Month: January 2025

Lesson 17 Outline – Scott






Lesson 17: Mark 9:30-50 Teaching Video Outline

Lesson 17: Mark 9:30-50 Teaching Video Outline

Speaker: Scott Neubauer

Introduction

  • Encouragement to read Mark 9:30-50 and parallel passages (Matthew 17-18, Luke 9).
  • Overview of the geographical journey from Mount Hermon to Capernaum.
  • Understanding the big picture: Jesus’ journey towards His crucifixion.
  • Key biblical perspective: Jesus is seen throughout the Bible.
  • Opening prayer.

Overview of Mark 9:30-50

Scene setting: Two parts of the journey

  • Traveling through Galilee (outdoor journey).
  • Indoors in Capernaum (private teaching moment).

Differences from previous passages:

  • No large crowds, no Pharisees, no miracles.
  • Intimate teaching moment with the twelve disciples.

Key takeaway: Jesus remains in control despite the disciples’ misunderstandings.

Three Key Themes

A. Humility

  • Definition: Freedom from pride and arrogance.
  • Modern contrast: Lack of humility in sports, social media, and daily life.
  • Jesus’ ultimate humility:
    • Foretelling His death and resurrection.
    • Choosing to suffer crucifixion for salvation.
  • Key scripture: Philippians 2:5-8.

B. Pride

  • The disciples’ argument: Who is the greatest?
  • Jesus’ response:
    • “If anyone would be first, he must be last and servant of all.”
    • Illustrates humility by placing a child in their midst.
  • Warning against pride:
    • Destroys unity (in churches, small groups, workplaces).
    • Leads to exclusivity and competition.
  • Story of the underground church in Iraq:
    • Unity among believers despite differences.
    • The importance of humility in the Christian community.

C. Warnings

  • Leading others into sin: Mark 9:42
    • Serious responsibility in discipling young believers.
    • Followers of Christ must be examples, not stumbling blocks.
  • Seriousness of sin: Mark 9:43-48
    • Jesus’ radical language about cutting off sin’s influence.
    • Sin originates from the heart (Mark 7:21-23).
    • Solution: Renew the mind (Romans 12, Colossians 3).
  • The reality of hell: Mark 9:47-48
    • Hell is real and the consequence of rejecting Christ.
    • Quote from William Booth: “Five minutes in hell would change how we live.”

Application

  • Remember Jesus’ sacrifice:
    • Communion as a reminder of His humility and suffering.
  • Self-examination on pride:
    • Reflection on the “Proud People vs. Broken People” chart (Vertical Endeavor resource).
  • Final prayer:
    • Surrender to God’s will, repentance, and a commitment to humility.

Closing Prayer: “Our Heavenly Father, we thank you. I thank you for your goodness and graciousness. I thank you for the example that Jesus set. It’s a reminder that we are wholly dependent on Him. I pray that your word would sink in and change people’s lives. In Jesus’ name, Amen.”


LESSON 16 OUTLINE – Michael






Lesson 16 – Mark 8:27–9:29

Lesson 16 – Mark 8:27–9:29

A study on Jesus’ ministry, identity, suffering, and discipleship.

Introduction

Focus: Gospel of Mark, specifically Mark 8:27–9:29. Theme: Jesus’ ministry, identity, suffering, and teachings on discipleship.

Key Sections and Themes

1. Jesus’ Identity (Mark 8:27–30)

  • Jesus asks His disciples: “Who do people say that I am?”
  • Varied opinions about Jesus’ identity (prophet, miracle worker, etc.).
  • Personal question: “Who do you say that I am?”
  • Peter’s confession: “You are the Christ.”
  • Reflection: The importance of personal faith in recognizing Jesus as Savior.

2. Jesus Predicts His Suffering (Mark 8:31–33)

  • Jesus reveals He must suffer, be rejected, die, and rise again.
  • Peter rebukes Jesus; Jesus rebukes Peter: “Get behind me, Satan.”
  • Lessons:
    • Suffering is part of God’s plan.
    • The danger of focusing on human desires over God’s will.

3. Call to Discipleship (Mark 8:34–38)

  • Jesus calls for self-denial, taking up the cross, and following Him.
  • Challenges:
    • Embracing suffering and hardships as part of faith.
    • Reflection: Prioritizing Jesus over worldly gains (“What does it profit a man…?”).

4. The Transfiguration (Mark 9:1–8)

  • Event: Jesus is transfigured before Peter, James, and John.
  • Moses (representing the Law) and Elijah (representing the Prophets) appear with Jesus.
  • God’s command: “This is my beloved Son; listen to Him.”
  • Lessons:
    • Jesus is central; listening to Him provides clarity in times of confusion.

5. Healing of the Boy with an Evil Spirit (Mark 9:14–29)

  • Situation: A boy possessed by an evil spirit; the disciples fail to cast it out.
  • Key statement: “All things are possible for one who believes.”
  • Father’s prayer: “I believe; help my unbelief.”
  • Lessons:
    • Faith and prayer are essential in overcoming spiritual challenges.
    • Jesus’ power to completely heal and restore.

Reflection and Application

  • Faith and Submission: Submission to God’s will, even in suffering. Prioritizing prayer and aligning with God’s plans over personal desires.
  • Growth and Maturity: Discipleship involves ongoing spiritual growth. Encouragement to deepen faith, prayer life, and knowledge of Jesus.
  • Personal Questions for Reflection:
    • Who is Jesus to you?
    • Have you embraced the reality of suffering in following Jesus?
    • Are you actively seeking God’s will and growing in your faith?

Conclusion: Be encouraged to grow in Christlikeness. Reflect on what Jesus is teaching you and how your faith is maturing.


What Is Different About the Feeding of the 4000

Indicators That Jesus Is Feeding a Gentile Crowd in Mark 8:1–10

Mark 8:1–10 describes the feeding of the four thousand, and several indicators suggest that this miracle occurred among a predominantly Gentile crowd rather than a Jewish one. These clues are found both in the details of the passage and in the broader context of Mark’s Gospel:

1. Geographical Context

The event takes place in the region of the Decapolis (Mark 7:31), a predominantly Gentile area. This region was known for its Greco-Roman population and culture, which would have included fewer Jewish inhabitants compared to Galilee or Judea.

2. The Crowd’s Composition

Jesus previously fed the five thousand in a primarily Jewish setting (Mark 6:30–44). The repetition of a similar miracle in a different location likely implies a different audience. In this case, the Gentile context of the Decapolis suggests the crowd was largely non-Jewish.

3. The Duration of the Gathering

The crowd had been with Jesus for three days (Mark 8:2). This extended stay could indicate a group less bound by Jewish customs, such as the strict Sabbath observance, suggesting a Gentile audience more willing to follow Jesus without such restrictions.

4. Jesus’ Compassionate Response

Jesus expresses concern for the crowd’s hunger, stating that some have come “from a great distance” (Mark 8:3). This phrase may highlight the diversity of the crowd and the presence of Gentiles who traveled far to hear Him.

5. Different Numbers and Symbolism

The number “seven” in this account (seven loaves and seven baskets of leftovers, Mark 8:5–8) is significant. In Jewish tradition, the number twelve (used in the feeding of the five thousand) symbolizes the twelve tribes of Israel. Seven, on the other hand, often symbolizes completeness or universality, which could imply the inclusion of Gentiles in God’s plan.

6. Distinct Vocabulary

In Mark 8:8, the Greek word for “basket” (σπυρίς, spyris) is different from the term used in the feeding of the five thousand (κοφίνους, kophinos). The word spyris refers to a larger basket commonly used in Gentile areas, further reinforcing the idea that this miracle took place in a Gentile context.

These indicators collectively suggest that this crowd was predominantly Gentile, emphasizing Jesus’ mission to include all people—both Jews and Gentiles—in God’s kingdom.

Traditions of the Elders and Rise of Religious Leaders in Jesus’ Day

The “Traditions of the Elders” in Mark 7

The “traditions of the elders” mentioned in Mark 7 refer to the body of oral traditions and interpretations of the Mosaic Law that had developed over time in Jewish society. These traditions sought to clarify and expand upon the written Torah, addressing questions of religious practice, ritual purity, and daily living.

Origin of the “Tradition of the Elders”

  • Roots in the Oral Torah:

    • Jewish tradition holds that alongside the written Torah (the first five books of the Bible), God gave Moses an oral explanation of the laws. This oral Torah was passed down through generations and gradually grew into a complex system of interpretations and applications.
    • Over time, this oral tradition became increasingly formalized, especially during the Second Temple period (516 BCE–70 CE), as religious leaders sought to apply the Torah to changing social and cultural circumstances.
  • Focus on Ritual Purity:

    • Many of the traditions addressed issues of ceremonial cleanliness, such as handwashing before meals, which was a central concern for maintaining ritual purity.
    • These practices often extended beyond what was explicitly commanded in the Torah and became a hallmark of Pharisaic piety.
  • Written Codification:

    • While initially oral, these traditions were eventually codified in texts like the Mishnah (circa 200 CE) and later the Talmud. However, during the time of Jesus, they were primarily oral and represented a key point of tension between Jesus and groups like the Pharisees.

The Rise of the Pharisees, Scribes, and Sadducees

These groups emerged during the Second Temple period as part of the social and religious evolution of Judaism under foreign rule, especially during the Greek and Roman periods.

Pharisees

  • Origins: Likely arose during the Hasmonean period (circa 2nd century BCE). They were a lay movement focused on maintaining Jewish identity through adherence to both the written Torah and oral traditions.
  • Beliefs: Pharisees emphasized strict observance of the law, belief in resurrection, angels, and divine judgment. They sought to democratize access to holiness, extending priestly rituals to all Jews.
  • Influence: They were highly influential among the common people and were known for their meticulous interpretations of the law.

Scribes

  • Origins: Scribes were originally copyists and preservers of sacred texts but became experts in interpreting and teaching the Torah.
  • Role: They were not a distinct sect but worked closely with groups like the Pharisees. Scribes were legal scholars, often consulted for judgments on religious matters.

Sadducees

  • Origins: Likely emerged around the same time as the Pharisees, with a strong base among the aristocracy and priesthood. They were closely tied to the Temple in Jerusalem and its administration.
  • Beliefs: They rejected oral traditions, focusing strictly on the written Torah. They denied the resurrection, angels, and an afterlife, holding a more conservative theological position.
  • Decline: The Sadducees lost influence after the destruction of the Temple in 70 CE, which ended their primary source of power.

Historical Context

The differing interpretations of the law and Jewish identity arose in response to foreign domination, particularly during the Hellenistic and Roman periods. Groups like the Pharisees and Sadducees represented competing visions of how Judaism should adapt to or resist these influences:

  • The Pharisees: Sought to create a portable form of Judaism, emphasizing laws that could be practiced even without the Temple.
  • The Sadducees: Clung to Temple-based worship and collaboration with foreign rulers.
  • Scribes: Provided the intellectual and legal expertise to interpret the Torah and mediate disputes.

By the time of Jesus, these groups had solidified their roles, with the Pharisees and scribes playing a prominent role in shaping Jewish religious life, while the Sadducees maintained political and religious control over the Temple. Their conflicts with Jesus often stemmed from their differing interpretations of the law and the traditions of the elders.

Citations

  • Neusner, Jacob. The Oral Torah: The Sacred Traditions of Rabbinic Judaism. Harper & Row, 1986.
  • Elman, Yaakov, et al. The Cambridge Companion to the Talmud and Rabbinic Literature. Cambridge University Press, 2007.
  • Sanders, E. P. Judaism: Practice and Belief 63 BCE–66 CE. Trinity Press International, 1992.
  • Vermes, Geza. The Religion of Jesus the Jew. Fortress Press, 1993.
  • Josephus, Flavius. Antiquities of the Jews (Book 13, Chapters 10–16). Loeb Classical Library, Harvard University Press.
  • Sanders, E. P. Paul and Palestinian Judaism. Fortress Press, 1977.
  • Tov, Emanuel. Textual Criticism of the Hebrew Bible. 3rd Edition. Fortress Press, 2012.
  • Schürer, Emil. The History of the Jewish People in the Age of Jesus Christ (175 B.C.-A.D. 135). Rev. ed., T&T Clark, 1973.
  • Cohen, Shaye J.D. From the Maccabees to the Mishnah. Westminster John Knox Press, 2006.
  • Charlesworth, James H. Jesus and the Dead Sea Scrolls. Doubleday, 1992.
  • Grabbe, Lester L. An Introduction to Second Temple Judaism: History and Religion of the Jews in the Time of Nehemiah, the Maccabees, Hillel, and Jesus. T&T Clark, 2010.
  • Wright, N.T. The New Testament and the People of God. Fortress Press, 1992.
  • Bauckham, Richard. Jesus and the Eyewitnesses. Eerdmans, 2006.
  • Wright, N.T. Jesus and the Victory of God. Fortress Press, 1996.

Lesson 15 Outline – Brett

Lesson 15 – Mark Chapter 8: Dependency, Competency, and Spiritual Insight

Introduction

Mark’s Gospel employs a unique “sandwich” technique that alternates between dependency, competency, incompetency, and dependency. This teaching explores these contrasts to reveal deeper spiritual truths.

Part 1: Dependency (Verses 1–10)

Context of Dependency

  • Wilderness setting symbolizes desolation and vulnerability.
  • The people rely on Jesus for physical and spiritual sustenance.

Disbelief and Blindness of the Disciples

Although the disciples recognize their insufficiency, they fail to realize Jesus, the Bread of Life, is their solution.

Jesus’ Compassion

  • Jesus shows concern for the crowd’s needs.
  • Reflection on God’s compassionate character (Exodus 34:6).

Provision Through Jesus

Disciples receive from Jesus and share with others, teaching that God’s commands reveal our need for Him and invite us to depend on His sufficiency.

Part 2: Competency of the Pharisees (Verses 11–13)

Pharisees’ Approach

  • Militaristic opposition to Jesus.
  • Attempts to control and discredit Jesus stem from a refusal to depend on God.

Jesus’ Response

Jesus grieves over their rejection, departing in sorrow rather than anger, allowing them to persist in their choice of self-reliance.

Part 3: Incompetency of the Disciples (Verses 14–21)

Context of Incompetency

  • Disciples are distracted by their failures.
  • They misunderstand Jesus’ teachings and focus on material concerns.

Jesus’ Directive

Jesus warns against the pride of self-reliance, emphasizing the need for continual dependence on Him.

Lesson on Dependency

Incompetency leads to spiritual blindness when focus remains on self. True clarity comes from reliance on Jesus.

Part 4: Dependency Restored (Verses 22–26)

Healing of the Blind Man

The gradual healing of the blind man reflects the disciples’ slow journey to spiritual understanding.

Dependence and Deliverance

  • Others bring the blind man to Jesus, symbolizing prayer and intercession.
  • Jesus’ compassion and patience lead to clear spiritual sight.

Conclusion

Living in Dependency

Salvation and spiritual clarity require ongoing reliance on Jesus. Practical steps include Scripture study, prayer, and church community.

Key Takeaway

The Christian life is not about competence or self-reliance but ongoing dependence on Jesus, who provides compassion, provision, and sight.

Summary of ESV Study Bible Notes Related to Lesson 14

ESV Study Bible Notes for Lesson 14

Teachings on Moral Defilement (Mark 7:1–23)

  • Conflict Overview: Pharisees and Jesus clash on the topic of moral purity.
  • 7:5: Scribes investigate Jesus’ growing influence. Accusations focus on disciples breaking traditions, not Mosaic Law (e.g., ceremonial washing). Jesus demonstrates freedom from these traditions (Luke 11:37–38).
  • 7:6–8: Pharisees are labeled hypocrites for prioritizing external rituals over heartfelt devotion to God.
  • 7:9: Human traditions are criticized for disregarding God’s commandments.
  • 7:10–13: The “Corban” tradition is highlighted as a misuse of the Law, allowing neglect of parental care. This opposes Mosaic Law, which protects the vulnerable.
  • 7:15: Defilement arises from the heart, not external actions. The heart encompasses mind, emotions, and will (Isa. 29:13–16; Jer. 17:9–10).
  • 7:17–19: Jesus teaches his disciples that defilement is spiritual, not ceremonial. Declares all foods clean, signifying the fulfillment of the ceremonial laws (Lev. 11; Acts 10–11).
  • 7:20–23: Jesus lists sins stemming from a defiled heart, emphasizing internal over external purity.

Opening to Gentiles (Mark 7:24–30)

  • Context: Jesus expands his ministry to Gentiles, foreshadowing his disciples’ future mission.
  • 7:24: Travels to Tyre and Sidon, areas known for Gentile populations, where he heals and spreads God’s message.
  • 7:26: References Elijah aiding a Gentile woman, underlining God’s care for non-Israelites (1 Kings 17:8–24).
  • 7:27–30: Jesus tests a Gentile woman’s faith with a challenging response. Her humility and persistence result in her daughter’s healing, demonstrating God’s grace to all.

Jesus’ Ministry Beyond Israel

Jesus’ work primarily focuses on Israel but extends to Tyre, Sidon, and Decapolis. At Caesarea Philippi, Peter’s confession (“You are the Christ”) and Jesus’ declaration (“on this rock I will build my church”) mark pivotal moments.

Additional Miracles in Decapolis and Bethsaida (Mark 7:31–8:26)

  • 7:31: Jesus ministers to Jews and Gentiles in Hellenistic regions.
  • 7:33–34: Healing of a deaf man involves physical means, symbolizing spiritual deafness/blindness. Jesus sighs over the fallen state of humanity (Isa. 35:5–6).
  • 7:36–37: Despite instructions to remain silent, witnesses spread news of Jesus’ miracles. People are amazed, associating Jesus with messianic prophecies (Isa. 35:5–6). However, expectations of a political Messiah persist.

Lesson 14 Outline – Jeremy






The Art of the Story Sandwich in Mark’s Gospel

The Art of the Story Sandwich in Mark’s Gospel

Teaching Summary Outline by Jeremy Thomas

Introduction

  • Presenter Introduction: Jeremy Thomas introduces the session.
  • Central Theme:
    • Exploring the literary structure in the Gospel of Mark, focusing on “story sandwiches.”
    • Connecting Mark’s storytelling to deeper theological truths.

Section 1: The Concept of the “Story Sandwich”

  • Definition:
    • A narrative structure where one story is inserted into another, forming a “sandwich.”
    • Central story (the “meat”) reveals the core message.
  • Illustration:
    • Comparison to sandwiches where the meat is the identifying element, not the bread.
  • Biblical Examples:
    • Example from Mark 5 (Jairus’s daughter and the bleeding woman).

Section 2: Exploring the Sandwich in Mark 7

  • Central Narrative:
    • Focus on Jesus’ interaction with the Pharisees about purity (Mark 7:1-23).
    • Teaching framed by two miraculous feedings (Mark 6 and 8).
  • Chiasm Structure:
    • Mark’s use of a pyramid-like narrative structure with the central teaching as the climax.

Section 3: Theological Insights

  • Key Themes:
    • Purity and impurity: External rituals vs. internal transformation.
    • Human insufficiency vs. divine sufficiency.
  • Application to Mark 7:
    • Jesus critiques traditions of men that overshadow God’s commandments.
    • Central teaching: The heart matters more than outward rituals.

Section 4: Practical Applications

  • Discussion Prompts:
    • Reflect on personal traditions and how they align with God’s commands.
    • Explore faith and humility exemplified by the Syrophoenician woman.
  • Life Lessons:
    • Emphasis on inward transformation over external compliance.
    • Avoiding the pitfalls of religious pride and hypocrisy.

Conclusion

  • Encouragement to Reflect:
    • Focus on God’s commandments motivated by love, not fear or tradition.
  • Closing Prayer:
    • Request for internal cleansing and genuine worship.


Lesson 13 Outline – Mark Jensen






Understanding the Kingdom of God

Understanding the Kingdom of God

Introduction

  • Welcome & Prayer
    • Encouragement to spend time in silence and solitude with Christ.
    • Prayer for guidance and understanding during the study.
  • Main Theme: The reality and relevance of the Kingdom of God in Scripture and life.

Key Sections

What is the Kingdom of God?

  • Definition: A spiritual state where God’s life is accessible on earth (Andrew Murray).
  • Characteristics:
    1. Presence and rule of the King (Jesus Christ).
    2. Power of God and Christ in believers.
    3. Entry through spiritual rebirth.
    4. Blessings of living in the Kingdom.

Development of the Kingdom of God in Scripture

  • Phase 1: Prophesied in the Old Testament (e.g., Daniel 2:44-45).
  • Phase 2: Present during Christ’s earthly ministry.
  • Phase 3: Provisional phase after Christ’s rejection and ascension.
  • Phase 4: Millennial reign of Christ on earth.
  • Phase 5: Eternal Kingdom (Revelation 21-22).

Practical Applications (So What?)

  • Living as Citizens of the Kingdom:
    • Questions for reflection:
      • Do I believe the Kingdom of God is real?
      • How does this belief shape my life and actions?
    • Areas to work on (e.g., overcoming fear, living for God’s approval).
  • Improving Relationship with God:
    • Importance of solitude and quiet time with God.
    • Suggestions for deeper spiritual intimacy (e.g., reading related materials).
  • Impact on Others:
    • Reflecting the Kingdom of God through actions and relationships.
    • Encouragement to live a life that reveals the Kingdom’s reality to others.

Encouragement and Group Study

  • Recommended Questions: Focus on specific group discussion questions to deepen understanding.
  • Closing Blessings: Encouragement for continued growth and reflection.