Stewardship: A Way of Living Lesson 1 The Fuel-efficient Church..................................................3 1 Corinthians 12:7-26 Lesson 2 The True Meaning of Life ..................................................8 Ecclesiastes 5:18-20; Hebrews 13:1-6 Lesson 3 What’s In It for Me? ......................................................13 2 Corinthians 9:6-15; Philippians 4:14-19 Lesson 4 Giving That Should Hurt ................................................18 Luke 21:1-4 T ABLE OF C ONTENTS
Lesson 2The True Meaning of Life ..................................................8Ecclesiastes 5:18-20; Hebrews 13:1-6
Lesson 3What’s In It for Me? ......................................................132 Corinthians 9:6-15; Philippians 4:14-19
Lesson 4Giving That Should Hurt ................................................18Luke 21:1-4
TABLE OF CONTENTS
Prepare Before the SessionRead the session for today in the Study Guide. Then read the options in this Teaching
Guide, placing checkmarks beside the activities you plan to include. After you have decidedwhich options to use, gather the appropriate materials.
WHAT’S IN YOUR TEACHING GUIDE
This Teaching Guide has three purposes:➤ to give the teacher tools for focusing on the content of the session in the Study Guide.➤ to give the teacher additional Bible background information.➤ to give the teacher variety and choice in preparation.
The Teaching Guide includes two major components: Teacher Helps and Teacher Options.
Offer Illustrations presents material that will help you paint
a picture of the session. This section often presents items from
church history, current events, or interesting anecdotes that
help introduce the session.
Discussion provides teaching activitiees that will help learners
discuss the Scripture text.
Questions presents multiple collections of questions for
various kinds of adults.
Involve Learners helps learners become actively involved
with the Scripture text for a particular session.
Closure gives you a means for wrapping up the session.
You Can Choose!There is more material in each session than you can use, so choose the options from each section
to tailor the session to the needs of your group.
Find RelevanceWhy do adults care about thissession? Unfortunately,
sessions about stewardship donot naturally create excitement
among adults. People come into suchsessions expecting a lecture about tithing,materialism, and the appropriate use ofmoney. Who hasn’t walked away feelingguilty after an hour of hearing aboutstewardship? Perhaps it will be refreshingto share a facet of stewardship that manyChristians do not realize exists. Thissession focuses on spiritual gifts, whichare as much a part of stewardship asmoney and tithing. There are spiritualissues at stake in how we as individualsand we as a body of believers respond toGod’s provision in our lives. In that sense,what we do with God’s gifts affects theadvancement of the kingdom. Certainly,God’s work does not hinge on our faith-fulness, but our faithlessness can impedeGod’s intention for us.
Seek UnderstandingWhat do these Scripturesmean? Paul’s letter to the
Corinthians was a response toquestions asked by the Corinthian
church leaders. In this section of theletter, the questions concern spiritualgifts. Due to the ethnic and religiousdiversity in Corinth, people from all types
of backgrounds and mentalitiescomprised the early church. Vast andvaried economic opportunities easilymade Corinth one of the most cosmopoli-tan and culturally diverse cities of theRoman Empire. The church at Corinthwas no less diverse than its surroundingcommunity. Paul’s challenge was to teachthese new believers from varied back-grounds what it meant to be a Christianand what was required of them as achurch.
Writing about spiritual gifts, Paulcites the role of salvation and the HolySpirit. Salvation comes through Jesus,followed by the Holy Spirit. The HolySpirit gifts each believer for a role in thekingdom of God. A believer’s use of his orher unique gift is a definition of thatperson’s stewardship. There is alsocompleteness inherent in the exercising ofindividual gifts, for as each believerapplies that gift, the church movestoward completeness. In other words, fulland complete progress in a local churchtakes all believers exercising their uniquegifts. This means that the stewardship ofspiritual gifts is possibly the most impor-tant aspect of stewardship affecting thechurch.
1Lesson Teaching Guide
THE FUEL-EFFICIENT
CHURCH1 Corinthians 12:7-26
ResourceCalvin Miller, The Philippian Fragment (DownersGrove IL: InterVarsity Press, 1982).
My Teaching Plan
I. Stewardship OverviewA. Definition of stewardshipB. Different types of stewardship
1. Individual2. Corporate
II. Background of CorinthA. Cosmopolitan and paganB. True gifts from God (12:1-3)
III. Unity in DiversityA. Varieties of gifts (12:4)B. One source (vv. 4-6)
IV. Individual and Corporate ResponsibilityA. Each believer gifted (12:7)B. Gifts for the common good (vv. 6-7)C. Gifts as badges of spiritual superiority(v. 4)D. Analogy of the body and the body of
Christ (vv. 12-26)
E. Togetherness (v. 26)
Conclusion: The success of the church istied to the stewardship of spiritual gifts.
4 Lesson 1
Offer IllustrationsHow can I help learners think about the issues?
❍ The Strange Equality of GiftsIn God’s unique mathematics, the answerdoes not always follow the rules of logic.Jesus made statements about the lastbeing first and vice versa. At another time,he said the rich were actually poor.Undoubtedly, many of the things Jesustaught confused people. The idea of spiri-tual gifts can also be confusing. Paul’sunderstanding of how gifts were to beperceived was different from what mostpeople expected. Paul stressed that allspiritual gifts are equal in every way; overtime, the value of each is revealed.However, tell someone that their gift ofhospitality is equal to Billy Graham’s giftfor preaching and they will most likelychuckle. In fact, the two gifts are equal inGod’s mathematics. One may be higherprofile but only in exposure. Both areequal. In fact, they are actually tiedtogether “supernaturally” by the HolySpirit. This “supernatural” combining ishow the church advances the kingdom.Tomorrow, begin the day with a pledge toexercise your gift; Dr. Graham certainlywill!
❍ Being Content with Your GiftCalvin Miller tells the story of Helen ofHierapolis, a would-be faith healer of thefirst century. It seems that Helen wasdetermined to have the gift of healing.She sought out lepers, the blind, andthose missing limbs and attempted toheal them. She would cry out, “Growback!” as she touched the stump of alegless man, and then she would standback, waiting for it to grow back tonormal. However, the leg did not growback. Nor did any blind people receivesight or lepers get well. So Helen spoke tothese people about Christ. Later, sheattempted to heal a crippled boy but wasagain unsuccessful. So she bought him anew pair of crutches. Often people sawher guiding the blind after trying torestore their sight. Helen desperatelywanted the gift of healing. She did nothave that gift, but she did have the gift ofmercy! (23-26).
Questions➤ How might being content with the gifts
you have change the ways you exercisethem?
➤ How do you know which gift(s) Godhas given you?
Teaching Guide 5
DiscussionHow do I lead learners to dialogue about the session?
❍ Exercising Your GiftsImagine together how your churchwould change if all or most of itsmembers discovered their gifts andregularly exercised them. Begin yourdiscussion by listing on the boardvarious spiritual gifts. Ask your groupto add their responses to the list.Then ask class members to consider asmany practical outlets as possible foreach gift listed. Record the possibili-ties for usefulness beside each gift.
As another possible line of discussion,write the word “stewardship” on theboard or paper. Underneath it, create twocolumns, one labeled “money” and onelabeled “gifts.” Then ask your classmembers to provide benefits for thechurch under both money and gifts.
QuestionsQuestions about Scripture➤ What issues concerning spiritual gifts
did the Corinthian church face?➤ Describe Paul’s analogy for the church.➤ How do we determine the genuineness
of spiritual gifts?Questions for All Adults➤ How are spiritual gifts and stewardship
related?➤ In what ways are money and spiritual
gifts related in stewardship?➤ What would be on your list of spiritual
gifts?Questions for Mature Adults➤ Do gifts change as one matures?
Explain.➤ How could you help a younger believer
discover or discern his or her spiritualgifts?
➤ Is it more difficult to be a steward ofspiritual gifts or of material blessings?Explain.
Questions for Younger Adults➤ What do you think is your primary
spiritual gift?➤ Do you think younger generations
expect more mature members toprovide the bulk of the service needs ina church?
➤ Do you find it easier to be a steward ofyour material blessings or your spiri-tual gifts?
Questions for Adults with Children➤ Do you consider yourself a role model
for your children in regard to both spirituality and your gifts?
➤ What are the obstacles you face in exer-cising your gifts?
6 Lesson 1
Involve LearnersHow can I lead learners to explore the session together?
❍ Gift-naming CeremonyConsider a “Gift-naming Ceremony” foryour group. Pass around a box thatcontains the names of class members onslips of paper. Ask everyone to draw aname, making certain it is not his or herown. Read 1 Corinthians 12:4-13 aloud asa reminder of the kinds of spiritual gifts.Remind the group that this list is notexhaustive, but a list of the Corinthiancommunity’s gifts. Then ask each personto consider this question: “What is thespiritual gift of the person whose name ison my slip of paper?” Take time to goaround the room and have each personname the spiritual gift(s) of the person onhis or her slip. Encourage them to look ateach other as they name their gifts. Ifsomeone has no idea what another’s giftis, encourage that person to ask, “Do youknow your gifts, and if you do, will youshare them with us?” At the end of thesharing time, ask, “Now that we have abetter idea of our giftedness in this group,is there a natural ministry that we mightundertake to use our gifts?” Encouragethe group also to consider individualways their giftedness might be used in thechurch. End with a prayer that God willlead you all toward ministry avenueswhere your gifts are expressed for thegood of others.
❍ Discovering GiftsConsider planning a congregationalministry night for “giftedness.” At such anevent, you might consider groupingtogether those with similar gifts andasking them to brainstorm ways they canuse their gifts for the kingdom of God.You might also consider talking aboutways to discover and to engage gifts in theministry of the church. Depending onyour group, encourage church memberseither to discuss if/how they can do acertain task or to plan specifically tocomplete a task.
If your group of learners does notthink an event of this kind would work inyour church, ask them to discuss why not.Encourage them to brainstorm otherideas for bringing together gifts in yourchurch and encouraging their use. Thinkof ways your group can be a catalyst foryour congregation’s discovering and usingtheir gifts.
ClosureHow do I lead learners to respond?
❍ Spending for GodHave you ever considered that we areGod’s currency? We are God’s to spend, toexert, and to exercise. However, we mustbe available for God to use. Ask yourgroup to brainstorm ways that we canavail ourselves to be “spent” on thekingdom of God. Write their ideas on theboard. In a closing time of prayer, assigneach item on the list to someone in thegroup. Ask each person to pray that thoselisted opportunities will become a realityfor your group or church.
Teaching Guide 7
2Find Relevance
Why do adults care about thissession? It’s not uncommon
to hear people speak of the fastpace of life and the stress it
creates. Disillusionment also seems to becommon in modern American culture.Rick Warren uses incomplete, fill-in-the-blank sentences to illustrate the lack ofpeace in today’s culture.
I’m ready to throw in the…I’m at the end of my…I’m just a bundle of…My life is falling…I’m at my wit’s…I feel like resigning from thehuman… (53)
The treadmill of life affects believersand unbelievers alike. The “peace thatsurpasses understanding” isn’t necessarilyin place in all Christian lives. This sessionprovides insight into finding both peaceand contentment in life. It will also helpplace focus on God, the designer of life,and the true path to peace, contentment, stewardship, and biblical success.
Seek UnderstandingWhat do these Scripturesmean? The writer of
Ecclesiastes dispenses wisdom,shifting from negative to positive,
as he moves from a self-focused life toone dependent upon God. The Teacherhad experienced life in its fullest, and hiscommentary reflects a lingering lack ofsatisfaction. In time, even the powerfuland wealthy find that they cannot controllife. The truly wise accept life as a gift ofGod that comes with purpose. In the end,the writer of Ecclesiastes promotes asimple life as opposed to one filled withacquisitions and luxuries. He tells us thatthe basics in life bring satisfaction andfulfillment.
In Hebrews, Paul scripts a frameworkfor contented living. To the conclusionsdrawn in Ecclesiastes, Paul adds servingothers, and he portrays a life based onlove. By focusing on others—evenstrangers and the afflicted—with love, wehonor God and God blesses us. By honor-ing vows, not allowing money or power tocontrol us, and accepting life itself, wefind peace.
Lesson Teaching Guide
THE TRUE
MEANING OF LIFEEcclesiastes 5:18-20; Hebrews 13:1-6
Teaching Guide 9
ResourcesC. S. Lewis, quoted in Jean Fleming, Feeding YourSoul (Wheaton IL: NavPress, 1999).Rick Warren, The Power to Change Your Life(Colorado Springs: Victor Books, 1990).
My Teaching Plan
Introduction: The first verses of Ecclesiastes5 frame the writer’s disillusionment withlife. In Hebrews 13, Paul offers ways tolive life abundantly.
I. From Disillusionment to Contentment(Eccl 5:18-20)A. The simple life (v. 18)B. Contentment (v. 19)C. Greener grass? (v. 19)D. Giving the daily life to God (v. 20)
II. Paul’s Framework for Living (Heb 13:1-6)A. Loving others (vv. 1-2)B. Loving the imprisoned and the
afflicted (v. 3)C. Loving marriage as you love God (v. 4)D. Money that does not control (v. 5)E. Being content and at peace (v. 5)F. God’s provisions (v. 6)
Offer IllustrationsHow can I help learners think about the issues?
❍ Heart BlockagesCardiologists tell us that heart blockagescan come in many forms. Coronaryobstructions caused by blood clots orplaque are physiological in nature and cancause severe damage to the heart, evendeath.
When we allow someone or somethingto become more important than God, wehave a spiritual heart blockage. Far toomany Christians suffer from such amalady, forfeiting much of God’s purposefor their lives. This type of heart blockageis always curable.
Questions➤ Name things in our lives that can block
our hearts from God.➤ What damage can result from spiritual
blockages?➤ What exercises can improve our spiri-
tual hearts?
❍ Truly Dependent?Ask your group to think about how muchtheir lives might change if they trulybelieved life is completely dependentupon God. In reality, much of whathappens in our lives is beyond ourcontrol. Read the following quotation toyour class, and discuss the questionsbelow.
One of the dangers of having a lotof money is that you may be quitesatisfied with the kinds of happi-ness money can give and so fail torealize your need for God. If every-thing seems to come simply bysigning checks, you may forgetthat you are at every momenttotally dependent upon God(Warren, 70).
Questions➤ Is it more comforting or fear-inducing
to realize that we are totally dependentupon God for life? Explain.
➤ In what ways would your life change ifyou began to live this reality?
➤ Why does money often obscure recognition of our need for God?
➤ Besides money, what other things cancloud our realization that we are dependent upon God?
10 Lesson 2
DiscussionHow do I lead learners to dialogue about the session?
❍ Obedience to GodAsk your group to consider how dividedwe are in our loyalties. Do we live asfollowers of God who have dedicatedourselves, at some level, to God’s will andkingdom, yet at the same time choose tofollow the demands of our society oftenwithout question or critique?
Often we divide our loyalties becauseit is the path of least resistance. However,the result is living in tension between Godand our world. We live by two value stan-dards, which means that one ultimatelywins over the other. Jesus said clearly thatwe cannot serve two masters.
Questions➤ What would change if we adopted a
lifestyle of full obedience to God? Howmight that choice affect our jobs, ourrelationships, and our families?
➤ If any one of us made that choice, howwould the rest of the group supportthat individual?
➤ How would you describe your obedi-ence to God?
QuestionsQuestions about Scripture➤ What are the benefits of the simpler life
as highlighted in Ecclesiastes?➤ What must believers do to find peace
and contentment in life?➤ Why does Paul state that we must have
love for the damaged and hurting inorder to live a life of purpose?
Questions for All Adults➤ How far are we from the simple life
spoken of in Scripture?➤ What must be done in order to find
contentment in life?➤ How is the simpler, contented life
connected to stewardship?Questions for Mature Adults➤ In what ways have you seen society and
culture change in relation to luxuries?➤ Is it easier to find contentment in life at
this point as opposed to earlier times?➤ In what ways could you model the
contented life and stewardship foryounger believers?
Questions for Younger Adults➤ In what ways do you see a life of
contentment and purpose beingconnected to stewardship?
➤ Left to your own devices, do you thinkyou could achieve a contented life?
➤ Name ways that the love or control ofmoney limits peace and contentment.
Questions for Adults with Children➤ Are you presently modeling a life of
peace, contentment, and stewardshipfor your children?
➤ Would it be easier or more difficult tomove toward the simpler life with chil-dren at home?
➤ Did having children make you moredependent upon God? If yes, how?
Teaching Guide 11
12 Lesson 2
Involve LearnersHow can I lead learners to explore the session together?
❍ Planned ObsolescenceTell the group that “planned obsoles-cence” was introduced in the 1930s.Engineers began to design products thatwould not last over time. Cars, televisions,hairdryers, computers, and many otheritems we use every day are notconstructed from the best materials ordesign because they are intended for alimited life. Therefore, as consumers, weparticipate in the cycle of planned obso-lescence. We buy an item, use it, andbecome accustomed to using it; thenwhen it breaks, we go buy another one. Inother words, we are purchasing not just aproduct but a dependent relationshipwith that product and its manufacturer.Given this scenario, ask the group toconsider the following questions.
Questions➤ How might your use of available
resources change if you could purchaseitems that would last a very long time?
➤ How does planned obsolescencecontribute to our “throw-awayculture”?
➤ How do you determine that somethingis of value?
➤ How do you help people understandthe value of investing in the work of thechurch?
❍ Basic NecessitiesGive everyone a piece of paper and apencil, and ask each person to list thebasic necessities for a home and family.After a few moments, ask volunteers toread their lists to the large group. Morethan likely there will be many opinions as to what defines necessities. Use theopportunity to discuss intentionalconsumption, overlooked blessings, andstewardship.
Questions➤ What were the most common things on
everyone’s list?➤ Was there anything from someone else’s
list that you wished you had includedin your own?
➤ What are some “luxuries” you wouldrather not do without?
➤ Do you struggle with being content? Ifso, why?
ClosureHow do I lead learners to respond?
❍ Responsible StewardsTo close your time together, ask partici-pants to consider using the coming weekas an opportunity to focus on theirresponsibilities as stewards of God’s bless-ings. Challenge them to be especiallyobservant of the differences between basicnecessities versus luxuries in life. Askthem to share prayers of thanksgiving toGod for their blessings; offer them as aclosing prayer.
3Find Relevance
Why do adults care about thissession? If you were to ask
your class, “What’s the easiestaspect of faith living?” what are
the chances you would hear tithing as aresponse? Likely, tithing would be nearthe bottom of the easy list for mostChristians. Tithing is about giving upcontrol of something important. It mightbe said that people who practice tithinghave progressed to the point of seeingtheir money in selfless ways. Still, let’sface it—only a minority of Christianstithe. Why? Perhaps Christians do notrealize the benefits of tithing. Scripturetells us that God blesses genuine stew-ards. Tithing also results in corporateblessings as giving helps progress thelocal church and the kingdom of God.Genuine stewardship provides a concretecommitment to God and is a step towardfull selfless living. Of course, many peoplewill be interested in the personal bless-ings. They want to know if the blessingsare tangible. That answer resides in the“mysteries of God” category. Sometrumpet the actuality of tangible, evenmonetary blessings that result fromtithing. We can say truthfully that definitespiritual blessings follow tithing. Pauldescribes tithing as the “riches of God’smercy.” Those blessings will be plentifuland are well worth giving up the controlof money.
Seeking UnderstandingWhat do these Scripturesmean? Our focal Scriptures
detail two different churchresponses to giving. Paul’s words
to the Corinthians are poignant and clear:Give the offering you promised. He waskind and instructive in his letter to thetardy stewards of Corinth. The reasonsfor their lapse in giving are largelyunclear, but Paul was ready to forgive thelapse and proceed. He offered insightsinto the benefits and outcomes of givingfor ministry purposes. However, he firstlaid important groundwork as to whatdefines genuine giving—attitude andspirit. Generosity is often mistaken ashaving to do with the amount given,when it is best defined by the spirit andattitude with which one gives. TheCorinthian church had not been forth-coming in their pledge to give to ministryneeds. They had potential, but they lackedspirit.
To the much poorer church inPhilippi, Paul wrote words of thanksgiv-ing and praise. They had a history ofsupporting Paul. Despite few resources,they were ready and eager to give toministry causes. Since they were generous,willing, and of the right spirit, Paul saidGod would richly reward their obviousstewardship. Theirs could be the primebiblical example of generous giving. Theywere selfless in their stewardship. Their
Lesson Teaching Guide
WHAT’S IN ITFOR ME?
2 Corinthians 9:6-15; Philippians 4:14-19
14 Lesson 3
money and resources were tools to beused for God’s purposes.
Genuine giving results in manifoldblessings from God. The fruits of genuinegiving will be abundant, for our givingaffects the entire kingdom of God. Inaddition, freedom from the controllingpower of money will bring a peacefulchange to life.
ResourcesBrainy Quotes, “Ralph Waldo Emerson,”brainyquote.com <http://www.brainyquote.com/quotes/quotes/r/q135027.html> (1 May 2003).
M. Scott Peck, The Road Less Traveled and Beyond(New York: Rider Books, 1997).
My Teaching Plan
Introduction: Paul writes to the Corinthian and Philippian churches about their stew-ardship responses.
I. To the Corinthian ChurchA. Paul softly teaches the Corinthian
church that what one sows, one reaps(2 Cor 9:6).
B. Stewardship begins in the heart (v. 7).C. Stewardship results in manifold bless-
ings for the individual (vv. 8-11).D. Stewardship results in the progress of
the kingdom of God (vv. 12-13).
II. To the Philippian ChurchA. Paul describes the legacy of steward-
ship (Phil 4:14-16).B. We are accountable to God for our
stewardship (v. 17).C. Paul praises generous, selfless giving
(v. 18).D. God blesses generous giving (v. 19).
Conclusion: Genuine stewardship providesfor the kingdom of God and also results inindividual blessings. Genuine giving is born of a willing, cheerful, and generous spirit. The Philippian church provides an example of true, biblical stewardship.
Offer IllustrationsHow can I help learners think about the issues?
❍ Negativity on the Rise?Few would argue that the world seems tobecome more negative, even evil, witheach passing day. A rise of selfishness andentitlement is also obvious in most facetsof life. From the reality television showsthat promote treachery and deceit, to theproliferation of lawsuits, people onlyseem interested in looking out for“number one.”
Questions➤ What are possible reasons that our
society has become even more self-centered over time?
➤ Why do you think people accept deceitand manipulation as appropriatemethods of winning?
➤ What are some situations in whichindividuals have worked toward thecommon good?
❍ Enslaving or Liberating?M. Scott Peck writes, “It is often recog-nized that money is perhaps more likelyto be enslaving than liberating” (68). Whyis money so prone to capturing people? Isit because the love of money leads to allsorts of evil things? Is it because such alove for anything other than God iswrong? Is it because money and ourhuman nature are naturally compatible?Money will always be a potential stum-bling block for us. So why not try to bemore like Paul, giving up the love of allelse for the kingdom of God? Paul wrote,“For me to live is Christ and to die isgain.” Those words are a good missionstatement for all of us.
Questions➤ Why is money so powerfully seductive?➤ How would a church or individual
mission statement shaped from theabove words of Paul change our lives?
Teaching Guide 15
DiscussionHow do I lead learners to dialogue about the session?
❍ It Costs Too MuchWriter Ralph Waldo Emerson once said,“Money often costs too much” (BrainyQuotes). On the board, create twocolumns. At the top of one column write“Cost,” and at the top of the other write“Benefit.” Ask the group to consider thecosts of money. Record their answers asthey respond (for example, effort, rela-tionships, training, education, andethics). For the second column, ask thegroup to list the benefits gained fromhaving money. Again, record the group’sresponses, which might include power,status, homes, cars, or clothing. Thencompare the costs and benefits of moneyby asking questions like the following.
Questions➤ Is it possible to have too much money?
What is the cost of having too much?What is the cost of having too little?
➤ How was Emerson right? How was hewrong?
➤ In your own life, is the cost of moneytoo high? Explain.
QuestionsQuestions about Scripture➤ Did the more impoverished state of the
Philippians make them more likely togive willingly than the Corinthianbelievers? Why or why not?
➤ What material blessings can be inferredfrom Scripture?
➤ What spiritual blessings can be inferredfrom Scripture?
Questions for All Adults➤ Can we expect blessings for practicing
stewardship?➤ What blessings related to genuine
stewardship have you already received?➤ How has your stewardship affected the
kingdom of God?Questions for Mature Adults➤ It seems that the idea of a prosperity
gospel is a new phenomenon. What doyou think is the reason for this move-ment?
➤ Is there a difference between giving tothe church and giving to God’skingdom?
➤ Is dissatisfaction with the church an appropriate reason to withhold givingto God?
Questions for Younger Adults➤ Do you have expectations or return
blessings in mind when you practicestewardship?
➤ If God promises blessings in Scripture,why do so few Christians tithe?
➤ How might we teach the blessings ofgiving more effectively?
Questions for Adults with Children➤ How are children part of God’s bless-
ings in our lives?➤ In what ways could you model
Philippian stewardship for your chil-dren?
➤ Do you feel that it is more or less diffi-cult to stave off the seductive power ofmoney after children are born? Explain.
16 Lesson 3
Involve LearnersHow can I lead learners to explore the session together?
❍ What If?What if everyone contributed? That is aninteresting question to address with yourgroup. Ask the group (or check with yourlocal chamber of commerce ahead oftime) what they believe the local averagewage is in your community. Once youhave agreed on a figure, ask the group ifthey believe that figure is reflective ofyour church community. Depending onthe demographics and typical occupa-tions of your church members, it may beslightly different from your largercommunity. If too low or too high, adjustthe estimate to everyone’s satisfaction. Ifyour group cannot agree on a figure, workwith two numbers, one low and one high.
Now calculate ten percent of yourfigure(s). Decide on the number of activefamilies in your congregation. If you wantto be accurate, ask someone in the churchoffice for this figure ahead of time. Onceyou have this figure, multiply the numberof “active” families by the ten percentfigure(s). For many congregations, if theyhave estimated the number of familiesand the income correctly, the result ishigher than their current budget figures.
Questions➤ How could we encourage everyone in
our congregation to give something,hoping that over time their givingmight grow?
➤ How would the ministry of our churchbe different if everyone contributedsomething?
ClosureHow do I lead learners to respond?
❍ Making CommitmentsClose your time together by asking themto consider their own commitment tostewardship. Say something like, “I amgoing to lead us in prayer, during which I will pause for a few moments to allowyou to write how you would completethese sentences: (1) I feel God is askingme to… and (2) I am willing to commit to doing….”
Inform your learners that they cantake their responses with them andduring the week spend time consideringwhat they wrote. They can change theirresponses at any time, but they shouldrecord the change on their slip of paper.Ask them to carry the paper with them asa reminder of what they believe God isasking them to do and their response toGod.
Lead the group in prayer, remember-ing to pause so they can write theirresponses. Be sure to close the prayer withthankfulness for a group willing toconsider seriously their commitment toGod and your church.
Teaching Guide 17
Find RelevanceWhy do adults care about thissession? When Jesus came to
complete the law, he imple-mented a heart-directed and
relationship-based system from whichfaith in God would ensue. Static ruleswere abolished, and behavior was trans-formed by the ways of the Spirit. This newapproach to faith affected stewardship inprofound ways. While the church held onto the practice of ten percent as a bench-mark for giving, we see New Testamentstatements pointing toward much more.The difference now is the personal rela-tionship God has with each believer andthe level of availability of each believer.Society and culture often applaud a bigmonetary gift, but God upholds the sacri-fice of anyone with a rich faith. Thissession’s Scripture passage depicts Jesusas he watches an old widow give nearlyeverything she has. Many others gavemore in quantity that day but not asmuch in faith.
We must see the need to give sacrifi-cially, that is, to give until it hurts. Thestretch of giving more requires faith.Most people today recognize the realitybut are fearful of attempting it. However,is faith real if it doesn’t take us anywherenew?
Seek UnderstandingWhat do these Scripturesmean? Jesus carefully
observed the actions in theouter area of the temple. The
Hebrew mindset was that God favored therich. The people gave so the blessingswould continue to flow. We might ques-tion whether the giving would haveceased altogether with the onset of partic-ularly bad times.
The focal point of this Scripture is anelderly widow who placed in the collec-tion box what was likely the smallest giftof the day. Her gift of two small coinswould not have kept the temple running.However, Jesus praised her gift as huge,not in the amount, but in the sacrifice.She gave all she had. How would she eat?How would she pay taxes? Her faith inGod led her to give all she had as a contri-bution. With little regard for the future insocietal terms, she took a bold step,giving until it genuinely hurt. Jesuscommended her faith and calls us tofollow her example.
Lesson Teaching Guide
GIVING THAT
SHOULD HURTLuke 21:1-4
4
Teaching Guide 19
ResourcesMichael Durall, “Why Stewardship Is a ConstantStruggle,” Net Results, November–December(Lubbock TX: 2001).
Leonard Sweet, Soul Salsa (Grand Rapids:Zondervan, 2000).
My Teaching Plan
Introduction: Giving is a given for believers.
I. The rich and the poor give (21:1).
II. The widow gave with seemingly noregard for the future (21:2).A. Obstacles to sacrificial givingB. Defining faith in new ways
III. The rich gave what they didn’t need(21:4).
Conclusion: We are to examine our giving in light of what we give and also what we keep.
Offer IllustrationHow can I help learners think about the issues?
❍ A 180 on GivingLeonard Sweet believes the Greek wordnormally translated “steward” is bettertranslated as “trustee.” The belief thatwhat we give actually belongs to usprovides a slippery slope to selfishness.The knowledge that we are simplytrustees of all we have been blessed withfrees us to receive ninety percent fromGod (53).
Questions➤ What do you think of Sweet’s view of
being a trustee as opposed to asteward?
➤ How might being a trustee affect yourspiritual life?
➤ In what ways would the kingdom ofGod be affected by this shift in think-ing?
❍ The Camel and the NeedleIn the aftermath of his conversation witha rich young man who had inquired aboutsalvation, Jesus said, “Again I tell you, it iseasier for a camel to go through the eye ofa needle than for someone who is rich toenter the kingdom of God” (Mt 19:24).
Questions➤ Why do riches and material wealth
make it difficult to have complete faithin God?
➤ Wealth does not negate faith in God.What do you think Jesus meant by hisstatement in Matthew 19:24?
20 Lesson 4
DiscussionHow do I lead learners to dialogue about the session?
❍ Seed MoneyThere is an old joke about a man whospoke to a church congregation oneSunday morning at the pastor’s request.The man stood in the pulpit and told howhe was once nearly destitute, his familywas preparing to leave him, and creditorswere ready to repossess what little he had.At that time, the man made a bargainwith God, giving everything he had as atithe, a “seed.” The man told the congrega-tion that from that seed, he now owns thebusiness he once worked for, has amansion for a home, and vacations wher-ever he chooses. All this is now hisbecause of his willingness to give every-thing to God. The man walked from thepulpit to sit beside an elderly woman whowas a long-time member of the congrega-tion. She leaned over to him and said in aquiet voice, “I dare you to do it again.”
Questions➤ Do we give in order to get?➤ How do you understand giving as a
response to God’s graciousness?➤ What do you think motivates most
givers?
QuestionsQuestions about Scripture➤ How might you interpret these verses
with today’s economy in mind?➤ What are other biblical examples of
people who gave in profound ways?➤ What might Jesus have been implying
concerning our responsibility to thosewho are poor?
Questions for All Adults➤ What is the difference between a
trustee and a steward?➤ What is your understanding of
sacrificial giving?➤ How might churches better teach stew-
ardship?Questions for Mature Adults➤ Do you think it is easier for adults over
age fifty to tithe?➤ What are spiritual reasons why
someone older may be more apt totithe?
Questions for Younger Adults➤ What is the scariest part about tithing
at your age or life station?➤ Think of things that would have to
change in your life if tithing were tobecome regular. Over the long term,would these changes be positive ornegative?
Questions for Adults with Children➤ At what age do you think it is good to
begin teaching children about moneyand stewardship?
➤ As parents, we are trustees of our chil-dren. Does this alter your views onstewardship in other facets of life? If so,how?
Teaching Guide 21
22 Lesson 4
Involve LearnersHow can I lead learners to explore the session together?
❍ Steward and TrusteeMost of us have jobs, serve on a commit-tee, or even use items that belong tosomeone else. In each of these scenarios,we are stewards, trustees. Ask the group,“When you are at work, in committeemeetings, or using someone else’s prop-erty, what responsibilities must youconsider with the available resources foryour job, committee, or personal use?”Give the group time to generate answers,and write their responses on the board.
Questions➤ Why are these responsibilities
important?➤ What would happen if you failed to live
up to your responsibilities?➤ How is your role in these scenarios like
that of a steward or trustee?➤ What would happen if you considered
yourself a steward or trustee of allthings in your life? How might youlook at the world and your neighborsdifferently? Would you be more or lessinclined to share?
❍ Fifty CentsGive every person in your group fiftycents. If you have a large group, you mayneed financial assistance in supportingthis activity. Tell the group that themoney in their hands is God’s moneygiven by others. Their job is to spend thefunds wisely and gracefully to accomplishGod’s calling. They can give the money tothe church or use it for a ministry idea.Whatever they do with it, encourage themto use it for God.
Form small groups to brainstormpossibilities for how they can use theirfunds (or save them) to accomplish God’smission. After five to eight minutes, askfor reports to the large group and discussthe ideas they generate. Ask, “Is it hard to
have so little to spend? Could you domore if you had been given more? Whatdoes this exercise tell you about ourchurch budget?”
Finally, encourage the group to putthis money to use this week. When yougather again, ask them how they usedtheir money. Everyone will look forwardto hearing how the funds were put towork.
ClosureHow do I lead learners to respond?
❍ Week’s CallingRead aloud the following benediction. Askthe group to meditate on the words astheir calling for the week.
Depart now into the fellowship of Godwith this calling: “Whatever is true, what-ever is honorable, whatever is just,whatever is pure, whatever is lovely, what-ever is gracious, if there is any excellence,if there is anything worthy of praise, thinkon these things. What you have learnedand received and seen in Christ, do thosethings, and the God of peace will be withyou.”
