Monthly Archives: February 2023

Chapters 11. What Are the Benefits of Looking at Death? And 12. What Is Our Destiny?

The six members left in our Life group after Robert’s move to St. John’s were present at our meeting of February 6–Leonora, Robert, and me; Dennis and Audrey Froude; and Chris and Beverley Little. As usual Leonora led the worship part of the meeting, I guided the study, Audrey prayed for the prayer requests, and we had a lunch at the end of the meeting.

We continued studying Brian C. Stiller’s What Happens When I Die? A Promise of the Afterlife (Colorado Springs, CO: Pinon, 2001), considering Chapters 11. What Are the Benefits of Looking at Death? and 12. What Is Our Destiny?. Chapter 11 contains three sections, the first on idols or things which stand in place of one’s trust and obedience to God (freedom, hedonism, utilitarianism, relative morality, and “God-who-is-love”), the second on seeing beyond idols to creation, and the third on benefits of the death of Jesus. Chapter 12 brings then book to a close with this advice: “In these closing pages think about the heaven God has prepared for you, a place we don’t end up at by chance or by assuming that God will make sure we end up there. Heaven is for those who trust in Christ for the resolution to our failure and rebellion. He is our ‘ticket’ to heaven.”

In our previous meeting I’d assigned the giving of at least one of the benefits of looking at death identified by Stiller in Chapter 11. We identified two benefits: recognizing that life doesn’t end at death but is eternal, and encouraging us to prepare for the afterlife. A passage that brings out the first is “Death, while bringing about the temporary cessation of the body, is overtaken in time and the body and the soul are reunited after the resurrection, giving us the gift of everlasting life” and a passage that brings out the second is “Idols blind us from seeing death as a part of life, which in turn keeps us from preparing for the afterlife.”

Part IV: Hard Questions on Science and Faith

This post is on Part IV of The Comprehensive Guide to Science and Faith edited by William A. Dembski, Casey Luskin, and Joseph M. Holden (Eugene Oregon: Harvest House Publishers, 2021). It contains 11 of the book’s 48 chapters, each of which I’ll note the main idea of and/or summarize.

Chapter 38. Is Science the Only Means for Acquiring Truth? by David R. C. Deane opens by defining scientism as “the totalizing or exaggerated view that science is the only means for acquiring truth” and identifying three primary features of it: first, scientism is a “belief” or philosophy about science and not a demonstration of science; second, scientism is a belief about how we know (epistemology); and third, scientism’s claims about how we know guarantees certain conclusions about what we know (metaphysics). It then states and elaborates on three criticisms of scientism: Criticism 1: If the premise of scientism is valid, it is false by definition and consequently self-refuting. Criticism 2: If the premise of scientism is valid, it eliminates all knowledge outside the scope of science including that which makes science possible to begin with. Criticism 3: If the premise of scientism is valid, it conceptually reduces the existence of all things to their quantitative properties, including human beings. It concludes that science is not the only means of acquiring truth, that scientism is a worldview issue, and that scientists, philosophers, and theologians should work together to establish an integrated worldview. The author closes by proposing that the Judeo-Christian revelation contained in the Bible is capable of furnishing such a worldview.

Chapter 39. Is Theistic Evolution a Viable Option for Christians? by Jay W. Richards defines “God” and “evolution” and claims that theism is compatible with all senses of evolution except what he calls the “blind watchmaker” thesis, the idea that all organisms have descended from common ancestors solely through unguided, unintelligent, purposeless, material processes such as natural selection acting on random variations or mutations.” He asserts that it makes no sense to speak of God guiding an unguided process.

Chapter 40. Will Intelligent Machines Rise Up and Overtake Humanity? by Robert J. Marks opens by quoting how various top minds answer the question. It then examines three noncomputable human traits–sentience, understanding, and creativity; claims that various artificial intelligence dystopians argue outside their field of expertise; and identifies the danger of artificial intelligence and tells how they can be mitigated through proper design practices. It concludes, “If Ai becomes dangerous, it will be the fault of humans who develop and use AI. Following good ethics will likewise never be the responsibility of AI itself, but will always belong to those who write and test AI systems and to the end users (humans).”

Chapter 41. Can Panspermia Explain the Origin of Life? by Guillermo Gonzalez opens by identifying the four broad steps needed for panspermia (the theory that life on the earth originated from microorganisms or chemical precursors of life present in outer space and able to initiate life on reaching a suitable environment): (1) launch from an inhabited planet’s surface, (2) transit through interplanetary and/or interstellar space, (3) arrival at a habitable planet, and (4) colonization of the habitable planet. It then considers the steps in detail as applied locally to our solar system, concluding that Earth is the only inhabited planet in it, and then to other planetary systems, concluding that for the vast majority of stars panspermia is not a viable model for transferring life.

Chapter 42. Does the Multiverse Refute Cosmic Design? by Bruce L. Gordon defines multiverse (MTV) in physics and cosmology as Multiple Trials for Viability, explains the article’s task being “to evaluate the work of cosmologists and theoretical physicists who are trying to explain cosmological origins and fine-tuning in purely naturalistic terms,” and challenges the reader to “put on your thinking cap, grab some popcorn, and let’s get started.” I put on my thinking cap, grabbed a cup of coffee, and got started. Unfortunately that wasn’t enough, my lacking the background to understand much of the presentation. However I was impressed by it and certainly agree with its conclusion: “When the logical and metaphysical necessity of an efficient cause, the demonstrable absence of a material one, and the realized implication of a universe both contingent and finite in temporal duration are all conjoined with the fact that we exist in an ordered cosmos–the conditions of which are fine-tuned beyond the capability of any credible mindless process–the scientific points inexorably toward transcendent intelligent agency as the only sufficient cause and the only reasonable explanation.”

Chapter 43. What About Human Exceptionalism and Genetic Engineering? by Wesley J. Smith considers a success in, difficulties in, objections to, and ethics of CRISPR (clustered regularly interspaced palindromic repeats) and concludes “In summary, if we can learn how to safely and effectively engage in somatic gene editing to treat genetic diseases and disabilities via means of medical experiments, I think we should…. But germline genetic engineering and editing for purposes of enhancements or for eugenics purposes should be entirely beyond the pale.” It then considers how we should view the products of genetic engineering and the question of “upgraded” animals.

Chapter 44. How Should Christians Think About Origins? by Richard G. Howe shows how the doctrine of creation gives us our fundamental understanding of God, of the nature of the universe, of the nature of mankind, of mankind’s relationship to God, of mankind’s relationship to the universe, and of mankind’s relationship to mankind. It also lists numerous ideas that the Christian doctrine of creation repudiates.

Chapter 45. How Should We Think About the Age of the Earth? by David Haines identifies various views held by Bible-believing Christians on the age of the earth, discusses several mistakes to avoid in discussing the age of the earth, and gives a number of conclusions: “First, … it is absolutely necessary to distinguish … between the age of the universe, the age of the Earth, and the antiquity of the human race … Second, we must be willing to humbly consider the offerings of both biblical interpretation and the observations of the natural sciences … Third, Third, we can and must defend the creation, by divine fiat, of the entire cosmos and all that is within it … Fourth, the matters relating to the age of the Earth and the antiquity of the human species are not essential doctrines … Finally, the age question should not be used as a criterion for Christian fellowship nor as a test for biblical orthodoxy or inerrancy, as no one is denying the fact and historical nature of creation.”

Chapter 46. How Have Christians Helped to Advance Science? by Henry “Fritz” Schaeffer III describes chronologically several notable scientists from Francis Bacon to the present who were strong Christians.

Chapter 47. How Can We Make Sense of Natural Evil? by William A. Dembski, one of the book’s editors, suggests a solution for the presence of natural evil in the billions of years since the creation of the Earth according to Old-Earth creationists, that there were two creations–the creation of the Earth and the universe in which natural evil occurred, and the creation of the Garden of Eden in which it wasn’t allowed. To me, the proposal is a “having your cake and eating it” solution.

Chapter 48. Should Christians Embrace Human Enhancement Science and Technology That Extends Mental and Physical Limitations? by Miguel Angel Endara answers negatively, claiming that “The futuristic visions of transhumans are idols that, if they ever come to pass, would compromise the experiencing union with God. Breaking through the God-ordained mental and physical limits would disrupt not only the possibility of gaining moral and intellectual virtues, but also theological virtues.”

Part III: Science and Evolution

This post is on Part III of The Comprehensive Guide to Science and Faith edited by William A. Dembski, Casey Luskin, and Joseph M. Holden (Eugene Oregon: Harvest House Publishers, 2021). It contains 13 of the book’s 48 chapters, for each of which I’ll note the main idea of and/or summarize.

Chapter 25. Did Life First Arise by Purely Natural Means (Abiogenesis)? by Walter L. Bradley and Casey Luskin (one of the book’s editors) identifies seven steps needed for the origin of life to begin and review the problem(s) that occur for each step. The steps are 1. Raw Materials; 2. Energy Source and Environment; 3. Monomers (a monomer is a molecule that can react together with other monomer molecules to form a larger polymer chain); 4. Polymers (a polymer is a substance consisting of very large molecules called macromolecules, composed of many repeating subunits); 5. Clumping; 6. Completed Parts–the First Self-replicating Molecules); and 7. First Living Cell. They conclude that an intelligent agent is required for the steps to occur and for the production of the first living cell.

Chapter 26. What Are the Top Scientific Problems with Evolution? by Jonathan Wells considers the evidence for descent (the hypothesis that all living organisms are descended from common ancestor), focusing on homology (similarity of structure and position), fossils, and molecular phylogeny or evolutionary history, and for modification (the hypothesis that organisms have evolved by strictly unguided natural processes), focusing on natural selection, mutation, and speciation (the origin of new species). He concludes: “Homology has become circular reasoning. The fossil record remains at best inconclusive…, and molecular phylogeny is shot through with inconsistencies. Natural selection and mutation produce nothing more than changes within existing species. And the origin of species–Darwin’s central problem–remains unsolved.”

Chapter 27. How Does Irreducible Complexity Challenge Darwinism? by Michael Behe opens by telling about Charles Darwin and how he arrived at the theory of natural selection. It goes on to tell about the modern discovery of the elegant molecular basis of life and the difficulties that it poses for Darwinism. It concludes that the purposeful arrangement of the molecular parts demonstrates that “we are indeed fearfully, wonderfully, deliberately designed.”

Chapter 28. Can New Proteins Evolve? by Douglas Axe describes how proteins are formed from amino acids and concludes that it’s an all-or-nothing process, meaning that new proteins can’t evolve in the gradual steps imagined by Darwin.

Chapter 29. Does the Evidence Support Universal Common Ancestry? by Casey Luskin, one of the book’s editors, examines the case for universal common ancestry in biogeography (study of the distribution of organisms in time and space over Earth’s history), fossils, DNA and anatomical similarities, and embryology and concludes that none supports the Darwinian “tree of life.”

Chapter 30. Can Universal Common Descent Be Tested? by Paul Nelson considers universal common descent (UCD)–“All organisms on Earth, extant or extinct, share common ancestry from LUCA (last universal common ancestry)–and concludes “the molecular unity of life, UCD and LUCA’s original claim to fame, has been eroded away by unanticipated genetic finds.”

Chapter 31. Does the Fossil Record Demonstrate Darwinian Evolution? by Günter Bechly claims that the fossil record both contradicts the gradualist predictions of Darwin’s theory and shows that the available timeframes are much too short to allow the Darwinian mechanism of random mutations and blind natural selection to account for the necessary genetic changes.

Chapter 32. Do Fossils Demonstrate Human Evolution? by Casey Luskin, one of the book’s editors, presents the standard story of human evolution, which starts with the early homids and moves through the australopithecines into the genus Homo, and concludes that “even if we do share common ancestry with Neanderthals or erectus [both are members of Homo), this does not show we share ancestry with any nonhumanlike hominins.”

Chapter 33. Is Evolutionary Psychology a Legitimate Way to Understand Our Humanity by Denyse O’Leary considers the claim of evolutionary psychologists that Darwinian natural selection in a nonhuman or scarcely human past accounts for our minds, attitudes, values, beliefs, and behaviour. She notes the considerable sympathy received by a 2020 article by Subrena E. Smith which argued from the vast change in human behaviour compared to the apparent lack of change in the behaviour of wild chimpanzees over millions of years indicates that human behaviour cannot be explained by evolutionary psychology.

Chapter 34. Does Darwinism make Theological Assumptions? by Cornelius Hunter claims that Darwin and his theory of evolution are not merely motivated or influenced by theology but that they incorporate, entail, and rely on theological positions. It concludes, “Students of Darwin need to understand that ultimately, evolution is not about scientific details. Ultimately, evolution is about God.”

Chapter 35. How Has Darwinism Negatively Impacted Society? by John G. West opens by observing that Darwinism fielded three ideas with significant consequences for humanity: humans are not unique, nature is the product of an unguided process, and the engine of progress in the history of life is mass death. Then it details the negative effects of Darwinism on several spheres of human life: racism, eugenics, abortion and infanticide, ecology, ethics, and belief in God.

Chapter 36. Do Scientists Have the Intellectual Freedom to Challenge Darwinism? also by John G. West opens by observing that modern Darwinist theory makes two main claims, all animals ultimately descended with modification from a common ancestor in the deep past, and the primary mechanism driving this evolution of life is an unguided process known as natural selection. Then it details how scientists who dissent from Darwinism are likely to face intimidation, discrimination, demotion, or even removal from their jobs (it lists several scientists who were so treated) and how censorship is imposed on criticism of Darwinism.

Chapter 37. Is Darwinism a Theory in Crisis? by Jonathan Wells summarizes some key insights in Thomas Kuhn’s 1962 book The Structure of Scientific Revolutions and applies them to the conflict between Darwinism and intelligent design. Wells concludes that recent events justify calling Darwinism a theory in crisis.

2. Plato’s Euthyphro and Laws

This is the second of the fifteen readings from Great Books of the Western World (Encyclopedia Britannica, 1952) assigned in volume 5 (Philosophy of Law and Jurisprudence) of The Great Ideas Program by Mortimer J. Adler and Peter Wolff (Encyclopedia Britannica, 1961). Plato was a Greek philosopher who lived in the city-state of Athens from 428/427 to 348/347 B.C. For several years he operated a school of higher education, called the Academy, in his home. He composed a number of dialogues in which an earlier philosopher, Socrates, discusses philosophical topics with various people. In this post I’ll consider one of those dialogues, Euthyphro, and two short selections from another of them, Laws. Both can be read at The Internet Classics Archive (http://classics.mit.edu/).

Adler and Wolff divide their guide to the two readings into four parts:

  • I considers Plato’s concern with laws and their importance.
  • II summarizes Euthyphro and shows how it deals with a conflict between the rule of civil law and piety. In Euthyphro Euthyphro tells Socrates that he is making a charge of murder against his father because he was responsible for a man’s death and must be brought to justice. Socrates objects that piety demands that a son honour his father.
  • III describes Laws, which consists mainly of long speeches by an Athenian Stranger. The two selections in the reading have to do with the purpose of laws, which the Athenian Stranger identifies as happiness or virtue or both. He says that there are two means of doing this, coercion and persuasion.

Part IV asks and discusses these questions:

  • What are the subjects concerning which laws can or should be made? Adler and Wolff says that theoretically three different answers are possible. Anarchists say that nothing is properly the subject of legal regulation. Totalitarianism says that everything comes properly under the purview of law. The third view is that there may properly be legislation about some, but not all, actions. Observing that Plato is sometimes accused of being a totalitarian, Adler and Wolff conclude that, although that claim could be an exaggeration, it is true that for Plato many actions are subject to legal regulation that we would think are purely private.
  • Does every law need a preamble stating the reason for the law? Plato tells us that the preamble will persuade people to obey the law because they will recognize its reasonableness.
  • Do you think that Euthyphro acted correctly in bringing charges against his father? Adler and Wolff point out that they purposely avoided asking whether Euthyphro acted justly, giving as their reason, “There is a sense in which everyone would agree that his action is in the interest of justice. The question is whether this just action is compatible with piety.”

The Parables of Jesus – Why Jesus Spoke in Parables

In our previous meeting we’d decided that when we finish studying What Happens When I Die?, we’d resume our earlier study of the parables of Jesus. The chapter of What Happens When I Die? that we studied in this meeting being short, we followed our study of it by redoing the first lesson that we’d done in that earlier study of the parables of Jesus. In that lesson we’d considered Matthew 13:10-17 in which Jesus answered his disciples’ question, “Why do you speak to the people in parables?”

I’d introduced that lesson thus: “‘Parable’ has been defined as ‘an earthly story with a heavenly meaning.’ Jesus told numerous parables during his ministry, of which we’re going to consider the nine for which The NIV Serendipity Bible for Study Groups gives a questionnaire for beginning groups.” I’d then listed the nine parables.

I’d gone on to say: “This evening though we’re going to consider Matthew 13:10-17 in which Jesus answered his disciples’ question, ‘Why do you speak to them in parables?’ We’d then read Matthew 13:10-17 and discussed these questions asked by The NIV Serendipity Bible for Study Groups on the passage:

  1. Why do you think Jesus used parables as his teaching device? What do parables accomplish that simple and direct speech lacks?
  2. How does Jesus’ challenge in verse 9 help explain verses 11-12? How does faith open you up to more spiritual insight?
  3. How does the quotation from Isaiah (vv. 14-15) explain the difficulty of understanding parables (v. 13)?
  4. In verses 16-17, Jesus gives a new beatitude. What have these disciples seen and heard that the prophets longed to see and hear? Are we included in this blessing, or was it only for the original disciples? Why do you think so?
    (I’d used the questions by permission of Serendipity House, Littleton, Colorado 80160.)

I can’t remember much of what we said in our discussion of the questions in redoing the lesson. Thus I’ll just copy here my report on our earlier discussion of the questions followed by comments in square brackets on our present discussion of them:

  1. One of us suggested that a parable makes hearers think about how it applies and we discussed how this is true. In his commentary on Matthew, C. H. Spurgeon observes, “The usual reasons for the use of parable would be to make truth clear, to arrest attention, and to impress teaching upon the memory” (The Gospel of Matthew, Grand Rapids, Michigan: Fleming H. Revell, page 167). [We had a lengthy discussion which included the preceding.]
  2. In verse 9 Jesus concluded his telling of the parable of the sower by issuing the challenge “Whoever has ears, let them hear” (ESV). We discussed how the believer’s faith enables him or her to find meaning in a parable and the unbeliever’s lack of faith prevents him or her from finding meaning in it. I noted that Jesus’ going on to explain the application of the parable of the sower to the disciples suggests that sometimes even believers need help (from the Holy Spirit and others) in understanding how a parable applies. [We said much the same thing.]
  3. I shared my answer with the group: “In Isaiah 6:9-10 God decreed that Isaiah’s ministry to the people of Judah as they are described in Isaiah 1-5 would harden them and ensure their judgment. Similarly the ministry of Jesus, including the parables, would harden the hearts of those who didn’t believe in him, in particular the religious leaders, and so ensure their judgment.” [We considered instead the response of people today to the parables.]
  4. We agreed that what the disciples saw which the prophets had longed to see and hear was the Messiah, Jesus Christ, and we agreed that we are included in this blessing. One of us suggested a Scripture passage confirming the latter, but I neglected to write down its reference–sorry! [We said much the same thing.]

Chapter 10. Can We Hope Through Death?

All seven members were present at our Life group meeting of February 6–Leonora, Robert, and me; Dennis and Audrey Froude; and Chris and Beverley Little. As usual Leonora led the worship part of the meeting, I guided the study, Audrey prayed for the prayer requests, and we had a lunch at the end of the meeting.

We continued studying Brian C. Stiller’s What Happens When I Die? A Promise of the Afterlife (Colorado Springs, CO: Pinon, 2001), considering Chapter Ten: Can We Hope Through Death?. The chapter is divided into two parts. The untitled first part tells how the Gospel gives us hope of life after death, describing how Adam and Eve’s disobedience brought death into the world and how Jesus’ resurrection broke the power of death. The second part, Jesus Deals with Evil, tells how Jesus’ death and resurrection broke the power of evil, freeing us from the fear of death and from guilt and empowering us to live for God. Stiller concludes by explaining how to access this life: first understand that Heaven is real and then receive through faith the gift offered.

In our previous meeting I’d assigned the answering of the question asked in the chapter’s title with an explanation of one’s answer. All of us answered “Yes” and we gave an explanation that focussed on Jesus’ death and resurrection breaking the power of evil and allowing us to enter heaven after death.

For our next meeting I assigned the reading of Chapters 11: What Are the Benefits of Looking at Death? and 12: What Is Our Destiny? and the giving of at least one of the benefits of looking at death identified by Stiller.

LIFE GROUP 7 — PARABLES — JUNE 21 — PARABLES OF MATTHEW 25

This evening’s meeting being our last one before the summer break, we’ll complete our study of the parables of Jesus in it by considering the three parables of the end times recorded in Matthew 25. Our study will be guided by the following questions taken from The NIV Serendipity Bible for Study Groups, Zondervan Publishing House, 1988, and used by permission of Serendipity House. Mark Copeland provides studies of the first two of the three parables in his Executable Outlines at http://executableoutlines.com/pa/pa_16.htm and http://executableoutlines.com/pa/pa_17.htm.

The Parable of the Wise and Foolish Virgins (vv. 1-13)
In what ways were the ten girls alike? Different?

What unexpected event takes place (vv. 5-6)?

With what embarrassing consequence (v. 8)?

What is the point of this parable (see also 24:42)?

Why is readiness so important in regard to the Second Coming?

At the final wedding banquet, where will you be standing? Why?

The Parable of the Talents (vv. 14-30)
In this parable, who does the master represent? The journey? The talents? The servants?

What happens to the two servants who doubled their investment? To the servant who hides his talent? On what basis were they rewarded?

How does the master’s treatment of the one-talent servant seem to you: Fair? Harsh? Lenient? Why?

In the Master returned today, what would he say about the way you’ve used what he gave you? How have you worked at developing it? What kind of responsibility do you feel toward God regarding your talents?

The Parable of the Sheep and the Goats (vv. 31-46)
Does this seem more like a parable or a prophecy? Why?

List the six actions Jesus will use as the basis for judgment.

What kinds of acts are these? For whom are they done now and ultimately (v. 40)? How do they benefit the doer? How are those who don’t do the actions and those who do them similar? Different?

What does this section teach about Christian responsibility? Who, besides those mentioned here, might be considered “the least of these”?

When have you been hungry, thirsty, a stranger, in need of clothes, sick or imprisoned, and someone reached out to you? When have you reached out to people in these conditions?

LIFE GROUP 7 — PARABLES OF JESUS — JUNE 7 — PARABLES OF LUKE 16

Our cancelling our May 24 meeting, this evening we’ll study the parables scheduled for both it and this evening by considering the two parables recorded in Luke 16 and Jesus’ teaching between them. Our study will be guided by the following questions taken from The NIV Serendipity Bible for Study Groups, Zondervan Publishing House, 1988, and used by permission of Serendipity House. Mark Copeland provides studies of the parables in his Executable Outlines at http://executableoutlines.com/pa/pa_29.htm and http://executableoutlines.com/pa/pa_30.htm.

The Parable of the Unjust Steward (vv. 1-15)
Why would it be important for Jesus’ disciples to hear this parable?

In what crisis does the manager find himself? What plan does he devise? In light of this deceit, why does the owner commend the manager (v. 8)?

How does Jesus summarize this parable (v. 9)? What do you think he’s commending here? How do verses 10-12 help you understand his point?

What’s the problem with trying to serve two masters (v. 13)? What characterizes the attitude of the Pharisees who are listening in? How does Jesus use the parable to speak to them (v. 15)?

How do you view your money: (a) It’s mine, keep your hands off? (b) It’s my creditors’? (c) It’s God’s? Why? How could you use it for the sake of the kingdom?

Jesus Teaching Between the Parables (vv. 16-18)
How has the coming of the kingdom supplanted the Law? Reinforced it? (vv. 16-17)

How might verse 18 illustrate how the Pharisees were the ones subverting the Law?

The Parable of the Rich Man and Lazarus (vv. 19-31)
How did the lives of the rich man and Lazarus compare on earth (vv. 19-21)? After death (vv. 22-24)?

What determines who enters heaven? Why does the poor man qualify while the rich man is kept out?

What does this story tell you about human nature? Why is it so difficult for people to be convinced of God’s ways? How does verse 31 relate to verse 13?

In sum, what ought we do with our lives on earth?

On a scale of one (the rich man and his brothers) to ten (Lazarus), where do you stand? Why there? How can you move closer to ten?

LIFE GROUP 7 — PARABLES — MAY 10 — THREE PARABLES ABOUT THE LOST

This evening we’ll study the three parables about the lost recorded in Luke 15, our study being guided by the questions below. The Internet contains several expositions of the three parables, especially of the parable of the prodigal son, which can help you answer the questions, including the Wikipedia (https://en.wikipedia.org/wiki/Main_Page) articles on them (enter Parable of the Lost Sheep, Parable of the Lost Coin, and Parable of the Prodigal Son in its Search box) and Mark Copeland’s outlines of them on pages 84-93 of http://executableoutlines.com/pa.htm.

The Background (Luke 15:1-2)
Who were in Jesus’ audience?

How did they respond to him?

The Lost Sheep (Luke 15:3-7)
What would a shepherd do if he lost one of his sheep?

What would he do when he found the lost sheep?

Whom do the shepherd and the lost sheep represent?

The Lost Coin (Luke 15:1-10)
What would a woman do if she lost one of her silver coins?

What would she do when she found the lost coin?

Whom do the woman and the lost coin represent?

The Prodigal Son (Luke 15:11-32)
EITHER do the questionnaire given on a separate sheet OR answer the following questions. The questionnaire is taken from The NIV Serendipity Bible for Study Groups, Zondervan Publishing House, 1988, and is used by permission of Serendipity House Inc. If anyone does the sheet, we’ll discuss their answers to the questions on it before discussing the questions below.
How did the younger son come to be in a distant country?

Why did the younger son return home?

How did the father respond to his younger son’s return home?

How did the older son respond to his father’s response to the younger son?

How did the father answer his older son’s objection?

Whom do the father, the older son, and the younger son represent?

The Point of the Parables
How do the three parables relate to the grumbling of the Pharisees and scribes?

What is Jesus’ point for them and for us?

LIFE GROUP 7 — PARABLES— APRIL 26 — THE FRIEND AT MIDNIGHT

This evening we’ll consider the parable of the friend at midnight and the conversations before and after it (Luke 11:1-13) guided by the following questions. Mark Copeland’s outline of the passage (http://executableoutlines.com/pa/pa_21.htm) and the notes in your study Bible should help you answer the questions.

The Background (verses 1-4)
What motivated the disciples to ask about prayer at this point?

In Jesus’ model prayer (verses 2-4), what concerns about God come first?

What personal concerns then follow?

How do prayer and forgiveness relate?

The Parable (verses 5-8)
Why did the man go to his friend’s house?

Why was the man’s friend at first reluctant to give him what he wanted?

Why did the man in bed get up and give his friend bread?

Who does the man with the need represent, and who does the man in the house represent?

The KJV says that the man in the house helps his friend because of his friend’s “importunity.” What does “importunity” mean?

Does God answer our prayers because of our importunity?

The Lesson (verses 9-13)
How do verses 9-10 relate to the parable? How could they be misunderstood?

How do verses 11-13 clarify the intent of verses 9-10?

In light of verses 9-13, what is the main lesson of the parable?

Other versions of the Bible have “boldness” or “persistence” instead of “importunity.” However Matthew 6:7 says, “But when ye pray, use not vain repetitions, as the heathen do: for they think that they shall be heard for their much speaking.” Reconcile it with the lesson of the parable?