Portrait of Jesus

If Jesus had such a powerful impact on those he met, it is interesting to reflect on why people today have such a weak image of him. This image however, enables Jesus to be ignored and that is perhaps convenient for a secular society?

If pupils could meet the real Jesus, they might find him difficult to dismiss as a nobody whose name can be evoked only in swearing?

Jesus has suffered at the hands of those who have tried to portray him as a docile, sweetness-and-light character. The Jesus of the gospels left people wondering just whoever he might be, not saying: 'What a nice man!' He challenged rather than charmed. He was a man who had to be respected for the compassion and concern he displayed but also for his authority. Children will make of him what they can. Through a proper presentation of this narrative, they should be able to assess him on the basis of a fair presentation of his life and teaching.


Questions

1. What different views of Jesus might the characters in the narrative hold after this encounter with him?
2. What picture of Jesus do you have in your mind's eye? Where does it come from?
3. Where do young children get their picture of Jesus from? Does it do him justice?
4. Why might people prefer a meek and mild Jesus, to a revolutionary Jesus?
5. In what type of modern situations might Jesus find himself involved? Who might Jesus protect or challenge today?
6. Christians claim that they still encounter Jesus nowadays, what do they mean?

Saviour not judge: calling not condemning

Zacchaeus lost his place in society because of his behaviour. People ‘grumbled’ about Jesus for taking notice of such a person. People still today are dismissive of those whose behaviour doesn’t meet certain expected standards. There is a great desire to see the ‘sinner’ ‘pay the price’ for the wrongdoing. Reactions can even engender violence and protests. The media has a field day when this happens.

However, throughout the gospels Jesus emphasises that God’s way is different and that hating the sin is not the same as hating the sinners.

Questions

1. Why is it so difficult to own up to wrongdoing?
2. Why might people need their wrong-doing dealt with?
3. Why does acceptance and forgiveness offer the opportunity of a changed life-style?
4. What does punishment rarely make a person change their bad ways?
5. What does Christianity mean when it offers people a new and more fulfilling life?
6. What is the difference between the stress on 'me' in present day secularism and Jesus' focus on the importance of the individual?
7. Why is modern society so quick to condemn and cry out for stiff punishments?
8. In what way might modern society, with all the entertainment on offer, be kidding itself that it is having a good time?

Mercy

In life, the gentler qualities of human nature can be sidelined by the competitive spirit, ambition and the assertive stance life. Maybe stress squeezes out all but the aggression and rage. When judgement and blame are given full sway especially in the media, mercy and compassion can seem weak and ineffectual. There is a belief that the more important you are in status, the tougher you need your image to appear. In particular boys need to develop that tough, macho image and schools are expected to handle it.

Yet Christians believe God, the Creator, possesses a gentle side, of mercy. God can show compassion. Jesus could weep in sorrow and pity. Everyone knows what it is like to receive genuine compassion and to experience mercy from someone who does not need to show it. In imitation of God, Christians believe it is important to develop this quality and they have their example in Jesus and his treatment of those in need. If mercy was a sign of weakness then Jesus was prepared to become weak so that others might be strengthened. Christian belief in the incarnation of God in human form in Jesus shows just how far God was prepared be involved with humankind.

Questions

1. What do you understand as mercy? Why is or isn't it a valuable quality?
2. Why might some regard 'mercy' as a sign of weakness? Is this position a good one to hold?
3. Does a God whose nature is 'merciful'l imply a contradiction
4. Think of some situations in which mercy is an appropriate response. What does it feel like to have mercy shown to you and to show mercy to others?
5. Do you think that society is more or less 'merciful' than it was, say 100, 300 or 1,000 years ago, or in the time of Jesus?
6. How can 'mercy' be developed as a quality? Is it relevant in school life - if so, how?
7. Is 'mercy' a particularly religious quality?
8. What would a society or social group which did not value or show 'mercy' be like?

False and True Religions

Pupils should be encouraged to use their critical skills in analysing and evaluating religious belief. Any worthwhile religion will stand this test. What was wrong with the religious leaders in the narrative was that their own interpretation of God's Law had become narrow. They failed to see what God was after, in their desire to accomplish what they were after, namely to attack Jesus.

Questions

1. Why can it be difficult to distinguish between worthy and suspect religions? What are the positive and negative features that would help someone decide about the validity of a religion?
2. How would you define a 'false' religion? Why are some 'false' religions apparently so attractive
3. Leaders of religion are usually expected to be good examples in the way they live their lives. Do you think this is reasonable? Why are such leaders not always the good examples they should be?
4. Why should pupils be encouraged to be discriminating about religions or groups within a religion?

Hypocrisy and double-standards

Pupils are often very idealistic and they easily detect when double-standards are in operation. For example, pupils can feel that they are expected to maintain a standard of behaviour, which teachers appear not to be applying themselves! Hypocrisy is not always easy to identify and it is easy to get caught up in it. While it should not be condoned in religious leaders or society, it is easy to see why it flourishes. If pupils are aware when hypocrisy is present, and what causes it, they should be more able to develop their awareness of it and avoid falling into the trap themselves.

Questions

1. What are the commonest types of hypocrisy in everyday life? Is it most likely to be found in individuals or institutions?
2. Why can hypocrisy be difficult to recognise?
3. Who does it matter to, and what difference does it make, if someone is hypocritical? No-one? The perpetrator? The victim?
4. Is hypocrisy deliberate or can people be hypocritical without being aware of it?