Jesus in the Gospels

Coming Together (30 minutes)

• Gather with prayer.

• Sing or read the words of a hymn.

"Be Thou My Vision" or "At the Name of Jesus"

• Prepare to view video.

Host: Priscilla Pope-Levison, Professor of Theology, Seattle Pacific University.

Presenter: Leander E. Keck, Winkley Professor of Biblical Theology Emeritus, Yale University Divinity School, writer of the JESUS IN THE GOSPELS study manual.

Listen for the aim of the Gospels and how they achieve their aim.

• View Video Segment 1 Part I.

• Discuss after viewing:

How do the Gospels inform us about Jesus? What early Christian convictions about the meaning of Jesus were shared by the Gospel writers? What were some consequences of putting oral traditions into writing? How are we to read the Gospels?

Beginning With Moses and All the Prophets (45 minutes)

• The assumption that form follows function guides approach to study in JESUS IN THE GOSPELS. That is, how something is told reflects why it is told. With that idea in mind, work through the week's Scriptures one day at a time. Refer to notes and observations made during preparation.

Day 1—Work in groups of three or four. For each passage, identify the form the writer used to record the events, talk about what the choice of form indicates about how the passage was intended to be used, and talk about your response to the form and the tone of each passage.

Day 2—Invite one person from each group to shift to another group. Discuss these questions: What stood out for you in the Deuteronomy passages about what is to be remembered and why? What ways or forms did the writers of 2 Timothy and 1 Peter use to present what is to be remembered about Jesus and the purpose for remembering? Certain small words within this day's passages point to the reasoning within the passages. Scan each passage looking for use of the words so that, for, and so as connecting what is to be remembered and the purpose for the remembering. How did use of these words serve the writer's purpose?

Day 3—Form new groups of three or four to consider how the writer of these sermons took account of setting and audience in determining what he emphasized about Jesus. For each passage, review Scripture and daily notes to answer these questions: What is the setting? What is said about Jesus? How does the writer fashion what he says to fit the listeners? To what in their experience does the writer appeal?

Day 4—Work in two groups. First, review the meaning of tradition. Then, answer this question about each passage: What aspect (or aspects) of Jesus did the writer of this passage consider important enough to be handed on as tradition? After considering each passage discuss this question: What purposes were these traditions to fulfill?

Day 5—In the same two groups discuss this question: What is your understanding of what constitutes the gospel? Then identify the gospel in the passages from Hebrews and 1 John. Where and how is the gospel expressed in these passages?

• Now in the total group respond to this question: What insights, wisdom, guidance might we glean from study of the connection between how a story is told and why it is told that can help us hand on to others the gospel we have received?

Jesus in the Gospels (45 minutes)

• Clarify assumptions about the Gospels that underlie this study. In groups of three review the note "The Gospels" on study manual page 15. Consult the glossary on study manual pages 296-301 for definitions of Q, M, and L. Then discuss this question: How can knowing the kind of writing the Gospels are help us know what to expect from them? Next, clarify certain terms that will recur throughout the study: Canon, Gospels, Synoptics, Evangelists. Hear one another define the terms and the relationship among them.

• Take a few minutes now for persons to describe what they are feeling and what they are wondering as they undertake a study of Jesus in the Gospels. Recall that the study manual makes the point that the Gospels and the Jesus in the Gospels intend to do more than give answers to the questions we already have; both Jesus and the Gospels intend to question us. Talk about what this point says to the assumptions and expectations persons bring to the study.

• Distinguish the gospel from Gospels. Recall that people believed the gospel before they had Gospels. What is the gospel they believed? In the total group recall how the study manual defines and explains the gospel and puts the gospel message into words. Then hear Paul's core gospel message read aloud from 1 Corinthians 15:3-8 on study manual page 12. Invite members of the group to reflect silently on this question: How has the core gospel message that Paul received and handed on been handed on to me? Then respond to the question in pairs.

Do You Want to Become His Disciples, Too? (20 minutes)

• Call attention to the question, "What will we hand on to our children, and to their children?" on study manual page 8. Why is it so crucial to hand on the Gospels' witness to Jesus that we have received? What particular challenges face us in accomplishing this task?

• In pairs hear each other's written response to the question on study manual page 14, Who is the Jesus you bring with you to this study?

Going Forth (10 minutes)

• Preview Lesson 2.Hear prayer concerns.

• Pray in unison the prayer on study manual page 15.

• View Viedo Segment 1 Part II

When Words Became Events

Coming Together (30 minutes)

• Gather with prayer.

• Sing or read the words of a hymn.

"O Come, O Come, Emmanuel" or "Come, Thou Long-Expected Jesus"

• Prepare to view video.

Presenter: Dale C. Allison, Jr., Errett M....