The Nature of Biblical Historical Material

The Samson narrative offers the opportunity for pupils to appreciate that what might appear to be straightforward historical material is not. All history is interpreted by those who recount it and the interpretation of biblical history is coloured by belief in a God who is active in all history. This means that the God dimension has to be taken into account in any attempt to understand such writing. Although biblical writing should be treated with respect, it must always be set in a literary, historical and theological context to do it justice and to help pupils get to grips with its challenges.

Questions

1. Sometimes people are reluctant to apply the usual literary analysis to biblical material. Why might this be?
2. Is there such a thing as 'objective' writing about history? Why or why not?
3. The Bible is infused with a 'God-dimension'. Is it possible to understand the Bible without a belief in God?
4. At what stage in their learning can pupils be expected to grasp something of the complexities of history? How do you see such understanding developing?
5. What risks are involved in asking pupils to handle complex material? Should these be avoided or minimised? If so, how?
6. Some older pupils may be antagonistic towards the Bible. Why? How far do you think their attitude might have been more positive if their earlier teaching had provided an understanding of the nature of biblical material?

The Riddle of God - God's purposes

At a time when religions have a high profile in international affairs, terrorism and war, questions arise about how God can be understood to be at work in the world. Often both sides in a situation are convinced that God supports their cause. How can God be involved in any sense in the violence of war or terrorism - or indeed not be involved, if he cares for humanity? Statements like 'God is present with terrorists' and 'God is never present in evil' echo the dilemmas which the Samson narrative present. Where exactly is God, and what are his intentions? The same difficulties confront the world today as are found in Samson's adventures.

Questions

1. What political and religious problems are still around in Israel (and elsewhere) more than 3,000 years after the Judges?
2. What does it mean to say God takes sides? What arguments can be used to say he does - or doesn't?
3. Wars often have a religious dimension to them. Would a secular society be more likely to avoid war?
4. Is a God who works through human beings a limited God?
5. Overcoming the Philistines brought temporary peace? Why do some say that peace is only possible through war (or preparations for war)? Do you agree?

Chosen by God!

Jews, Muslims and Christians see themselves as chosen by God. While this bestows a sense of belonging both to God and to a particular group, there is the danger of creating an 'us and them' situation which can be extremely divisive and is at the root of many major problems in the world today, notably in the Middle East. The exclusive group can create a feeling of superiority as well as cause jealousy in the excluded group. The excluded can become suspicious of the exclusive group and use them as scapegoats.

A true perspective on the belief in election by God would be to use it to create a better, inclusive society which reflects God's concern and love for all his creation. Pupils need to learn how easily human beings distort and exploit religious belief. Belief needs, rather, to be handled with care and humility, as does the teaching of it.

Questions

1. Why is it important for people to feel that they 'belong'?
2. Why do members of a group often want to keep others out? What feelings are generated by being on the outside of a group?
3. What special responsibilities and dangers might be felt by those who believe they are 'called by God'?
4. Why do people sometimes use religious belief for their own ends? How can others recognise when this is going on?

The Promised Land

Ownership of the Promised Land has influenced politics and history ever since biblical times and is still high on the international political agenda. This makes it very important educational material. Certainly religion has to be taken in to account and understood by politicians in their negotiations.

Pupils need to understand the power of religious belief, both for good and evil, and to appreciate the effects of literal and liberal interpretations of biblical text. This will explain some of the diversity within religion and its controversial nature over certain issues, like the land of Israel. It also shows how relevant the Bible still is today in providing a context for political debate.

Questions

1. What responsibility do schools have for helping pupils to understand modern current affairs? How does / doesn't the teaching of 'Citizenship' increase this?
2. How can teachers show pupils the interrelation between different subjects e.g. history, geography, RE?
3. Why do people feel so possessive about territory?
4. How much of our personal identity is linked with a particular place? What effects might any link have?

Devoted to God

Pupils may find the concept of people devoting their lives to God an odd one. At the same time they are fascinated by priests, ministers, monks, nuns etc. who have a commitment to the religious life. It is important that pupils are introduced to these ways of life as a choice or calling to which people have responded throughout all time. In a materialistic society it is challenging to hear that other people have different values from society in general and are prepared to devote themselves to God through a series of vows, one of which is likely to be poverty and very limited, if any, possessions.

Questions

1. What sort of things do people generally devote themselves to? How does their devotion show itself? What sort of things do you think are worthy of devotion?
2. Why might people devote themselves to God these days? How might they do it?
3. Devotion to God often involves taking vows. What purpose do vows serve? Are they still relevant in a changing world?
4. How might 'devotion to God' be interpreted as 'devotion to God's people'?

The Human Condition

Religions offer a means of explaining and coping with the difficulties and mysteries of life. Some claim that much of human suffering is the result of a failure to live in God's way, through misuse of personal choice. They see religion as offering God's comfort, love and forgiveness and the opportunity to rebuild and renew lives.

Questions

1. The Bible often paints a negative picture of the human condition. How far would you agree that humans are 'fallen'?
2. When faced with evil in the everyday world, how far do people see faith as an antidote?
3. What is it about human nature that makes humans behave so foolishly at some times and so graciously at others?
4. Does everyone contain a mixture of good and bad? How far does each person contribute to good and bad in the world?
5. What other means do humans have, besides religious belief, of coping with the human condition?

The Hero?

Heroes are a perennially favourite subject with children as well as adults. Samson can set the scene for some interesting discussion on this theme. Certainly he needs to be set in his own time and valued for some aspects of his character. He is obviously a lively risk taker who, when he gets into difficulties, applies himself to getting out of them. He is a tragic figure when he is feeble enough to let Delilah betray him and when he is seized by the enemy and loses his sight. Perhaps he is a type of victim who can win sympathy. He certainly has a zest for life and even when 'down and out' manages to have the final say.

Whatever may be said about Samson, his main importance in the Bible is that God used him to help bring about peace for Israel in a situation of conflict and disaster. Religious people believe they all have a part to play in God's purposes. Does this make them all heroes?

Questions

1. Who makes a good hero? Why?
2. Why do people need heroes?
3. Does the sort of hero that a society reveres change with time?
4. In spite of Samson's weaknesses, God used his strengths. What does this say about the view of God in the Samson narratives?
5. In what ways do people bring about peace nowadays?
6. Is the world closer to living in peace now than in the time of Samson? Why / why not?

The Symbols

Pupils can explore the symbols used in Samson's narrative and at the same time understand the importance of the non-literal life in helping to convey a clearer picture of a complex idea. The concept of 'riddles' could lead to fascinating written and artistic work by pupils in composing their own riddles to convey their own perceptions of truths about life. Pupils might be interested to see Samson's riddle ("Out of the strong came forth sweetness") quoted on the Tate & Lyle Golden Syrup tin!

Questions

1. What riddles about life still perplex people?
2. Which aspects of life are difficult to describe in a literal way and are therefore helped by the use of symbols?
3. Are the symbols used in the Samson narrative still appropriate and meaningful today? If not, can you suggest alternatives which would convey the same ideas?
4. What is meant by the observations that 'strength does not lie in sight'?