I TEACH ONE THING; THE TRUTH OF SUFFERING AND THE END OF SUFFERING. Siddhartha Gautama. The Buddha. B u d d h i s t M e d i ta t i o n Services

Size: px
Start display at page:

Download "I TEACH ONE THING; THE TRUTH OF SUFFERING AND THE END OF SUFFERING. Siddhartha Gautama. The Buddha. B u d d h i s t M e d i ta t i o n Services"

Transcription

1 I TEACH ONE THING; THE TRUTH OF SUFFERING AND THE END OF SUFFERING. Siddhartha Gautama The Buddha B u d d h i s t M e d i ta t i o Services

2 Buddhist Service Leader: Welcome. Let us begi Buddhist meditatio service ad bow i reverece to the Three Treasures: the Buddha (rig bell, all bow) the Dharma (rig bell, all bow) the Sagha (rig bell, all bow) Leader: Fortuate it is to be bor ito huma life, Now we are livig it. Rare is it to ecouter the Teachigs of the Buddha, Now we hear it. If we do ot have Faith ad seek the Truth of the Dharma i this life, i what life shall we fid it? Let us reveretly take refuge i the Three Treasures of the Truth. All repeat 3 times: I take refuge i the Buddha I take refuge i the Dharma I take refuge i the Sagha I take refuge i the Buddha I take refuge i the Dharma I take refuge i the Sagha I take refuge i the Buddha I take refuge i the Dharma I take refuge i the Sagha

3 The Four Noble Truths All: I uderstad there is sufferig i life. I uderstad there are causes for all sufferig. I uderstad there is a fial state of o sufferig. I uderstad there are paths to overcome sufferig ad the way to overcome sufferig is by followig the Noble Eightfold Path. The Noble Eightfold Path Goig aroud the circle, each sagha member reads oe of the factors of the path: I shall see thigs as the are - Right View I shall be coscious of my itetios - Right Itetio I shall speak truthfully ad with compassio - Right Speech I shall act uselfishly - Right Coduct I shall live hoestly - Right Livelihood I shall follow the teachig of the Buddha with patiece - Right Effort I shall cultivate awareess i the preset momet - Right Midfuless I shall stregthe midfuless through meditatio - Right Cocetratio - 1 -

4 The Five Precepts Leader: The Five Precepts are the basis for a happy life. They have the capacity to protect life ad to make it beautiful ad worth livig. They are also the door that opes to elightemet ad liberatio. Please liste to each precept, ad aswer Yes siletly every time you see that you have made the effort to study, practice ad observe it. Leader: The First Precept - Kidess ad Compassio I strive to practice ot killig or harmig other livig beigs. Sagha: Aware of the sufferig caused by the destructio of life, I strive to cultivate compassio ad lear ways to protect the lives of people ad all livig beigs. I am determied ot to kill or harm others, ot to let others kill or harm others, ad ot to codoe ay act of harm i the world, i my thikig, ad i my way of life. Leader: This is the first of the Five Precepts. Have we each made the effort to study ad practice it durig the past (week, two weeks or moth)? Pause to reflect ad reply siletly. Leader rigs bell. Leader: The Secod Precept - Geerosity ad No-Attachmet I strive to practice takig oly what is freely give. Sagha: Aware of the sufferig caused by exploitatio, social ijustice, stealig ad oppressio, I strive to cultivate lovig kidess ad lear ways to work for the well-beig of all livig beigs. I strive to practice geerosity by sharig my time, eergy ad material resources with those who are i real eed. I am determied ot to steal ad ot to possess aythig that should belog to others. I will respect the property of others, ad I will prevet others from profitig from huma sufferig or the sufferig of other species o earth. Leader: This is the secod of the Five Precepts. Have we each made the effort to study ad practice it durig the past (week, two weeks or moth)? Pause to reflect ad reply siletly. Leader rigs bell. Leader: The Third Precept - Restrait I strive to practice resposible sexual coduct. Sagha: Aware of the sufferig caused by sexual miscoduct, I strive to cultivate resposibility ad lear ways to protect the safety ad itegrity of idividuals, couples, families ad society. I am determied ot to egage i sexual relatios that cause harm to others. I will do everythig i my power to protect others from sexual abuse. Leader: This is the third of the Five Precepts. Have we each made the effort to study ad practice it durig the past (week, two weeks or moth)? Pause to reflect ad reply siletly. Leader rigs bell

5 Leader: The Fourth Precept - Hoesty ad Truthfuless I strive to practice speakig truthfully. Sagha: Aware of the sufferig caused by umidful speech ad the iability to liste to others, I strive to cultivate lovig speech ad deep listeig i order to brig joy ad happiess to others ad relieve others of their sufferig. Kowig that words ca create happiess or sufferig, I strive to lear to speak truthfully usig words that ispire self-cofidece, joy ad hope. I am determied ot to spread ews that I do ot kow to be certai ad ot to criticize or codem thigs of which I am ot sure. I will refrai from utterig words that ca cause divisio or discord, or that ca cause the family or the commuity to break. I will make every effort to recocile ad resolve all coflicts, however small. Leader: This is the fourth of the Five Precepts. Have we each made the effort to study ad practice it durig the past (week, two weeks or moth)? Pause to reflect ad reply siletly. Leader rigs bell. Leader: The Fifth Precept - Health ad Midfuless I strive to protect my metal health through midful cosumptio ad to avoid itoxicats. Sagha: Aware of the sufferig caused by umidful cosumptio, I strive to cultivate good health, both physical ad metal, for myself ad others by practicig midful eatig, drikig, ad cosumig. I order to safeguard my mid ad cultivate awareess ad clarity of mid, I strive to igest items to preserve peace, well-beig ad joy i my body, i my cosciousess, ad i the collective body ad cosciousess of my commuity. I am determied ot to use ay items that cotai toxis, such as may be foud i certai TV programs, magazies, books, films ad coversatios. I will work to trasform violece, fear, ager ad cofusio i myself ad i society by practicig Dharma, for myself ad for society. I uderstad that practicig Dharma is crucial for self-trasformatio ad for the trasformatio of society. Leader: This is the fifth of the Five Precepts. Have we each made the effort to study ad practice it durig the past (week, two weeks or moth)? Pause to reflect ad reply siletly. Leader rigs bell. Leader: We have recited the Five Precepts, the foudatio of happiess for the idividual, the family, ad society. We should recite them regularly so our study ad practice of the precepts ca deepe withi us day by day. Hearig the bell, please bow three times to the Three Treasures to show your gratitude. Bell - bow i silece to the Buddha Bell - bow i silece to the Dharma Bell - bow i silece to the Sagha - 3 -

6 Takig Refuge We take refuge, or shelter, i what has traditioally bee called the Three Jewels i order to establish a foudatio of trust ad respect from which our practice ca grow. To take refuge i the Buddha is to remember that the Buddha was a huma beig, like us, who through his ow efforts became fully awake. He persoifies the potetial for wisdom ad compassio each of us ca experiece. To take refuge i the Dharma is to see the truth of how life lawfully ufolds through the teachigs ad practices taught by the Buddha. To take refuge i the Sagha is to seek the support of the commuity of people who share Buddhist practice. This icludes our priso Sagha ad the millios of other practitioers, as well as wise ad compassioate people i our lives ad i the world. May of the reflectios i Buddhist services are spoke three times. This is because the origial discourses of the Buddha were memorized ad ot writte dow. Traditioally, umerous recitatios was the method of settig these statemets firmly i the mid. Meaig of the 4 Noble Truths Rather tha focusig o metaphysical questios such as the origi of the uiverse, the cocept of God the Buddha addressed the practical issue of What is the basic problem with life that causes distress, ad how ca it be fixed? He used the medical model of makig a diagosis (1st truth), describig the cause (2d truth), givig the chaces for recovery (3rd truth), ad prescribig treatmet (4th truth). The First Noble Truth is the reality of the sufferig we brig o ourselves by the behavior ad attitudes we choose to act o. The First Noble Truth icludes the sufferig we create i how we respod to physical ad emotioal pai ad other challeges i our lives. The Secod Noble Truth is the reality of the origi of this sufferig: cravig. Whe we react to life with aversio or cligig, justificatio or codematio, we add complicatios ad additioal sufferig to our lives. The Third Noble Truth is the reality of the possibility of the ed of this additioal sufferig. This is the good ews of Buddhism. The Fourth Noble Truth is the reality that the cessatio of this additioal sufferig ca be attaied through observace of the Noble Eightfold Path

7 The Three Traiigs ad The Noble Eightfold Path The Buddha s teachigs are practical ad aimed directly at the goal of edig sufferig i our lives. To achieve this goal the Buddha taught three traiigs: ethical coduct, meditatio practice, ad isight, or seeig thigs as they really are. These three traiigs are divided ito the eight areas of practice The Noble Eightfold Path. TRAINING Ethical Coduct Meditatio Practice Wisdom Practice NOBLE EIGHTFOLD PATH FACTOR Right Speech Right Coduct Right Livelihood Right Effort Right Midfuless Right Cocetratio Right View Right Itetio The Five Precepts Ethical coduct i Buddhism does ot advocate uquestioig obediece of rules ad regulatios. The Precepts are cosidered traiig tools which are a aid i remidig each of us to pay attetio to our motivatios ad actios i daily life. Midfuless of daily life situatios is the key to begiig to see where we are off track. The Precepts are guidelies to help us develop effective habit patters for a calmer ad happier life. Practicig the Precepts meas that we study how we ca follow them i our daily lives ad the pay attetio to the effects i how we feel, thik ad act. May prisoers make observig the precepts a primary focus of their practice. It is the practice of midfuless ad awareess i everyday life

8 Meditatio Practice Before embarkig o a meditatio practice it is useful to reflect o your reasos for watig to meditate. Cultivatig a regular practice of meditatio requires a commitmet of time ad eergy. Although most people fid immediate ad log-term beefits to meditatio, there ca also be periods of difficulty, paiful isights ad boredom. You will also otice sigificat iteral ad exteral chages i your life resultig from meditatio practice. Most people who ivest the time i developig the skill of meditatio fid it a highly worthwhile edeavor. The followig is a list of some of the beefits of meditatio. It is importat to kow that ot everyoe experieces all of these beefits. 1) improves physical ad metal health 2) improves cocetratio ad memory 3) allows us to be kider to ourselves ad others 4) reduces stress, fear, ad axiety 5) reduces chroic pai ad helps i copig with chroic ailmets 6) improves coectivity to family ad frieds 7) provides a belief system ad a blueprit for livig that may people fid comfortig ad skillful 8) shifts the focus from a chaotic ad umaageable exteral world towards a peaceful ad stable iteral oe 9) promotes self-awareess ad self-acceptace 10) reduces isomia, helpig people to sleep more deeply, ad to require less sleep 11) icreases oe s appreciatio for life

9 The meditatio process asks you to egage your experiece i a ew, direct, o-judgmetal way. The emphasis is o uderstadig your experiece at a body-based, sesatio-based level rather tha a coceptualizig, metal-cetered level. Meditatio is ot about learig how to avoid, suppress, maage, cope with, or merely tolerate what is difficult i our lives. It is about learig how to eter ito a ew relatioship with what our mids tell us is problematic. It is about learig how to egage what is troublig, cofusig, ad paiful i our lives. It is about learig how to live with what we perceive as adversity ad still feel well, whole, ad healthy. This is oe of the true gifts of a meditatio practice, because there are may realities i our lives that we caot avoid or chage. I additio to attedig the weekly Buddhist Services i the chapel, you are ecouraged to establish a daily meditatio practice. This may require creativity ad determiatio. Fid a time whe there is the least amout of oise ad distractio i your cell. Some imates have foud ear plugs helpful. Begi with 10 miutes ad evetually work up to 30 or 40 miutes. Ideally, you wat to have a upright posture while meditatig. You ca either sit o the edge of your bed or create a floor cushio from blakets. If there is o possibility of sittig upright, the meditate lyig dow. Sice it is very easy to fall asleep this way, raise ad lower oe arm throughout the meditatio. Have the arm at your side, bedig the elbow to raise ad lower the forearm. Oce you have established your posture, put your attetio o your breath. Take a few deep breaths, exhalig fully. The let your breath settle ito its atural rhythm. Sit still ad keep your focus o your breath. Whe your attetio waders, brig it back to the breath agai ad agai ad agai. Whe you otice your mid racig with thoughts, emotios, or sesatios, make a simple ote of what is happeig i the mid ad simply retur to your breath comig i ad out of the ostrils, or the rise ad fall of the chest or abdome. So-called good or bad thoughts are all the same - you could be havig a thought about hittig someoe or about playig with a puppy - all are just thoughts. Trai your mid like this ad you will soo realize that you do t eed to act o every thought that appears. You ll see that thoughts come ad go ad you do t eed to latch o to them or make a big deal out of them. Thoughts are atural. They arise like clouds i the sky ad slowly drift from view

10 Midfuless Midfuless is a skill that ca be itetioally developed ad usefully applied to every aspect of our lives. It is o-judgmetal, preset-momet awareess. This is a quality of attetio that is based i the preset momet that is free from iterpretatios, commetaries, judgmets, memories, plaig, ad the graspig or avoidace that we usually brig to our experiece. Usig midfuless we coect with our bare experiece ad are attetive to the costat chage occurrig i each momet. We to lear to become free from our usual habitual reactivity i order to experiece ad to be preset for whatever is happeig with a calm, balaced mid. We begi to have a choice about our actios ad this brigs freedom. The most challegig aspect of practicig midfuless is to remember to do it. Like ay skill (such as playig a sport or musical istrumet), developig midfuless requires practice. As with all skills, the results obtaied are proportioal to the amout of effort ivested. Here are some ways to work o developig midfuless: Be a Witess to Your Ow Mid. Make a habit of checkig i ad witessig the thoughts that pop up throughout your day. Stop ad otice that you are thikig before you act. Remember, do t believe everythig you thik! If you recogize that your thoughts are ot peaceful - stop, look at the thought like a witess ad pause. Trai your mid to see what kid of thoughts lead to differet kids of actios. The more you do this, the more you will realize the cause ad effect reality of what happes whe you impulsively act o your thoughts. Thoughtfuless will begi to replace reactivity. Remember to Pause. A example of pausig may be a itese coversatio. Stop, take a deep breath, ad focus o the preset momet. These ordiary gaps will help grow your disciplie ad will help you relax i the momet. Notice Body Tesio. Develop a habit to stop several times a day ad check for physical tesio. Sca your body for tese areas. Siletly tell the tese muscle to relax. Take a few deep breaths as you do this. Grow Everyday Awareess. Durig the day, otice how you eat food, how fast or slow you walk, how fast you talk, how you hold your body, etc. Every time you brig your attetio to what you are doig i the preset momet, your midfuless ad awareess will grow

11 Movemet Meditatio BENEFITS OF MOVEMENT MEDITATION The Buddha said there are four positios for meditatio: sittig, stadig, walkig ad lyig dow. I otherwords, ay positio or activity is a opportuity to practice midfuless. I our priso saghas, we ofte do qigog, yoga or walkig meditatio together. Movemet prior to sittig meditatio has may beefits. Here are a few you might keep i mid: - It is sometimes much easier, especially whe you are just startig a meditatio practice, to be midful of large movemets rather tha the smaller more subtle movmet of the breath. Qigog, yoga ad walkig are great opportuities to practice stayig aware of just movemet without goig ito the past or the future. The body ca oly stay i the preset! - Movemet brigs calmess ad quietude to the body AND to the mid. The body ad mid are itimately coected ad whe our body is calm, the mid follows. - Our bodies were built to move. I our Wester culture, we igore the eeds of our bodies to the detrimet of our health. Movemet brigs a sese of well-beig ad appreciatio of the body s ability to support our efforts. WALKING MEDITATION Walkig meditatio is a traditioal method for practicig midfuless while movig. Durig walkig mediatio focus o movemet of the feet. Whe you otice you are lost i thought, simply brig your attetio back to your feet ad their movemet. You do t eed to look at your feet simply be aware of how your feet feel oe step at a time as they lift ad move through the air. Heel, sole, toe, heel, sole, toe. I particular, pay attetio to the actio of the foot touchig the groud, ad the sesatios of cotact with the earth. Experiece each step as it happes. Keep your posture upright, alert, ad relaxed. Keep your eyes ope, cast dow, ad slightly ahead. Experimet with how fast to walk. Fid the pace where you feel most preset ad aware. You ca do this i a way that does ot draw attetio to you. No oe will kow that you are meditatig

12 Who Was the Buddha? The Buddha was bor a price i Lumbii, Nepal i the foothills of the Himalayas. The date of his birth is approximately 480 BCE. He was a member of the Sakya cla, oe of may clas located i orther Idia (ow Nepal.) His father, Suddhodaa, was the tribal chief of the cla. His mother was amed Maya. Maya died shortly after the Buddha s birth. He was give the ame Siddhartha Gautama. His father assumed that he would follow i successio as the Sakya tribal chief. A astrologer predicted that Siddhartha would become either the chief of the Sakya cla or a spiritual seeker who would oe day leave his father s kigdom. We are told that he was a very hadsome, athletic ad charismatic perso ad his father did all he could to keep Siddhartha happy ad satisfied. His father ad step-mother raised him i a state of luxury, ad kept all disturbig elemets of life away from him, i the hopes that he would become satisfied with all the fie thigs ad pleasure provided to him. It was ot to be. At the age of 16, as was the custom i Idia, he was married to his wife Yasodhara. Yet, eve with everythig that a huma could possibly wat, he felt a spiritual yearig that the luxurious life he lived did ot satisfy. At 29, shortly after the birth of his so, he took a pivotal jourey outside the tribal affluece to which he was accustomed. He ecoutered what are called the Four Messegers. He saw a old, frail ma; a emaciated ma sufferig from a advaced disease; ad a grievig family carryig the corpse of oe of their ow to a crematio site. Accordig to the leged, these sights which foretell what is i store for all of us paied him deeply. He the saw a religious, reclusive medicat who appeared calm ad seree. These four messegers motivated

13 him to follow the path of a waderig medicat ad fid a spiritual solutio to the problems brought about by beig bor as a huma He left his family ad privileged lifestyle to pursue a life of homelessess. His search for truth led to seve years of practice with various teachers who taught a variety of methods for trascedig the body. They believed this was the method which took us beyod huma sufferig. These methods brought relief for awhile, but did ot brig permaet happiess. Siddhartha determied that he would sit ad meditate for as log as it took to realize complete freedom from greed, aversio ad delusio the three poisos that make life so difficult. Oe ight I 445 BCE, at the age of 35, he was seated udereath a large tree later kow as the Bodhi tree i Bodhgaya Idia. At log last, he saw the path that should be followed, ad wet beyod sufferig. He achieved Nirvaa. He called this path the Four Noble Truths. Siddhartha Gautama became The Buddha, which meas Awakeed Oe. The Buddha iitially could ot decide whether to teach the Dharma (Truth) to the people livig i his time. He kew it was goig agaist the stream of how people live their lives ad he thought very few would uderstad his discovery. His Middle Way wet agaist the prevailig attitude towards life which ofte ecouraged gratifyig all sese desires ad deyig the impermaece of all pheomea. Fortuately, he determied that there were some people who had just a little bit of dust i their eyes ad would uderstad his profoud isights. He taught that a ucoditioed happiess could be achieved by followig the steps he laid out. Thousads of people followed him ad practiced his teachigs ad became elighteed which meas to wake up. After fortyfive years of teachig, the Buddha died i a small tow amed Kusiagara, at the age of 80. His fial words were: Be a lamp uto yourselves. Strive with diligece. The Buddha was ot a god ad did ot rely o a god. He said that he was awake ad what he accomplished could be achieved by ayoe who was sicere ad resolute i his or her practice. We have all had momets of clarity i our lives whe for a momet perhaps loger we were free. The Buddha s teachigs expad o these experieces ad with midful practice, we become permaetly free ad leave all sufferig behid

14 The Buddha s Words o Kidess (Metta Suttra) This is what should be doe by oe who is skilled i goodess, ad who kows the path of peace. Let them be able ad upright, straightforward ad getle i speech, humble ad ot coceited, coteted ad easily satisfied. Uburdeed with duties ad frugal i their ways, peaceful ad calm, ad wise ad skillful. Not proud ad demadig i ature. Let them ot do the slightest thig that the wise would later reprove. Wishig i gladess ad i saftey, may all beigs be at ease. Whatever livig beigs there may be, whether they are weak or strog, omittig oe. The great or the mighty, medium, short or small, the see ad the usee, those livig ear ad far away, those bor ad to-be-bor May all beigs be at ease! Let oe deceive aother, or despise ay beig i ay state. Let oe through ager or ill-will wish harm upo aother. Eve as a mother protects with her life her child, her oly child, so with a boudless heart should oe cherish all livig beigs radiatig kidess over the etire world. Spreadig upwards to the skies, ad dowwards to the depths, outwards ad ubouded, Freed from hatred ad ill-will. Whether stadig or walkig, seated or lyig dow, free from drowsiess, oe should sustai this recollectio. This is said to be the sublime abidig. By ot holdig to fixed views, the pure-hearted oe, havig clarity of visio, beig freed from all sese desires, Is ot bor agai ito this world

15 Q/A About Buddhism IS BUDDHISM A RELIGION? The Buddha developed a method for the alleviatio of sufferig, based o scietific priciples ad ultimate truths that we ca kow for ourselves. These priciples, truths, ad the practices that brig our lives ito harmoy with these truths is called the Dharma. For Buddhists the Dharma is their religio because it provides ultimate meaig, purpose, ad guidace for the way they live their lives. DO BUDDHISTS BELIEVE IN GOD? OR A BUNCH OF GODS? The Buddha did ot address the cocept of god, leavig that reality to each idividual to defie for him or herself. His cocer was the elimiatio of sufferig i this lifetime. WAS THE BUDDHA A REAL PERSON? IS HE A GOD? The historical Buddha was amed Siddhartha Gautama. He was ot a god. He taught that what he achieved could be achieved by ay sicere practitioer. I AM A (CHRISTIAN, MUSLIM, ETC). I THINK IT MAY BE WRONG FOR ME TO COME HERE. WHAT DO YOU THINK? People of all faiths ad of o faith, ca be foud at Buddhist services ad retreats. All are welcome. Buddhism is ot cocered with covertig people to Buddhism. Rather, Buddhism s primary purpose is to alleviate sufferig, both i oeself ad i our social relatioships. If o sufferig is beig caused, Buddhism has o issue with what religio people belog to or what religious beliefs they hold. WHAT DO BUDDHISTS THINK OF JESUS? MOHAMMED? Buddhists have reverece for all beigs who follow a path of wisdom ad compassio. The core teachigs of Jesus ad Mohammed emphasize these qualities. DO BUDDHISTS BELIEVE IN HEAVEN? HELL? Heave ad hell i Buddhist philosophy are ot the same places as evisioed i Christiaity. Most Buddhists believe both are a state of mid. Either of these ca be experieced ad/or alleviated i this lifetime. DO BUDDHISTS BELIEVE IF YOU ARE BAD OR HAVE BAD KHARMA, YOU WILL BE REBORN A WORM OR A FLY? Karma is simply the law of cause ad effect. Rebirth as a theory is a result of past karma. For a perso to be bor as a huma i this lifetime is a result of good karma i the past. Depedig o what oe does with this opportuity of huma life causes the creatio of helpful or harmful karma. ARE BUDDHISTS VEGETARIANS? The Buddha s first precept states, Do ot kill or harm livig beigs. May Buddhists iterpret that as followig a vegetaria lifestyle. Others do ot. I some cultures, such as Tibet, followig a vegetaria lifestyle is impossible. DO BUDDHISTS HAVE/DEVELOP PSYCHIC POWERS? IF I MEDITATE ENOUGH WILL I DEVELOP PSYCHIC POWERS? To become obsessed with psychic powers creates a attitude that keeps a perso i a state of sufferig. Buddhist teachers discourage practitioers from ay pursuit of uusual powers. Whe a perso is truly liberated such a pursuit is either desired or eeded

16 Famous Quotatios from the Buddha Do ot believe i aythig simply because you have heard it. Do ot believe i aythig simply because it is spoke ad rumored by may. Do ot believe i aythig simply because it is foud writte i your religious books. Do ot believe i aythig merely o the authority of your teachers ad elders. Do ot believe i traditios because they have bee haded dow for may geeratios. But after observatio ad aalysis, whe you fid that aythig agrees with reaso ad is coducive to the good ad beefit of oe ad all, the accept it ad live up to it. ~ Kalama Sutra We are shaped by our thoughts; we become what we thik. Whe the mid is pure, joy follows like a shadow that ever leaves. ~ The Dhammapada As a solid rock is ot shake by the wid, eve so the wise are ot ruffled by praise ad blame. ~ The Dhammapada Coquer ager by o-ager. Coquer evil by good. Coquer miserliess by liberality. Coquer a liar by truthfuless. ~ The Dhammapada Never ideed is hatred stilled by hatred; it will oly be stilled by o-hatred this is a eteral law. ~ Kakacupama Sutta I exhort you: All compouded thigs are subject to vaish. Strive with earestess! ~ Paraibbaa Sutta

LESSON 2: SHARE THE WORD. COMMENTARY / This portion of the lesson is for the leader s personal study.

LESSON 2: SHARE THE WORD. COMMENTARY / This portion of the lesson is for the leader s personal study. LESSON 2: SHARE THE WORD Key Scriptures: Joh 1:29-51, Joh 17:1-8 Memory Verse: Now this is eteral life: that they may kow you, the oly true God, ad Jesus Christ, whom you have set. Joh 17:3 COMMENTARY

More information

While most fifth- and sixth-graders aren t in a position to make big life decisions,

While most fifth- and sixth-graders aren t in a position to make big life decisions, Lesso 10 91 Philip Tells the Ethiopia About Jesus Acts 8:26-40 While most fifth- ad sixth-graders are t i a positio to make big life decisios, they re ofte makig decisios that feel big to them. They re

More information

Being accepted by their peers and included in the group is very important to thirdand

Being accepted by their peers and included in the group is very important to thirdand LESSON WHAT CHILDREN DO SUPPLIES EASY PREP 1 Gettig Started 2 Bible Exploratio God Gives the Te Commadmets (Part 2) How I Treat Others (about 10 mi.) Play a game, ad talk about how they treat others. At

More information

Third- and fourth-graders often know a great deal about Jesus but may not feel they

Third- and fourth-graders often know a great deal about Jesus but may not feel they Jesus Grows Up Luke 2:39-52 Lesso 5 49 Third- ad fourth-graders ofte kow a great deal about Jesus but may ot feel they have much i commo with God s So. Oe reaso is that we kow so little about Jesus childhood

More information

Many first- and second-graders are afraid of the dark. For them, there s a connection

Many first- and second-graders are afraid of the dark. For them, there s a connection 17 God Dwells With Us Joh 1:1-14 May first- ad secod-graders are afraid of the dark. For them, there s a coectio betwee darkess ad fear, ad there s a coectio betwee light ad a feelig of relief ad assurace.

More information

COMMENTARY / This portion of the lesson is for the leader s personal study.

COMMENTARY / This portion of the lesson is for the leader s personal study. LESSON 4: TEACH THE WORD Key Scriptures: Joh 17:13-17; Matthew 13:23, 34-36; Mark 10:17-34; Matthew 24:1-14; Joh 11:1-44 Memory Verse: I have give them Your Word ad the world has hated them, for they are

More information

Four Friends Help a Paralyzed Man Mark 2:1-12

Four Friends Help a Paralyzed Man Mark 2:1-12 Lesso 12 123 Four Frieds Help a Paralyzed Ma Mark 2:1-12 H ow may third- ad fourth-graders believe that they ve doe wrog oly after they ve bee caught? Otherwise, they do t regard their wrog behavior as

More information

Third- and fourth-graders have a keen sense of fairness. The kids in your group may

Third- and fourth-graders have a keen sense of fairness. The kids in your group may Lesso 13 135 Jesus Teaches About Lovig Eemies Luke 6:27-38 Third- ad fourth-graders have a kee sese of fairess. The kids i your group may be quick to poit out a situatio that does t seem equitable especially

More information

Death seems far away to most teenagers. They may wonder why they ought to spend

Death seems far away to most teenagers. They may wonder why they ought to spend 29 Jesus Explais Eteral Life to Nicodemus Joh 3:1-17 Death seems far away to most teeagers. They may woder why they ought to sped time thikig about eterity whe they ve oly just begu life i the here ad

More information

Disciples Follow Jesus

Disciples Follow Jesus Lesso 8 83 Disciples Follow Jesus Mark 1:14-20 T hird- ad fourth-graders log to be part of a group. Beig part of a group brigs acceptace ad positive friedships. Use this lesso to teach childre about followig

More information

First- and second-graders haven t had enough life experience to know what it means

First- and second-graders haven t had enough life experience to know what it means Lesso 8 87 Disciples Follow Jesus Mark 1:14-20 First- ad secod-graders have t had eough life experiece to kow what it meas to follow Jesus. Oe of the ways childre gai life experiece is through observatio.

More information

Most first- and second-graders still think very highly of their parents. Dads and

Most first- and second-graders still think very highly of their parents. Dads and Lesso 9 97 Jesus Demostrates His Authority Mark 1:21-28 Most first- ad secod-graders still thik very highly of their parets. Dads ad moms are all-powerful, as far as youg childre are cocered. There is

More information

Third- and fourth-graders are very familiar with what it means to be kids. The thing

Third- and fourth-graders are very familiar with what it means to be kids. The thing Lesso 6 59 The Word Became Flesh Joh 1:1-18 Third- ad fourth-graders are very familiar with what it meas to be kids. The thig they may ot uderstad is just how much parets love their childre. They may feel

More information

Most third- and fourth-graders recognize the difference between right and wrong.

Most third- and fourth-graders recognize the difference between right and wrong. LESSON WHAT CHILDREN DO SUPPLIES EASY PREP 1 Gettig Started 2 Bible Exploratio God Gives the Te Commadmets (Part 1) What Rules? (about 10 mi.) Form 2 groups, ad make up somethig for the other group members

More information

Jesus Explains Eternal Life to Nicodemus John 3:1-17

Jesus Explains Eternal Life to Nicodemus John 3:1-17 Lesso 3 31 Jesus Explais Eteral Life to Nicodemus Joh 3:1-17 T hird- ad fourth-graders may ot fully uderstad death uless someoe close to them has died. Eve so, they do kow that everyoe, icludig them, evetually

More information

First- and second-graders are developing a strong sense of competition with others,

First- and second-graders are developing a strong sense of competition with others, Lesso 5 47 Joseph Dreams Disturbig Dreams Geesis 37:1-11 First- ad secod-graders are developig a strog sese of competitio with others, ot oly o the playgroud but at home as well. Use this lesso to help

More information

First- and second-graders are eager and ready to learn new things, and as they learn

First- and second-graders are eager and ready to learn new things, and as they learn Lesso 8 75 Paul Teaches About Spiritual Gifts 1 Corithias 12:4-27 First- ad secod-graders are eager ad ready to lear ew thigs, ad as they lear ew thigs they ofte come across ew abilities, gifts, ad talets.

More information

Your third- and fourth-graders are prone to temptation; in fact, few people are more

Your third- and fourth-graders are prone to temptation; in fact, few people are more Lesso 7 71 Sata Tempts Jesus Luke 4:1-13 Your third- ad fourth-graders are proe to temptatio; i fact, few people are more tempted tha kids this age. Professioals who have the best, latest techology available

More information

God Dwells With Us LESSON WHAT CHILDREN DO SUPPLIES EASY PREP. Bible, copy of the Living Sculptures handout (at the end of this lesson), scissors

God Dwells With Us LESSON WHAT CHILDREN DO SUPPLIES EASY PREP. Bible, copy of the Living Sculptures handout (at the end of this lesson), scissors Lesso 2 17 God Dwells With Us Joh 1:1-14 T hird- ad fourth-graders are begiig to grasp that people have depth. They ca uderstad that the people they meet thik, feel, ad act o their ow. It ca be very easy

More information

Fifth- and sixth-graders know well the idea of having heroes. They pick people to look

Fifth- and sixth-graders know well the idea of having heroes. They pick people to look Lesso 5 43 People Rejoice as Jesus Eters Jerusalem Mark 11:1-11 Fifth- ad sixth-graders kow well the idea of havig heroes. They pick people to look up to, ad they log to meet them, display posters of them,

More information

Trust is important to third- and fourth-graders. Therefore, it s important for kids to

Trust is important to third- and fourth-graders. Therefore, it s important for kids to 5 Prophets Foretell Jesus Comig Jeremiah 33:14-16 Trust is importat to third- ad fourth-graders. Therefore, it s importat for kids to kow that whe someoe makes a promise to them, they ca trust that the

More information

Fifth- and sixth-graders might not know much about courage, beyond comic books

Fifth- and sixth-graders might not know much about courage, beyond comic books Lesso 9 81 Peter Tells the Sahedri About Jesus Acts 4:5-14 Fifth- ad sixth-graders might ot kow much about courage, beyod comic books ad superhero movies. But there s a differece betwee holy courage ad

More information

Christmas is an exciting time for most third- and fourth-graders. Taking a vacation

Christmas is an exciting time for most third- and fourth-graders. Taking a vacation The So of God Is Bor! Luke 1:26-45; 2:1-20 Lesso 4 37 Christmas is a excitig time for most third- ad fourth-graders. Takig a vacatio from school, visitig relatives, shoppig, decoratig, ad eatig more goodies

More information

It s important to help middle schoolers distinguish between taking the gospel to the

It s important to help middle schoolers distinguish between taking the gospel to the 97 Peter Visits Corelius Acts 10:1-44 It s importat to help middle schoolers distiguish betwee takig the gospel to the world ad takig their ow culture to the world. It s temptig to thik that we simply

More information

Adults have relationship problems as often as and sometimes more often than

Adults have relationship problems as often as and sometimes more often than Lesso 9 83 Lot ad Abram Divide the Lad Geesis 13 s have relatioship problems as ofte as ad sometimes more ofte tha childre. Ayoe may have trouble relatig to a child, a spouse, a paret, a coworker, a eighbor,

More information

Third- and fourth-graders are old enough to understand the difference between right

Third- and fourth-graders are old enough to understand the difference between right Lesso 2 15 Zechariah Prophesies About Jesus Luke 1:68-79 Third- ad fourth-graders are old eough to uderstad the differece betwee right ad wrog. However, kids this age may ot completely uderstad the cocepts

More information

First- and second-graders are eager for more independence. In their quest for

First- and second-graders are eager for more independence. In their quest for Lesso 5 47 God Gives the Te Commadmets (Part 2) Exodus 19:16 20:21 First- ad secod-graders are eager for more idepedece. I their quest for idepedece, they may sometimes become defiat ad rebellious. While

More information

First- and second-graders have a special desire to know they re loved no matter

First- and second-graders have a special desire to know they re loved no matter 17 Zechariah Prophesies About Jesus Luke 1:68-79 First- ad secod-graders have a special desire to kow they re loved o matter what. It s commo for a child who s misbehaved to ask, Do you still love me?

More information

Jesus Calms a Storm LESSON WHAT CHILDREN DO SUPPLIES EASY PREP. Bible Truth Sleuth, CD player, pens Teacher Pack: CD

Jesus Calms a Storm LESSON WHAT CHILDREN DO SUPPLIES EASY PREP. Bible Truth Sleuth, CD player, pens Teacher Pack: CD Lesso 11 113 Jesus Calms a Storm Mark 4:35-41 A s third- ad fourth-graders are movig out of youg childhood ito middle childhood, fear for their persoal safety begis to declie. At this age, they re becomig

More information

Most first- and second-graders enjoy making new friends. They accept and welcome

Most first- and second-graders enjoy making new friends. They accept and welcome 53 Jesus Grows Up Luke 2:39-52 Most first- ad secod-graders ejoy makig ew frieds. They accept ad welcome people who are differet from themselves. They are at a very lovig ad agreeable stage of life. It

More information

Third- and fourth-graders love to share good news. They also care deeply for their

Third- and fourth-graders love to share good news. They also care deeply for their Lesso 10 105 Lydia Is Coverted Acts 16:9-15 Third- ad fourth-graders love to share good ews. They also care deeply for their frieds. As they realize that ot all people have heard God s message of salvatio,

More information

Students may feel either lost or pulled in many different directions either one

Students may feel either lost or pulled in many different directions either one 15 Isaac Marries Rebekah Geesis 24 Studets may feel either lost or pulled i may differet directios either oe leadig to cofusio. I additio, whe they seek to make importat decisios, the advice they ofte

More information

Third- and fourth-graders no longer see the world in strictly egocentric terms. Unlike

Third- and fourth-graders no longer see the world in strictly egocentric terms. Unlike Lesso 3 25 Jesus Explais Why God Set Him Joh 3:12-21 Third- ad fourth-graders o loger see the world i strictly egocetric terms. Ulike very youg childre, they kow that the world really does t revolve aroud

More information

Third- and fourth-graders are now aware of things they didn t even know existed

Third- and fourth-graders are now aware of things they didn t even know existed Lesso 9 93 God Protects Moses Exodus 1:1 2:10 Third- ad fourth-graders are ow aware of thigs they did t eve kow existed a year or two ago. It ca be scary for kids to realize that thigs such as beig abadoed,

More information

First- and second-graders love birthday parties. They especially enjoy watching the

First- and second-graders love birthday parties. They especially enjoy watching the Lesso 3 27 Jesus Is Bor Luke 1:26-38; 2:1-20 First- ad secod-graders love birthday parties. They especially ejoy watchig the birthday child ope the presets they brought. I order to direct your kids mids

More information

Jesus Tells About the Good Samaritan Luke 10:25-37

Jesus Tells About the Good Samaritan Luke 10:25-37 Lesso 5 53 Jesus Tells About the Good Samarita Luke 10:25-37 T hird- ad fourth-graders ca uderstad that God loves them ad loves other people, too. They also uderstad practical ways to show their frieds

More information

An Angel Appears to Joseph

An Angel Appears to Joseph Lesso 2 17 A Agel Appears to Joseph Isaiah 7:13-14; Matthew 1:18-25 T hird- ad fourth-graders are t as trustig as youger childre. As they grow older, kids fid that adults ca sometimes disappoit them. Maybe

More information

First- and second-graders have many fears. Some children fear losing a parent or

First- and second-graders have many fears. Some children fear losing a parent or Lesso 13 135 Jesus Heals the Blid Ma Mark 10:46-52 First- ad secod-graders have may fears. Some childre fear losig a paret or other relative. Others are afraid of the dark or imagiary mosters. These fears

More information

First- and second-graders have no trouble believing in things they can t see, even if

First- and second-graders have no trouble believing in things they can t see, even if Lesso 11 109 Joshua Seds Spies to Jericho Joshua 2:1-24 First- ad secod-graders have o trouble believig i thigs they ca t see, eve if they ca t completely uderstad spirituality. The example of Rahab s

More information

Young children are just beginning to develop friendships with other children. Playing

Young children are just beginning to develop friendships with other children. Playing Lesso 7 75 Peter ad Adrew Meet Jesus Joh 1:35-42 Youg childre are just begiig to develop friedships with other childre. Playig at the park with a fried, goig to a birthday party, ad just seeig a fried

More information

First- and second-graders are discovering a new independence but need to know

First- and second-graders are discovering a new independence but need to know Lesso 1 5 Prophets Foretell Jesus Comig Jeremiah 33:14-16 First- ad secod-graders are discoverig a ew idepedece but eed to kow that Mom, Dad, or other caregivers are still there to help ad protect them.

More information

LESSON 3 Embrace Christ s Mission Key Text: John 15:1-17

LESSON 3 Embrace Christ s Mission Key Text: John 15:1-17 LESSON 3 Embrace Christ s Missio Key Text: Joh 15:1-17 Itroductio Over the last two weeks, we have bee studyig the Parable of the Vie i Joh 15:1-17. I this passage, we fid a illustratio that Christ gave

More information

For preschoolers, families are the gatekeepers of how they experience the world

For preschoolers, families are the gatekeepers of how they experience the world Lesso 6 67 The Word Became Flesh Joh 1:1-18 For preschoolers, families are the gatekeepers of how they experiece the world aroud them. Childre lear to uderstad their emotios, roles, ad abilities withi

More information

Abram is a wonderful example of a person who trusted and followed God. Most 5-

Abram is a wonderful example of a person who trusted and followed God. Most 5- Lesso 8 89 Abram Follows God s Directio Geesis 12:1-8 Abram is a woderful example of a perso who trusted ad followed God. Most 5- ad 6-year-olds have iteracted with trustworthy adults ad have a iate sese

More information

First- and second-graders are just beginning to learn that they can choose right from

First- and second-graders are just beginning to learn that they can choose right from Lesso 6 57 Joseph s Brothers Sell Him Ito Slavery Geesis 37:12-36 First- ad secod-graders are just begiig to lear that they ca choose right from wrog o their ow. Util ow, doig right meat obeyig parets,

More information

Jesus Talks With the Samaritan Woman John 4:5-42

Jesus Talks With the Samaritan Woman John 4:5-42 Lesso 4 41 Jesus Talks With the Samarita Woma Joh 4:5-42 T hird- ad fourth-graders kow who s i ad who s out i their social circles. Sometimes they ca be quite cruel to the kids who are o the outside of

More information

If raised to believe in Santa Claus, children this age are becoming skeptical. They often

If raised to believe in Santa Claus, children this age are becoming skeptical. They often Lesso 4 41 The So of God Is Bor! Luke 1:26-45; 2:1-20 If raised to believe i Sata Claus, childre this age are becomig skeptical. They ofte see the holes i the story but preted they do t. They wat to grow

More information

FAITHWEAVER NOW FAMILY-FRIENDLY SUNDAY SCHOOL

FAITHWEAVER NOW FAMILY-FRIENDLY SUNDAY SCHOOL FAITHWEAVER NOW FAMILY-FRIENDLY SUNDAY SCHOOL Also works great with KIDSOWN WORSHIP & FAITHWEAVER FRIENDS! SAMPLE PAK AGE LEVEL: OVERVIEW OF FAITHWEAVER NOW HOW FAITHWEAVER NOW WORKS HOW TO GET STARTED

More information

Children understand needing to be cared for. They trust the adults in their lives to

Children understand needing to be cared for. They trust the adults in their lives to Lesso 13 171 Jesus Heals the Blid Ma Mark 10:46-52 Childre uderstad eedig to be cared for. They trust the adults i their lives to provide for their eeds ad eve some of their wats. Whe youg childre see

More information

Lot and Abram Divide the Land

Lot and Abram Divide the Land Lesso 9 93 Lot ad Abram Divide the Lad Geesis 13 T hird-ad fourth-graders have best frieds who ca easily tur ito worst eemies, depedig o the day of the week or the hour of the day. At this age especially,

More information

Noah Builds the Ark. washable markers, large poster board, ruler, scissors, tape Teacher Pack: Instant Ark cards

Noah Builds the Ark. washable markers, large poster board, ruler, scissors, tape Teacher Pack: Instant Ark cards Lesso 5 49 Noah Builds the Ark Geesis 6:5-22 T hird-ad fourth-graders are the gatekeepers of the rules. They re keely aware of who s obeyig ad who is t. A child this age may also see obediece as a way

More information

Third- and fourth-graders often complain if they don t get things their way. They have

Third- and fourth-graders often complain if they don t get things their way. They have Lesso 3 27 God Provides Water Exodus 17:1-7 Third- ad fourth-graders ofte complai if they do t get thigs their way. They have specific likes ad dislikes, ad oe of those dislikes is to feel deprived of

More information

Preschoolers are anxious to try new things and learn new skills. It s a regular

Preschoolers are anxious to try new things and learn new skills. It s a regular Lesso 2 17 Zechariah Prophesies About Jesus Luke 1:68-79 Preschoolers are axious to try ew thigs ad lear ew skills. It s a regular occurrece i their lives to grow i these ways, but as they lear they eed

More information

God Floods the Earth

God Floods the Earth Lesso 6 63 God Floods the Earth Geesis 7 8; 9:8-16 M ay third-ad fourth-graders make promises to oe aother all the time. They promise, I ll be your best fried or I ll ivite you to my birthday party. Promises

More information

Preschoolers can be very impatient when waiting for their needs to be met or

Preschoolers can be very impatient when waiting for their needs to be met or Lesso 3 29 God Provides Water Exodus 17:1-7 Preschoolers ca be very impatiet whe waitig for their eeds to be met or their desires to be fulfilled. Just as the Israelites forgot what God had doe, they sometimes

More information

Jesus Feeds Thousands

Jesus Feeds Thousands Lesso 2 17 Jesus Feeds Thousads Joh 6:1-15 T hird- ad fourth-graders have a kee sese of what they wat sometimes so much so that they believe they eed those thigs that are really wats. They also probably

More information

God Makes a Covenant With Abram

God Makes a Covenant With Abram Lesso 10 103 God Makes a Coveat With Abram Geesis 15:1-18 T hird-ad fourth-graders are great at makig plas. They ca pla a school project. They ca pla a imagiary adveture to play all afteroo i the backyard.

More information

Family is the first place in which children can learn to give and receive love. God

Family is the first place in which children can learn to give and receive love. God Lesso 5 55 Joseph Dreams Disturbig Dreams Geesis 37:1-11 Family is the first place i which childre ca lear to give ad receive love. God created the family uit as a eviromet i which childre ca lear to give

More information

Jesus Christ and the Resurrection. Three Life Changing Realities About Jesus Christ

Jesus Christ and the Resurrection. Three Life Changing Realities About Jesus Christ April 01, 2018 All across our coutry people are cryig out for aswers to some of life s toughest questios. May idividuals have tured to the church to seek these aswers but sadly may churches are ot providig

More information

God Cares for Hagar and Ishmael

God Cares for Hagar and Ishmael Lesso 13 139 God Cares for Hagar ad Ishmael Geesis 21:8-21 T hird-ad fourth-graders take the cocept of prayer seriously. But sometimes they ca take it too far by treatig prayer as a persoal wish list.

More information

Third- and fourth-graders are beginning to worry about many different things, such as

Third- and fourth-graders are beginning to worry about many different things, such as Lesso 1 5 The Israelites Cross the Red Sea Exodus 13:17 14:31 Third- ad fourth-graders are begiig to worry about may differet thigs, such as ot doig well i school, beig hurt by others, or eve losig a paret.

More information

Zacchaeus Climbs a Tree to See Jesus

Zacchaeus Climbs a Tree to See Jesus Lesso 12 111 Zacchaeus Climbs a Tree to See Jesus Luke 19:1-10 E very Christia struggles i some degree to feel accepted by God. We ted to believe that if we would oly live better, pray loger, serve harder,

More information

Probability of immortality and God s existence. A mathematical perspective

Probability of immortality and God s existence. A mathematical perspective Probability of immortality ad God s existece. A mathematical perspective Jesús Sáchez Idepedet Researcher, Bilbao, Spai Email: jesus.sachez.bilbao@gmail.com https://www.researchgate.et/profile/jesus_sachez64

More information

Your preschoolers won t understand the finality of Stephen s death or the idea

Your preschoolers won t understand the finality of Stephen s death or the idea Lesso 12 139 Stephe Forgives His Accusers as They Stoe Him Acts 6:8 7:60 Your preschoolers wo t uderstad the fiality of Stephe s death or the idea of martyrdom. However, they ll uderstad that Stephe acted

More information

Christmas is a very exciting time for children. The lights, presents, songs, and festive

Christmas is a very exciting time for children. The lights, presents, songs, and festive Lesso 4 41 The So of God Is Bor! Luke 1:26-45; 2:1-20 Christmas is a very excitig time for childre. The lights, presets, sogs, ad festive atmosphere create excitemet ad aticipatio. Use this lesso to teach

More information

Jesus Comes Back to Life

Jesus Comes Back to Life Lesso 8 89 Jesus Comes Back to Life Matthew 27:27-56; 28:1-10 T hird- ad fourth-graders kow Jesus died for them. They also kow he came back to life. Because they may ot fully comprehed that the seemigly

More information

FAITHWEAVER NOW FAMILY-FRIENDLY SUNDAY SCHOOL

FAITHWEAVER NOW FAMILY-FRIENDLY SUNDAY SCHOOL FAITHWEAVER NOW FAMILY-FRIENDLY SUNDAY SCHOOL Also works great with KIDSOWN WORSHIP & FAITHWEAVER FRIENDS! SAMPLE PAK AGE LEVEL: OVERVIEW OF FAITHWEAVER NOW HOW FAITHWEAVER NOW WORKS HOW TO GET STARTED

More information

Jesus told Nicodemus that no one can see the kingdom of God unless he is born

Jesus told Nicodemus that no one can see the kingdom of God unless he is born Lesso 3 31 Jesus Explais Eteral Life to Nicodemus Joh 3:1-17 Jesus told Nicodemus that o oe ca see the kigdom of God uless he is bor agai. Whe it comes to teachig abstract cocepts to cocrete thikers, the

More information

Preschoolers are familiar with temptation, especially being tempted to act contrary to

Preschoolers are familiar with temptation, especially being tempted to act contrary to Lesso 7 77 Sata Tempts Jesus Luke 4:1-13 Preschoolers are familiar with temptatio, especially beig tempted to act cotrary to their parets wishes. May childre this age wo t be familiar with Sata, ad they

More information

Young children become uneasy when adults aren t happy with their behavior. They ll

Young children become uneasy when adults aren t happy with their behavior. They ll Lesso 12 125 Four Frieds Help a Paralyzed Ma Mark 2:1-12 Youg childre become ueasy whe adults are t happy with their behavior. They ll try to make the hurt relatioship ormal agai. Kowig that they do t

More information

Portofolio Transcript

Portofolio Transcript Master of Theology The Master of Theology degree (M.Th.) is grated for demostratio of advaced competecies related to buildig biblical theology ad doig theology i culture, particularly by those i miistry

More information

Common Morality, Ethical Theory, and Engineering Ethics. Part II: Duty Ethics (or Respect for Persons) and Utilitarianism

Common Morality, Ethical Theory, and Engineering Ethics. Part II: Duty Ethics (or Respect for Persons) and Utilitarianism Commo Morality, Ethical Theory, ad Egieerig Ethics Part II: Duty Ethics (or Respect for Persos) ad Utilitariaism Housekeepig First readig quiz must be completed by 11:59 PM Thursday ight A updated schedule

More information

First- and second-graders are able to understand the difference between right and

First- and second-graders are able to understand the difference between right and Lesso 6 65 Joh Baptizes Jesus Mark 1:4-11 First- ad secod-graders are able to uderstad the differece betwee right ad wrog, without ecessarily learig a certai rule or stadard. So they re able to recogize

More information

Children understand that prayer is talking to God. They trust that God is there and

Children understand that prayer is talking to God. They trust that God is there and Lesso 10 133 Philip Tells the Ethiopia About Jesus Acts 8:26-40 Childre uderstad that prayer is talkig to God. They trust that God is there ad ca hear them whe they pray, but they may ot uderstad that

More information

Being wronged and being angry are things children understand. When a toy is

Being wronged and being angry are things children understand. When a toy is Lesso 8 91 Joseph Forgives His Brothers Geesis 42 45 Beig wroged ad beig agry are thigs childre uderstad. Whe a toy is grabbed away or aother offese is committed, the atural reactio is to feel hurt ad

More information

Acts to Revelation. Lesson 41 LIBERTY HOME BIBLE INSTITUTE. LHBIonline.com ACCELERATED LEARNING PROGRAM. New Testament

Acts to Revelation. Lesson 41 LIBERTY HOME BIBLE INSTITUTE. LHBIonline.com ACCELERATED LEARNING PROGRAM. New Testament New Testamet: Acts to Revelatio LIBERTY HOME ACCELERATED LEARNING PROGRAM Geeral Epistles Books of First, Secod & Third Joh New Testamet LHBIolie.com 546 2012 Dr. Harold Willmigto ad Iteret Marketig Commuicatios,

More information

By the time kids are in the third or fourth grade, they have a pretty good

By the time kids are in the third or fourth grade, they have a pretty good Lesso 2 15 Jesus Tells the Parable of the Lost So Luke 15:11-32 By the time kids are i the third or fourth grade, they have a pretty good uderstadig of what it meas to feel guilty. For the most part, they

More information

SPRING SUNDAY SCHOOL SENIOR HIGH

SPRING SUNDAY SCHOOL SENIOR HIGH SPRING SUNDAY SCHOOL SENIOR HIGH LEADER GUIDE Get your FREE, customizable DIGITAL COPY of this leader guide. It s as EASY as 1-2-3. Visit group.com/digital to set up a free olie accout for your church.

More information

As we enter the second half of the Season

As we enter the second half of the Season This Seaso Petecost 2 As we eter the secod half of the Seaso after Petecost, we cotiue to explore what it meas to live as disciples of Christ. This cotiues to be a growig time for us, symbolized by the

More information

Preschoolers have a natural sense of wonder that sometimes borders on worship.

Preschoolers have a natural sense of wonder that sometimes borders on worship. Lesso 6 65 The Israelites Worship a Golde Calf Exodus 32:1-25 Preschoolers have a atural sese of woder that sometimes borders o worship. But they re able to uderstad that God is the oe who created all

More information

Preschoolers live firmly in the present and have a hard time understanding delayed time.

Preschoolers live firmly in the present and have a hard time understanding delayed time. Lesso 1 5 Prophets Foretell Jesus Comig Jeremiah 33:14-16 Preschoolers live firmly i the preset ad have a hard time uderstadig delayed time. As a result, it may be difficult for them to uderstad the cocept

More information

Most 5- and 6-year-olds know what it means to get ready. They ve learned to dress

Most 5- and 6-year-olds know what it means to get ready. They ve learned to dress Lesso 1 5 Joh the Baptist Prepares the Way for Jesus Mark 1:1-8 Most 5- ad 6-year-olds kow what it meas to get ready. They ve leared to dress themselves, brush their teeth, ad maybe fix a simple breakfast.

More information

Preschoolers like to sing and clap their hands with enthusiasm. They enjoy stories that

Preschoolers like to sing and clap their hands with enthusiasm. They enjoy stories that Lesso 7 79 Crowds Welcome Jesus to Jerusalem Psalm 118:19-29; Matthew 21:1-11 Preschoolers like to sig ad clap their hads with ethusiasm. They ejoy stories that are excitig ad activities that are full

More information

Portofolio Transcript

Portofolio Transcript Global Church-Based Theological Educatio (GC-BTE) Doctor of Miistry The Doctor of Miistry degree (D.Mi.) i Global Church-Based Theological Educatio (GC-BTE) is grated for demostratio of competecies associated

More information

Shhh. Close the door behind you.

Shhh. Close the door behind you. - - Shhh. Close the door behid you. Welcome to Secret Church. There are two reasos we are here this eveig. Oe is to kow God s Word more itimately. Most of our time together is goig to be spet divig ito

More information

Portofolio Transcript

Portofolio Transcript Master of Miistry The Master of Miistry degree (M.Mi.) is grated for demostratio of competecies associated with beig a miister of the gospel (pastor, church plater, missioary) ad other miistry leaders

More information

By DR. DANN SPADER OUR SHARED MINISTRY PHILOSOPHY

By DR. DANN SPADER OUR SHARED MINISTRY PHILOSOPHY By DR. DANN SPADER OUR SHARED MINISTRY PHILOSOPHY OUR SHARED MINISTRY PHILOSOPHY By DR. DANN SPADER Preseted for Discussio at the Global Youth Iitiative Forum i Sigapore, April 2006 (Updated 2011) Solife

More information

Preschoolers are very trusting by nature and will believe in God because you tell

Preschoolers are very trusting by nature and will believe in God because you tell Lesso 11 129 Joshua Seds Spies to Jericho Joshua 2:1-24 Preschoolers are very trustig by ature ad will believe i God because you tell them God is real. Your words have a great impact o them. Use this lesso

More information

A SCRIPTURE UNION HOLIDAY CLUB PROGRAMME GREAT NEW IDEAS, INSPIRED BY EXPERIENCE

A SCRIPTURE UNION HOLIDAY CLUB PROGRAMME GREAT NEW IDEAS, INSPIRED BY EXPERIENCE HOLIDAY CLUB INCLUDES PHOTOCOPIABLE RESOURCES AND FREE EXTRAS ONLINE TREASURE SEEKERS CAN BE USED WITH THE GUARDIANS OF ANCORA APP A SCRIPTURE UNION HOLIDAY CLUB PROGRAMME GREAT NEW IDEAS, INSPIRED BY

More information

Visit group.com/digital to set up a free online account for your church. 2 Enter the Activation Code below to add this leader guide to your account.

Visit group.com/digital to set up a free online account for your church. 2 Enter the Activation Code below to add this leader guide to your account. FALL SUNDAY SCHOOL ADULT LEADER GUIDE Get your FREE, customizable DIGITAL COPY of this leader guide. It s as EASY as 1-2-3. Visit group.com/digital to set up a free olie accout for your church. 2 Eter

More information

HOMEWORK 17. H 0 : p = 0.50 H a : p b. Using the class data from the questionnaire, test your hypothesis.

HOMEWORK 17. H 0 : p = 0.50 H a : p b. Using the class data from the questionnaire, test your hypothesis. HOMEWORK 17 1. Suose we select a radom samle of 1 studets ad fid that 43% said they believe i love at first sight. Which statemet is NOT ecessarily true? a. there were 43 studets i the samle who said they

More information

WINTER SUNDAY SCHOOL SENIOR HIGH

WINTER SUNDAY SCHOOL SENIOR HIGH WINTER SUNDAY SCHOOL SENIOR HIGH LEADER GUIDE Get your FREE, customizable DIGITAL COPY of this leader guide. It s as EASY as 1-2-3. Visit group.com/digital to set up a free olie accout for your church.

More information

Module 1. Day 1: Morning. The Chöd Ritual. n Basic structure and variations. 11:15 am: Tea Break. n Chöd Empowerment (Sky Door)

Module 1. Day 1: Morning. The Chöd Ritual. n Basic structure and variations. 11:15 am: Tea Break. n Chöd Empowerment (Sky Door) Day 1: Morig 10 am: Itroductio Goals, Chöd Defied, Scope *Gaté Practice Obstacles Maras, Body, Place, etc. Backgroud MaChik, Padampa, Origis, Lieages *PaGyu Lieage Prayer The Chöd Ritual Basic structure

More information

MandatE. Meditating on the Divine Word in the Daily Offices and Holy Communion. Applying oneself wholly to the text, and its whole content to oneself!

MandatE. Meditating on the Divine Word in the Daily Offices and Holy Communion. Applying oneself wholly to the text, and its whole content to oneself! The Bi-Mothly Magazie of the Prayer Book Society Volume 28, Number 5 September / October 2005 I This Issue Where ca I fid a church that uses the BCP 1928? Page 2 Meditatig The Christia Way Page 3 Holy

More information

PACIFICA M.A./PH.D. IN MYTHOLOGICAL STUDIES WITH EMPHASIS IN DEPTH PSYCHOLOGY

PACIFICA M.A./PH.D. IN MYTHOLOGICAL STUDIES WITH EMPHASIS IN DEPTH PSYCHOLOGY PACIFICA g r a d u a t e i s t i t u t e M.A./PH.D. IN MYTHOLOGICAL STUDIES PACIFICA GRADUATE INSTITUTE 249 LAMBERT ROAD, CARPINTERIA, CALIFORNIA 93013 PACIFICA.EDU M.A./PH.D. IN MYTHOLOGICAL STUDIES As

More information

People Build a Tower at Babel

People Build a Tower at Babel Lesso 7 77 People Build a Tower at Babel Geesis 11:1-9 ive- ad six-year-olds are excited to lear how to do thigs by themselves. Despite F their growig idepedece, kids this age ca grasp that we eed God

More information

RUBLEV S ICON I am bedig my kee I the eye of the Father who made me I the eye of the So who redeems me I the eye of the Spirit who cleased me Ad I am askig the three That my livig shall be I the likeess

More information

Kate Chopin and Stephen Crane

Kate Chopin and Stephen Crane Kate Chopi ad Stephe Crae Chopi, 1850-1904 Crae, 1871-1900 Impressioist Writers Both kow for brilliat, iovative style Leared from realist writers (Chopi-- Emile Zola, Guy de Maupassat; Crae-- Howells,

More information

An Exponential Decay Curve in Old Testament Genealogies

An Exponential Decay Curve in Old Testament Genealogies Aswers Research Joural 9 (016):57 6. www.aswersigeesis.org/arj/v9/biblical-lifespas.pdf A Expoetial Decay Curve i Old Testamet Geealogies Philip M. Holladay, Departmet of Mathematics, Geeva College, Beaver

More information

Literary Modernism ( )

Literary Modernism ( ) Literary Moderism (1910-1945) 1 Period of Itese Chage Virgiia Woolf: O or about December 1910 huma character chaged. 2 A New Literature Ezra Poud challeged artists to Make it New 3 World War I Late 19th

More information