Biblical scholarship

Pupils easily assume that no academic study is ever applied to the Bible. So it is important to introduce them to biblical study, where scholars attempt to understand its material in the light of relevant discoveries from archaeology, language, history and culture. Material about miracles raises challenging issues and has produced varying interpretations for consideration (see 'Context' section).

Pupils also need to appreciate that the Bible is interpreted in differing ways, with some people maintaining a more conservative approach and others a more liberal one. The differing interpretations depend on the perceptions and individual biases of the theologians.

'Opening up' of the Bible through an understanding of biblical study should engage the critical faculties of pupils. It will also encourage them to understand that the Bible and the pursuit of its truth is much more complicated than usually imagined and therefore it should not be lightly dismissed. As part of this evaluation process it is worth remembering that it is more important to leave pupils with questions than to pretend there are simple answers!

Questions

1. Why can questions be more important than answers?
2. What 'big' questions about life puzzle people and have no clear answers?
3. Do you think people prefer everything to be clear-cut rather than ambiguous and mysterious? If so, why might this be?
4. Where do people get their understanding of what the Bible is?

Miracles

This is a fascinating if difficult area to explore with pupils. The term 'miracle' is frequently used in a variety of ways in modern society, so it is not a new concept, but it is (surprisingly?) infrequently used in the Bible. Pupils have plenty to contribute from their own experience. However, biblical miracles do present particular challenges. Pupils need to know how miracles were understood by the gospel writers and how religious people differ in their interpretation of them. (see above).

Questions

1. In what different ways is the term 'miracle' used?
2. How might most people define a miracle?
3. What events portrayed as ' miracles' have recently been in the news?
4. Sometimes human beings are regarded as miracles - the term is often used, for example, of babies, of recovery from illness or of feats of endurance. Are humans 'miraculous'? If so, how? And if not, why not?
5. Do miracles only make sense if someone believes in God? Is there such a thing as a 'chance' miracle?

Religious awareness and religious blindness

Jesus wanted to raise people's awareness of a deeper and more fulfilling way of living which put them in touch with the 'God dimension' of their being. Even his disciples struggled to tune into the faith dimension to which Jesus was referring. At times Jesus seemed exasperated by the disciples' lack of perception.

In a secular society people find it very difficult to understand what religions are about. In such a fast-moving society with less time and space to perceive the religious dimension of existence, there is always a risk that people do not give enough time for reflecting on and exploring religious insight. Yet at the same time, there is an acknowledgement that there is more to life than just the material. What is the religious dimension? It seems a natural quality in some people, in others it has to be worked for, for some it seems a total irrelevancy. It doesn't depend on intelligence or wealth. Where can it be found, where does it fit in and how can it be nourished?

Questions

1. How might a person describe religious awareness? Can it be recognised?
2. Is there a difference between spiritual and religious awareness?
3. What might encourage religious awareness? What might hinder its growth?
4. What function does religious awareness? What relevance has it in school?
5. Are children more religiously aware than adults? Do people lose their religious insights as they grow up?
6. Are some people naturally more religiously aware and others religiously blind or indifferent? What are the implications of your answer?

Faith and fear

Although everyone exercises some form of faith (or trust) in daily living, in a scientific age religious faith is sometimes not rated very highly, perhaps because it can never be tied down and measured. To put faith in the sun rising, machines, timetables, appointments, transport, friends, family etc. is to trust in things that are more or less measurable; to have religious faith means putting your life in the hands of an unseen God and trusting in His promises. This kind of faith cannot be based on absolute truth but requires believers to live as if that faith were provable. It can be such a strong belief that it is central to what motivates and inspires the believer and is life enhancing. Pupils can be helped to understand that the concept of faith is integral to human life, even in a scientific age.

Questions

1. Why is trust so important in relationships?
2. What role does trust play in modern society? Are people less trustworthy and trusting in a 'me' culture? What is worth putting your faith in?
3. What are the limitations of trusting in a) God b) chance c) oneself?
4. What does is mean to 'trust to chance'? Why are some people prepared to trust God?
5. What things cause people fear nowadays? Have they changed from, say 100 or 1000 years ago? What are the consequences of fear?

Discipleship

The word 'disciple' comes from the Greek 'to learn'. Heroes, teachers and philosophers in the past had their followers or disciples, people who wanted to learn from them. Christians are the disciples or students of Jesus. But in an age where people like to 'do their own thing' perhaps discipleship is less popular. People are still influenced by others who become role models and guides. Pupils have to decide what sort of people they want to be and the values they will live by. The lives of other charismatic or admirable people can be presented to inspire young people in their decisions.

Questions

1. Who today might inspire people to be their disciples?
2. What are the challenges of becoming someone's disciple?
3. What are the disciples like in the narrative of calming the storm? Why would some people find them reassuring?
4. Why might Jesus have been rather disappointed by the disciples in this narrative?

Who was Jesus?

Jesus has had a profound effect on western culture. Yet even the disciples found it hard to make out who Jesus really was and still surprisingly little is known about him generally. Nevertheless, schools should try to present a fair and full picture of the man Jesus to young people, so that they can assess who he was and what he said and did for themselves. Teachers can do this by highlighting the challenge which Jesus brought with him in showing the new way of living within the Kingdom of God.

In this narrative a picture is presented of a hard-working, exhausted Jesus. He trusted God and other people and expected their trust in return. He was a demanding character, with high expectations of his disciples. He set an example of faith in God. His disciples, however weak themselves, recognised something overwhelmingly special about him. For more about Jesus, contact the Biblos Project for a copy of a booklet, What about Jesus? biblos@exeter.ac.uk

Questions

1. Why do people seem to need to look for people or something to follow?
2. What role-models are on offer to young people today?
3. Do the ideas fashion and music replace people, as worthy of discipleship nowadays?
4. What qualities did Jesus have, and did he look for in his disciples? In what way might Jesus still serve as a role-model for young people today?
5. What are the difficulties which disciples of Jesus have to face up to nowadays?

Life's struggles

Perhaps magazines and advertisements sometimes deceive people into thinking life is easy. A consumer society and questionable expectations do not help people come to terms with reality. Religions acknowledge the difficulties, suffering and hardships that can occur and provide believers with ways of coping. Christianity teaches trust in God. The heart of Christianity concerns a God who identifies with human nature through the incarnation and who suffered and was crucified, so God can identify with the pain and sorrow and is there alongside enabling the person to cope.

Questions

1. ' She thinks the world owes her a living...' Where to people get such expectations from - themselves and their upbringing, the media, somewhere else? What are the limitations of such a view?
2. If there is a good God why does life often seem so tough?
3. Some people say that belief in God is a cowardly response to life's problems. What do you think?
4. Many people claim that their faith helps to put their lives in perspective. What do they mean? Do you agree that faith can fulfil this role?