, like divide into micro-groups to discuss a topic? 3) Can we involve members in class projects? This is certainly outside of the Bible study hour, and promotes fellowship, outreach, and service. 4) Magnify persons. Recognize accomplishments and events in the lives of members.
  4. Old fashioned public relations. Communicate by every means (telephone, text, posters, e-mail, cards, social media, announcements, newsletter).
  5. Let’s not grow weary (Galatians 6:9). We all get tied but press on toward the goal, the prize of the upward call of God (Philippians 3:13-15).

Summary

  1. It is a sin to bore your class. Be enthusiastic about what this study means to you and to them.
  2. The spread of Christianity and the teaching of Scripture have been connected to the outward expansion of the gospel and the inner vitality of the church.
  3. As teachers, you have been called to an extremely important mission. It’s more than teaching a class; you are fulfilling the great commandment and the great commission, helping people to love God, love his Word, and love others.
  4. This calling requires a high degree of commitment, which is the price tag on Bible teaching.
  5. This calling is significant, since it transforms lives.
  6. This calling requires us to be faith, not necessarily successful.

9 Things a Leader Must Do

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These are my notes from reading Henry Cloud’s book called, “9 Things a Leader Must Do.” Get the book – it is brief, concise, full of illustrations and practical tips on becoming a more effective leader.

Why do some leaders get and accomplish what they want as a matter of routine, while others seem to regularly experience frustration and setbacks? Why do some leaders achieve their goals and reach new heights, while others barely “hang in there” and survive? Based on his groundbreaking psychological study of the ways that successful individuals think and behave, Dr. Henry Cloud presents a simple yet profound road map to help leaders, and those who want to become leaders, arrive at greater levels of personal growth and corporate influence than they previously thought were possible. The good news for all of us is that leadership success is not limited to vague notions of “charisma” nor traditional advantages like graduate degrees and connections, but much more to a pattern of thinking and moving forward that learns from mistakes and stays focused on goals. – Amazon Description

  1. Excavate Your Soul – Thing One: Déjà vu leaders explore their deep hearts and invest in their inner desires and drives.
    1. Leadership success is the process of digging up the treasures of the invisible soul in order to bring dreams, desires, and talents into the visible world.
    2. Those who take what they possess, invest it in life, and are diligent and faithful with it over time, grow and build something good. But those who allow fear to keep them from stepping out, not only fail to increase what they have, they actually lose it.
    3. Success and failure alike arise from what is going on inside, and the wise person is the one who pays attention.
    4. Healthy risk is calculated, integrated, and then executed with diligence and thoughtfulness.
  2. Yank the Diseased Tooth – Thing Two: Déjà vu leaders do not allow negative things to take up space in their lives.
    1. If they can’t fix the bad stuff, they get rid of it. Sometimes quickly and sometimes through a process, but if a tooth is infected, they yank it out. They get rid of negative energy.
    2. We need to clear out clutter, dead weight, things we keep around that don’t help us but take up space or drain resources.
    3. Get rid of the things you are not using.
    4. Avoidance is really not helping anything, because you still expend the energy and feel the hurt. If you had simply yanked the bad tooth when it started bothering you, you would be over the pain by now. Avoidance always prolongs pain.
    5. New things that actually have hope for the future cannot appear until you get rid of what was taking up the space that the new thing needs.
    6. The cringe factor: “My rule is this: Anytime I have to cringe or take a big gulp to agree to do anything substantial with anyone, whether to hire him, work with him, or anything significant, I don’t do it. Period.”
  3. Play the Whole Movie – Thing Three: Déjà vu leaders evaluate their decisions in the present based on how they will affect the future.
    1. I’ll be hanged if I’m going to let my daughter marry any man who doesn’t own a watch!”
      Déjà vu leaders evaluate almost everything they do in this way. They see every behavior and decision as links in a larger chain, steps in a direction that has a destination.
    2. So here’s the question: On that day three years from now, do you want to have a law degree, enabling you to do something you love? Or do you want to still hate your life?”
    3. “We’re having a week of what we call war games,” he replied. “We play out future bad scenarios and make sure we’re in a position to handle them.
  4. Put Superman out of a Job – Thing Four: Déjà vu leaders continually ask themselves, “What can I do to make this situation better?”
    1. Why doesn’t somebody else step up and do something to save the day? It’s like everybody else is powerless even to try to intervene. The people seem resigned to the fact that if Superman doesn’t show up, they’re all doomed. So nobody even tries.
    2. Even if someone else is at fault, they take initiative to address the problem and seek a solution. Whatever the answer may be, déjà vu leaders make a move.
  5. Embrace Your Inner Insect – Thing Five: Déjà vu leaders achieve big goals by taking small steps over time.
    1. The lessons from the ant farm – This entire feat was really no more complex than one step at a time, one grain of sand at a time. If an ant could do it, so could I.
    2. The biggest enemy of the small-steps-big-results principle is our craving for having it all. If the ant picks up a grain of sand, the city will be built. But if the ant looks at the grain and says, “That is not a city! What a waste of time!” there will be no city in the end.
    3. Wanting it all keeps you from having any.
  6. Earn a Black Belt in Hate – Thing Six: Déjà vu leaders develop the ability to hate the right things well.
    1. “I don’t mind problems, because business is about solving problems,” he began. “But, I hate surprises. This new information was not disclosed to me in the purchase process. If I had known earlier, it would not have mattered. It is just a problem to be solved.”
    2. What we hate says a lot about who we are, what we value, what we care about. And how we hate says much about how we will succeed in business and life.
    3. When we hate the evil around us, we move to get rid of it as an act of love.
    4. Déjà vu leaders hate in ways that solve problems as opposed to creating problems.
    5. Transform it to the kind of hate that solves problems, protects things that you value, and stands against the things that you do not want in your life and work.
  7. Forget about Playing Fair – Thing Seven: Déjà vu leaders give back better than they are given.
    1. That means that if I make a mistake, I want you to help me, not get back at me.
    2. The fault with fairness is that all it takes for any relationship to go sour is for one person not to perform, and then the other one will do the same. There is an interlocking dependency: The other person must be good so I can be good.
    3. The other’s benefit is their utmost concern. That does not mean they have no interest in their own benefits. It simply means that in their treatment of others, their goal is to do well by them regardless of how they are treated. They don’t play fair; they play right.
  8. Quit Self-Exaggerating – Thing Eight: Déjà vu leaders do not strive to be or to appear more than they really are.
    1. A déjà vu leader is a human being like everyone else, avoiding the need to be more than that.
    2. People who learn from failure are motivated to do better. Self-confidence does not come from seeing oneself as strong, without flaws, or above making mistakes. Self-confidence and belief in yourself come from accepting flaws and mistakes and realizing that you can go forward and grow past them, that you can learn from them.
    3. Closely related to admitting our own mistakes is responding constructively when the news of our imperfections comes from others. The way of the déjà vu leader is to receive correction as a gift, not to be defensive.
    4. Successful leaders fail just like everyone else. But it’s the way they handle their failure and imperfections that sets them apart.
    5. Humility means giving up thinking that we know it all, giving up thinking we can do it all, giving up thinking we have to do it well all the time, giving up thinking that we are better than others when they do not do it well, giving up needing to be seen as right or good all the time, and giving up defensiveness. In all these cases, the way of the déjà vu leader is basically to be real.
  9. Ignore the Popularity Polls – Thing Nine: Déjà vu leaders do not make decisions based on the fear of other people’s reactions.
    1. Successful leaders are sensitive to the reactions of others, but when weighing whether or not a given course is right, whether or not someone else is going to like it is not a factor that carries any weight. Concern, yes; but weight, no. Déjà vu leaders decide to do what is right first and deal with the fallout second.
    2. One of the important distinctions that déjà vu leaders make in these situations is between hurting someone and harming him. Hurt is a normal part of life, harming is optional.
    3. Learn the old saying, I am not doing this to you. I am doing it for me. That is not inflicting harm at all, even if the person on the receiving end acts as if it is.
    4. The responses you get may be along the lines of, “After all I’ve done for you and the company, this is the thanks I get?” or “I’ve done nothing wrong; why am I getting the shaft on this deal?” Stay fixed on your heading to do the right thing and do not allow the guilt messages to blow you off course.
    5. If you let the anger of other people decide your course of action for you, then you have just trained them in how to get what they want out of you. You have set yourself up for the same experience again.
    6. I’m often asked by leaders, “How do you deal with controlling people?” My answer is that you convert them from being controlling to being frustrated. The only way people can be controlling is when we make them that way by doing what they want.
    7. Don’t try to avoid upsetting people; just make sure you are upsetting the right ones. If kind, loving, responsible, and honest people are upset with you, then you had better look at the choices you are making. But if controlling, hot and cold, irresponsible, or manipulative people are upset with you, then take courage—it might be a sign that you are doing the right thing and becoming a déjà vu leader!
    8. On that day I discovered four things that changed my life. They were the same four things that I have heard other people affirm countless times:
      1. God is there to help us if we ask Him.
      2. He not only helps us directly, He gives us others to help us.
      3. He designed life to work according to certain truths and principles.
      4. As we practice those truths and principles, good things are given.

The Bronze Serpent

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The message form this past Sunday, while long and detailed, was a great passage to study. I would have gone in a different direction, but hey, he was our guest preacher. The passage came from Numbers 21:4-9.

The people grumbled again, after 38 years of wandering, which only proved that they were still not ready to enter the promised land. God provided for them but they did not appreciate it (they actually loathed God’s provision of manna, Numbers 21:5).

There is something else about this manna: Wiersbe writes, “According to John 6, the manna was much more than daily food for Israel: it was a type of Jesus Christ, the Son of God, the “Bread of Life” (John 6:32–40). The manna came only to Israel, but Jesus came to be the Savior of the world. All the manna could do was sustain life, but Jesus Christ gives life. When the Jews despised the manna, they were actually rejecting the Son of God. Once more, God had tested His people, and they had failed the test (Deuteronomy 8:15–16).”

Enter the fiery serpents, which bit people and they died (Numbers 21:6). So, what’s up with such a strange story?

God was teaching the people something about faith. It is fairly illogical to think that looking at a bronze image could heal anyone from a snakebite, but that is exactly what God told them to do. It took an act of faith in God’s plan for anyone to be healed, and the serpent on the pole was a reminder of their sin, which brought about their suffering.

Faith was also put into action because in such a large crowd, the whole camp of Israel, it likely took a huge amount of effort to position oneself to even SEE the serpent on the pole. I don’t imagine that it took a casual glance, but rather it took a lot of effort to be in the right position to see it.

While the people did get healed when they looked at the serpent, the serpent on the pole eventually became a problem. Who needs God when you can get healing with this magical serpent? The people kept it for many years and when the Israelites were in the Promised Land, the serpent became an object of worship that needed to be destroyed (2 Kings 18:4). The lesson here reminds us how easy it is for people to take the good things of God and twist them into something bad. Don’t be that guy who worships the creation rather than the creator.

This passage directly points toward John 3:14-15, where Jesus tells us that this bronze serpent was a foreshadowing of himself. It is actually an illustration of the vicarious death of Christ on the cross and the necessity of personal faith in him for salvation.

The serpent was a symbol of sin and judgment, and when it was lifted up and put on a pole (or tree), it became a symbol of a curse (Galatians 3:13). Paul is teaching the Galatian Christians that Jesus became a curse for us, even though he was a man without sin (the spotless Lamb of God). Paul clearly taught the Corinthians, “God made him who had no sin to be sin for us, so that in him we might become the righteousness of God” (2 Corinthians 5:21).

The observation that I have on this passage in Numbers 21:4-9 is that God did not remove the snakes, but provided a remedy; way of healing and life in the midst of the snakes. I imagine that the venom remained in their bodies but did not lead to death. Romans 6:23 tells us that “the wages of sin is death, but the free gift of God is eternal life in Christ Jesus our Lord.” We remain sinners but have received new life in Christ.

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No More Facilitators

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I just read this from Josh Hunt and had to pass it along!

I wish I had a nickle for every time I have heard this: “We don’t really need teachers; we need facilitators.”

I disagree.

  • Jesus said to, “Teach all nations” (Matthew 28.19). He didn’t say to facilitate discussions of all nations.
  • In the introduction to the Sermon on the Mount (Matthew 5:1-2) we read that Jesus began to teach them. We don’t ever read that He facilitated a discussion.
  • In Acts 2.42 we do not read that the early church devoted themselves to the apostles’ facilitation of discussion. We read they devoted themselves to the apostles teaching.
  • In 2 Timothy 2.2 Paul admonished Timothy to entrust the truth he had heard to reliable men so that they would be able to teach others. Teach—not facilitate discussions.

Perhaps it is time we defined our terms. Wikipedia defines a facilitator this way: A facilitator is someone who helps a group of people understand their common objectives and assists them to plan to achieve them without taking a particular position in the discussion.

I draw your attention to that last phrase: “without taking a particular position in the discussion.” I can’t imagine Jesus ever doing that.

Paul said, “Since, then, we know what it is to fear the Lord, we try to persuade others” (2 Corinthians 5:11). Persuade. It sounds like he took a particular position as well.

This is not to say that we should not use a question-and-answer approach. Jesus did. We have 100 recorded examples of Jesus using questions to teach. But, when he asked questions, He had an agenda. He was teaching through using questions, not facilitating a discussion about who knows what.

When I write Good Questions Have Groups Talking, I don’t do it so that teachers can facilitate discussions. I do it so that teachers can teach using questions. There is a world of difference. We don’t need facilitators of discussion; we need teachers who teach.

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To Be Like Jesus

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Have you ever considered what it means to be like Jesus? Is that our goal in life?

Jesus’ statement in Matthew 10:25 implies that His disciples will be like Him. To His first-century followers, that included the prospect of persecution and martyrdom. But what else does it mean to “be like Jesus,” especially for Christians in today’s culture? I see eight portraits of Jesus in Matthew’s eyewitness account that give us some clues:

  1. To be like Jesus means to accept our roots (Matthew 1:1–17).
  2. To be like Jesus means to engage the world’s pain and struggle (Matthew 1:18–2:23).
  3. To be like Jesus means to commit ourselves to other believers, no matter how “weird” they appear to be (Matthew 3:1–17).
  4. To be like Jesus means to admit our vulnerability to temptation (Matthew 4:1–11).
  5. To be like Jesus means to openly proclaim the message of Christ (Matthew 4:12–25).
  6. To be like Jesus means to commit ourselves to changed thinking and behavior (Matthew 5:1–7:27).
  7. To be like Jesus means to serve others, especially those who are oppressed or without Christ (Matthew 8:1–9:38).
  8. To be like Jesus means to affirm others in leadership (Matthew 10:1–42).

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Give Up Everything?

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This study is on the hard saying of Jesus about having to give up everything (Mark 10:17-31) Mark 10:21.

This is an amazing illustration of evangelism? Is this the Jesus method of evangelism?

  1. With what method are you most familiar?
  2. Which method appears to be most effective?
  3. What is the difference between sharing your story and sharing his story?

Imagine this evangelism encounter as a dream come true. The man point blank asks how to be saved!

  1. Jesus does not just hand him a tract and get him to pray the sinner’s prayer.
  2. Jesus does not correct the man’s theology, good works don’t save.
  3. This man had not come to Jesus to hear him say that keeping the commandments was the way to eternal life (Leviticus 18:5).

Why does Jesus tell him he can be saved by keeping the commandments?

  1. Jesus doesn’t mention belief or faith or grace, he says to keep the Law.
  2. Jesus seems to want to make it harder on the guy: he had not done enough.
  3. When was the last time you felt that there was always just one more thing that you need to do to be saved or please Jesus?
  4. In your theology, what is the relationship between what you believe and what you do?

Jesus said there was one more thing… but it was too hard for this guy to accept. (Read more about the Rich Young Ruler).

Why would the disciples be amazed at Jesus’ answer?

  1. The concept of God’s blessing: health, wealth, children, goats, all meant blessing.
  2. Those sick and poor, not so much.
  3. It would have made more sense for Jesus to say, “Blessed are the rich, blessed are the healthy, blessed are the comfortable.”
    • How do you define blessing? What about Jesus’ definition of blessing?
    • How does Christian persecution and martyrdom fit in to this definition?
    • How reliable is a world with a works/reward theology?

What must I DO to be saved? It is not about doing, it is about receiving. Trust in the finished work of Jesus on the cross.

Notice that Jesus loved him before he asked him to do anything (Mark 10:21).

  1. Do you sometimes feel that Jesus will only love you after you follow him?
  2. Do you feel he is judging your performance; he will love you more if you do better?
  3. When you are well connected to Jesus, how is the rest of your life affected?
  4. In what ways do you feel you must prove yourself to God? How does that reflect other relationships in your life? (do you have to continually prove yourself to your friends)?

Let’s check our identity.

  1. What three things do you generally tell others about yourself?
  2. How important is career development in your identity?
  3. How many of your friends really know you, not just facts about you?

The Point: who am I? What are the markers that define who I am?

  1. This is the question Jesus was trying to get this man to ask? Who am I?
  2. People identified him the same us we do… the rich, young, ruler, but is that who he really was?
  3. Jesus saw much more, his core. Selling all he had would have stripped him of his identity.
  4. Only by stripping these away could he identify himself the way Jesus did.
  5. This question can only be answered at the point of crisis. When something is attached to your core and is taken out (health, achievement, wealth, career, family, life)… Who are you when all these are threatened?

In a previous story (Mark 10:13) Jesus says that these nobodies had a quality that was kingdom-worthy, something that escaped the rich man and the prosperous members of society. This is what we know, NOBODIES…

  1. Don’t come to God and offer contributions.
  2. Don’t tell God who they are.
  3. Don’t have a claim to their lives.
  4. Don’t rely on trivial marks of identity.

Key truth:

  1. Paul tells us that giving all we have to the poor is of no use, if we don’t have love (1 Corinthians 13:3).
  2. Matthew 19:21, “if you wish to be complete…” Perhaps Jesus was testing the man’s devotion because Jesus did not ask all of his followers to do this.
  3. What could he have sold?
    • Sell your self-righteousness.
    • Sell your dreams of fame and fortune.
    • Sell your popularity.
    • Sell your efforts to secure a comfortable future for yourself.

Other passages to consider:

  1. Others left all and followed him (Luke 8:3) women who were not asked to make such a sacrifice.
  2. Zacchaeus apparently took his action on his own (Luke 19:8), the language means, giving is something he was already doing or that he would now start, either fits.
  3. Don’t lay up treasures for yourselves (Matthew 6:19-21), this is not to an individual but to his followers in general, we must have the right priorities.

More Information = Less Clarity

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When it comes to teaching, is it not true that we bombard our people with lots of information? The research we have done may well be from the Bible and trusted theological commentators, but so often we present way too many truth units! We often lose sight of the main thing we want our people to “take away” from the lesson.

The Big Idea: Focus on the Message-Multiply the Impact… 1

BUSINESSES: The result is a church with more information and less clarity than perhaps ever before, but the church is not alone in its predicament. Businesses also get distracted with lots of little ideas and forget the Big Idea. Many marketplace leaders are relearning the importance of the Big Idea in regard to advertising. It was a multimillion-dollar sock-puppet ad during Super Bowl XXXIV that epitomized the absurdity of the advertising during the dot-com bubble. This same era brought us commercials with cowboys herding cats, singing chimps, and a talking duck — all great entertainment, but they didn’t convey a thing about the brands they represented. Brand consultants Bill Schley and Carl Nichols Jr., in their book, Why Johnny Can’t Brand: Rediscovering the Lost Art of the Big Idea, tell us this type of advertising is not effective branding. Schley and Nichols teach companies to redefine their products in terms of a single, mesmerizing “Dominant Selling Idea.” They go on to explain that somewhere along the way, “Johnny” forgot the basics of revealing the Big Idea in an easy, everyday way that cements a brand as top dog in the hearts and minds of consumers without resorting to puffery and shallow glitz. What are businesses learning? That “more” results in less clarity. (And less money!)

THE CHURCH: We have bombarded our people with too many competing little ideas, and the result is a church with more information and less clarity than perhaps ever before.
Don’t misunderstand — this is not a rant against entertainment or churches that are entertaining. I actually think churches should be more entertaining. But that’s a rant for another book. This is a rant against churches that don’t discipline themselves to create experiences that convey and challenge people with one Big Idea at a time. Why? Because the lack of clarity that we give our people impedes the church’s ability to accomplish the mission of Jesus. “More” results in less clarity.

THE POINT: Let’s see about refining our message so that people can grasp it. If one can’t explain it to someone else, they really have not “gotten it.” Let’s not circle the room looking for a place to land, but enter the classroom with the Big Idea we want our students to hold on to. Everything we do should support the main idea for the day.

1 Ferguson, D., Ferguson, J., & Bramlett, E. (2009). The big idea: focus the message—multiply the impact. Grand Rapids, MI: Zondervan.

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