BIBLOS - Teaching the Bible - Bricks without straw

Teaching the Bible

MOSES:
BRICKS WITHOUT STRAW

Key Questions

Questions for Discussion and Reflection

This narrative can be used to discuss the type of historical evidence found in the Bible. It may appear quite unnecessary for younger children. However, research shows that unless these notions are introduced to children early on they will construct their own uninformed view of this biblical material, which might prejudice their development in religious understanding later on. So pupils should realise that they are dealing with very ancient material. Here it shows Moses in rather an unsuccessful light and therefore it might have missed out on later editing which tended to idolise Moses in the light of his later accomplishments as the impressive leader of Israel.

Questions

Which recent historical characters might have been idolised in historical records and books?
Why is it that biographies of famous people can be presented so differently by different authors? Is it inevitable that historical records are tinged with the authors' interpretations of that person?
Does historical material have any value if it does not present the literal truth about a person or event?
Looking back at your own life, are there any incidents where it is difficult to know the truth of the matter?
What will pupils miss out on if the teacher omits to tell pupils about the nature of the material that is being used a) when studying non-Biblical material b) when studying Biblical material?
What contribution could such explanations make to the development of literacy in pupils?

God's Purpose

Pupils should be introduced to the concept of purpose because it is a stimulating concept which operates at a variety of levels in people's lives. It is a religious as well as secular concept and one which pupils can understand. Even young pupils may have asked 'What is life all about?'. Teachers can explain how religious believers believe God has a master plan for the universe as well as individual lives and everyone has a part to play in its accomplishment. Secular society also believes in purpose but it has a different interpretation because it operates in a finite setting ruled by chance.

Questions

What is required for plans to work out?
What feelings might people experience when their plans do not materialise? What response may be needed?
Is it easier to be responsible for executing plans personally or to rely on other people?
What difference does the concept of 'purpose' make to life?
Which sort of knowledge is it easier to live with - that there is a built-in purpose, or that there isn't one? Why?
Imagine why God might have chosen to use people to carry out his purposes when other methods were available to him?
If a religious world picture, or society, has as its purpose to build the Kingdom of God, what purpose(s) or aims does a secular society have?

A Punishing God

Integral to life is the moral dimension with the notions of 'good' and 'bad', 'right and wrong' accompanied by 'justice', 'judgment' and 'punishment'. When God is taken seriously he is regarded as the judge and he delivers the punishment. Early on in the Old Testament / Hebrew Bible elementary beliefs about God are recorded and here God is presented as a God of punishment, even revenge. Gradually this picture of God changes into a more loving God who wants to forgive repentant sinners. Discussion could be developed about the character of God that comes through in this narrative. Pupils might be able to grasp that over time people's understanding of God developed and God revealed himself through incidents and the spokespeople, the prophets. It is important that pupils get the idea that religion is not a fixed 'construction' but it changes as situations and experiences change. As far as Judaism and Christianity are concerned, as God's revelation has increased, so has human understanding of what God is like. So pupils have to learn to differentiate between early religious viewpoints and later, more developed ones. That chronology and development are vital if they are to receive a fair representation of Christianity and Judaism, as well as other faiths.

Questions

What links can be made between wrong-doing and punishment?
Do people today blame God for their 'punishments'?
What is the aim of punishment in school? Does it work? Why? Why not?
What gives people the right to administer punishment?
What place has forgiveness in society and school?
What gives people the right to forgive? Is forgiveness as weak as it sometimes appears? What effect might it have on the recipient?
How much does Religious Education contribute to pupils holding on to a picture of God which comes from the early biblical material and which never gets updated? Should young pupils be introduced to concepts of God that might be misunderstood? How can such a misunderstanding be avoided?

The Prophetic Role

Judaism, Christianity and Islam are 'revealed' religions where it is believed that God takes the initiative and reveals himself and his will to humanity. Although God made direct contact with people, especially earlier on in the Bible, prophets were used as a means of communicating with Israel too. They were individuals who received God's message for the society to which they prophesied. Moses was the earliest prophet (in Islam it is Adam) and begins to build up God's relationship with Israel. God could be said to be keeping in touch with Israel through the prophets.
Prophets appeared to have a sixth sense about the way things were unfolding politically and religiously. Nowadays there are 'prophets' who seem to have that same sense. Their perceptive intuition, observation and research give them valuable insights into the wrong directions society is taking and they warn others about this, through a variety of media. Not all of these speak out from a religious perspective but many do.

Questions

Why might God have chosen individuals like the prophets as channels for his teaching?
Were they likely to get a favourable response. Why? Why not?
Why might modern society need prophets? How might it benefit from them?
Why might it be difficult for them to be 'heard'?
Might God be speaking through modern prophets?
Why is it often hard for humans to see certain dangers ahead as a result of their behaviour?
How might people learn to become more perceptive about what is going on in the world around them?

'Having a go at God!'

Religious believers can 'rage' as much as others when they cannot make sense of what is happening or it is particularly painful.
For many believers, belief in God is a relationship in which both partners participate with freedom of expression. It can be compared to a parent / child relationship where it is not always easy to understand each other but the problems are aired. Ultimately, of course the religious believer has to depend on his or her faith but it is not a blind or dumb faith so much as an active, participatory one.
Religion should not expect a person to take on board beliefs unquestioningly. However, having said that, in some groups within religions less questioning is encouraged and there is more willingness to trust God without challenge.

Questions

Why might religious believers expect to engage both their brains and emotions in their religious belief?
Why might some people be looking for a 'blind, dumb faith' and be content with it?
What sort of image of God do people have if they believe there can be no two-way dialogue with human beings?
Believers see prayer as communicating with God. What topics might this embrace for the religious believer?
Why is it that family relationships can still remain strong even though they embrace differences of opinion, anger, frustration, disappointment, betrayal etc.?
Complaining can become a habit but when is it justified?
What complaints against God might be justified? What sort of God is one who can accept complaints?

Oppression and Exploitation

Oppression and exploitation operate at all levels in society and probably everyone indulges in thiem at times - adults and children. Everyone wields their personal power, however limited that might be, for better or worse. But people do have choices. They do not have to be oppressive and abusive to others.
Young children are building up their characters and it is never too early to guide their choices through reflection on behaviour patterns. Older pupils need opportunities to reflect on the type of person they are becoming. This narrative affords a good opportunity to explore the choices people can make about the way they behave.

Questions

What made the Pharaoh so insensitive to others' needs?
What makes people generally insensitive to others' needs?
Is Moses justified in feeling upset with God?
How might God's power be limited by the responses of people to his will?
How might people justify exploiting others? Can people recognise when they are exploiting others or is it easy to be blind to this?
Why should people act fairly and responsibly towards others?
What leads children to treat others badly?
Where does oppression and exploitation take place in school life? What ripple effect might this have on the school community?
In what ways do individual teachers and pupils wield their power in school for better or worse? What influence can the school have in changing pupils' behaviour patterns?