NT Lessons 115-116 2 Cor 6-9

https://www.lds.org/manual/new-testament-seminary-teacher-manual?lang=eng

Lesson 115: 2 Corinthians 6–7

Introduction

Paul continued to defend to the Corinthian Saints his conduct as a minister of God. He exhorted the Saints to separate themselves from all unrighteousness. He affirmed his devotion to the Saints and rejoiced that they had experienced godly sorrow and repented of their sins.

I. 2 Corinthians 6:1–13 Paul describes characteristics of ministers of God

---Invite students to consider the following scenario:

• While you and some others from your ward or branch are doing a service project, some people pass by and make rude remarks about the Church. What might happen if you or others in your group respond with rudeness?

---Ask students to think of times when they may have experienced opposition or ridicule while they were serving the Lord. Invite students to look for a truth as they study 2 Corinthians 6:1–13 that can guide them during such times.

---In 2 Corinthians 6:1–2  Paul referred to himself and his fellow laborers as “workers together with Christ” (Joseph Smith Translation, 2 Corinthians 6:1 [in 2 Corinthians 6:1, footnote b]). Paul cited the prophet Isaiah’s words (see Isaiah 49:8) to emphasize that the time had come for the Saints to consider their salvation.

---Invite a student to read 2 Corinthians 6:3–7 aloud. Ask half the class to look for words or phrases that describe the opposition Paul and his fellow ministers experienced. Ask the other half to look for words or phrases that describe how Paul and his fellow ministers reacted to the opposition.

• What kinds of opposition did Paul and his fellow ministers experience?
• What words or phrases describe how they reacted to the opposition?

---Review verse 3, and explain that the word ministry refers to the work of the Church.

• How might the actions of Church members today affect others’ opinions about the Church?
• How would you summarize Paul’s teachings in verses 3–7 as a principle? (Students should identify a principle similar to the following: As we respond to opposition with love, kindness, and righteousness, we can help others view the Church in a positive way.)

---Remind students of the scenario presented at the beginning of the lesson. Invite them to explain how a person could respond to that situation in a righteous way and what results could come from doing so.

II. 2 Corinthians 6:14–18  Paul counsels the Saints to come out from among the wicked

---Divide students into pairs, and provide each student with a copy of the accompanying handout.

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2 Corinthians 6:14–18

Counsel to the Saints	Promises from the Lord

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---Invite students to read 2 Corinthians 6:14–18 in pairs. Ask one student in each pair to look for Paul’s counsel to the Saints. Ask the other student to look for the promises from the Lord that would be fulfilled if the Saints heeded Paul’s counsel. Invite them to use what they find to complete the chart together. You may need to explain that the word concord means harmony, belial refers to wickedness (see Bible Dictionary, “Belial”), and infidel refers to an unbeliever or one who believes in gods other than Heavenly Father. Additionally, Paul had previously compared the Corinthian Saints to God’s temple; thus, the word temple refers to them as a people.

---Allow sufficient time for the pairs to report their findings to one another and complete the chart.

---Paul was specifically warning the Saints to separate themselves from “unclean thing[s]” (verse 17)—including idolatry and those who practiced it—in order to protect themselves from sin. Idolatry is to love or worship any man-made creation more than God.

---Invite students to write If above the heading “Counsel to the Saints” and Then above the heading “Promises from the Lord” on their handouts.

• What principles can we learn from 2 Corinthians 6:14–18? (Students may identify several principles, but be sure to emphasize that as we separate ourselves from false practices and unclean things, the Lord will receive us.)
• What might be some examples of false practices or unclean things in our day?
• How can we separate ourselves from these things and those who promote them?

---This principle does not mean that we treat those with different beliefs rudely or refuse to associate with them but that we respectfully reaffirm our beliefs and avoid participating in any activity that would lead us to sin.

• What do you think it means that the Lord “will receive” us (2 Corinthians 6:17)?

---Invite students to ponder a time when they felt the Lord was with them as they separated themselves from false practices that could have led them away from the Lord. Ask a few students to share their experiences.

---Invite students to ponder what they may need to do in order to separate themselves from false practices and unclean things so they can receive the Lord’s blessings.

III. 2 Corinthians 7  Paul rejoices in the Saints’ true repentance

---Invite a student to read aloud the following scenario:

In an interview for a temple recommend for marriage, a young woman confesses some past sins to her bishop. After further discussion, the bishop comes to understand that the young woman has not truly repented of her sins and that her sins are serious enough to make her unworthy of a temple recommend. The bishop explains that the young woman will have to wait to receive a recommend until she has fully repented. She is alarmed, claiming she has repented because she hasn’t repeated any of those sins for a long time. The bishop explains that merely stopping the sin is not complete repentance, and he invites her to sincerely begin the process of true repentance.

• What do you think the young woman might be feeling at this point in the interview?

---Invite the student to continue reading the scenario aloud:

The young woman explains to her bishop that she is very upset because the invitations to the wedding and reception have already been sent out. She says she could not face all the questions and the embarrassment of a delay in her wedding plans. She asks whether there is a way for her to be sealed in the temple as planned and then work through the repentance process later.

• Based on the young woman’s response to the bishop, what does she seem to be most concerned about?

---Invite students to look for a truth as they study 2 Corinthians 7 that the young woman in the scenario needs to understand before she can truly repent of her sins.

---In 2 Corinthians 7:1–7  Paul continued his defense against those who sought to discredit him and assured the Corinthian Saints that he had not wronged anyone.

---Invite a student to read 2 Corinthians 7:8–9 aloud. Ask the class to follow along, looking for how one of Paul’s earlier letters had affected the Corinthian Saints.

• How had the letter affected the Saints?
• Why did Paul rejoice in their sorrow?

---Ask students to read 2 Corinthians 7:10–11 silently. You may want to suggest that they mark the two types of sorrow Paul mentioned and what each leads to.

• What are the two types of sorrow Paul mentioned?

---Write the headings Godly Sorrow and Worldly Sorrow on the board. Invite a student to read aloud the following statement by President Ezra Taft Benson, who explained the meaning of the term “worldly sorrow”:

“It is not uncommon to find men and women in the world who feel remorse for the things they do wrong. Sometimes this is because their actions cause them or loved ones great sorrow and misery. Sometimes their sorrow is caused because they are caught and punished for their actions. Such worldly feelings do not constitute ‘godly sorrow’” (Teachings of Presidents of the Church: Ezra Taft Benson [2014], 82).

• How would you summarize what worldly sorrow is?
• According to verse 10, what can worldly sorrow lead to? (Explain that the word death in verse 10 refers to spiritual death, meaning separation from God. Under the heading “Worldly Sorrow” on the board, write the following truth: Worldly sorrow can lead us to spiritual death, or separation from God.)
• In what ways can worldly sorrow lead a person to spiritual death? (It can prevent a person from truly repenting and receiving Heavenly Father’s forgiveness.)
• Based on verse 10, what does godly sorrow lead to? (Under the heading “Godly Sorrow” on the board, write the following truth: Godly sorrow leads us to repent of our sins and receive salvation.)

---To help students better understand why godly sorrow leads us to repent, invite a student to read aloud the following statement by President Ezra Taft Benson:

“Godly sorrow is a gift of the Spirit. It is a deep realization that our actions have offended our Father and our God. It is the sharp and keen awareness that our behavior caused the Savior, He who knew no sin, even the greatest of all, to endure agony and suffering. Our sins caused Him to bleed at every pore. This very real mental and spiritual anguish is what the scriptures refer to as having ‘a broken heart and a contrite spirit.’ … Such a spirit is the absolute prerequisite for true repentance” (Teachings: Ezra Taft Benson, 83).

• Why do you think godly sorrow leads us to truly repent of our sins?

---Invite students to reflect on the scenario concerning the young woman seeking a temple recommend.

• During the young woman’s interview with the bishop, what indicates that she has not experienced godly sorrow?
• What can we do to replace worldly sorrow with godly sorrow?

---If necessary, help students understand that the feelings of godly sorrow we experience as we repent may vary depending on the seriousness of the sin.

---Testify that as we feel godly sorrow rather than worldly sorrow for our sins, we will be able to truly repent, be cleansed of our sins, and ultimately receive salvation. Invite students to seek godly sorrow in their efforts to repent.

---In 2 Corinthians 7:12–16 Paul expressed his care for and confidence in the Saints.

---Briefly review the truths students identified in their study of 2 Corinthians 6–7, and encourage them to follow any promptings they may have felt to apply these truths.

Commentary and Background Information

2 Corinthians 6:17. “Come out from among them, and be ye separate”

Elder Quentin L. Cook of the Quorum of the Twelve Apostles explained the need to separate ourselves from unrighteousness and the blessing that comes from doing so:

“The word saint in Greek denotes ‘set apart, separate, [and] holy’ [in Daniel H. Ludlow, ed., Encyclopedia of Mormonism, 5 vols. (1992), 3:1249]. If we are to be Saints in our day, we need to separate ourselves from evil conduct and destructive pursuits that are prevalent in the world.

“We are bombarded with visual images of violence and immorality. Inappropriate music and pornography are increasingly tolerated. The use of drugs and alcohol is rampant. There is less emphasis on honesty and character. Individual rights are demanded, but duties, responsibilities, and obligations are neglected. There has been a coarsening of dialogue and increased exposure to that which is base and vulgar. The adversary has been relentless in his efforts to undermine the plan of happiness. If we separate ourselves from this worldly conduct, we will have the Spirit in our lives and experience the joy of being worthy Latter-day Saints” (“Are You a Saint?” Ensign or Liahona, Nov. 2003, 95).

2 Corinthians 7:8–11. “The sorrow of the world worketh death”

President Dieter F. Uchtdorf of the First Presidency explained the difference between worldly sorrow and godly sorrow:

“There is an important difference between the sorrow for sin that leads to repentance and the sorrow that leads to despair.

“The Apostle Paul taught that ‘godly sorrow worketh repentance to salvation … but the sorrow of the world worketh death’ [2 Corinthians 7:10; emphasis added]. Godly sorrow inspires change and hope through the Atonement of Jesus Christ. Worldly sorrow pulls us down, extinguishes hope, and persuades us to give in to further temptation.

“Godly sorrow leads to conversion [see Acts 3:19] and a change of heart [see Ezekiel 36:26; 2 Corinthians 5:17; Mosiah 3:19]. It causes us to hate sin and love goodness [see Mosiah 5:2]. It encourages us to stand up and walk in the light of Christ’s love. True repentance is about transformation, not torture or torment. Yes, heartfelt regret and true remorse for disobedience are often painful and very important steps in the sacred process of repentance. But when guilt leads to self-loathing or prevents us from rising up again, it is impeding rather than promoting our repentance” (“You Can Do It Now!” Ensign or Liahona, Nov. 2013, 56).

Elder Neal A. Maxwell of the Quorum of the Twelve Apostles pointed out:

“Pride prefers cheap repentance, paid for with shallow sorrow. Unsurprisingly, seekers after cheap repentance also search for superficial forgiveness instead of real reconciliation. Thus, real repentance goes far beyond simply saying, ‘I’m sorry’” (“Repentance,” Ensign, Nov. 1991, 31).

Supplemental Teaching Idea

2 Corinthians 7:8–11. Video presentation—“Godly Sorrow Leads to Repentance”

To help students feel the truth and importance of the doctrine that godly sorrow will lead us to repent, at the conclusion of the lesson you may want to show the video “Godly Sorrow Leads to Repentance” (9:15) or portions of it. This video portrays a young woman learning the difference between worldly sorrow and godly sorrow. It is available on New Testament DVD Presentations 1–25 and on LDS.org.

Play

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Pacing

Occasionally you will not have enough time to use all the teaching suggestions in the manual. You may need to adapt portions of the lesson by briefly summarizing a group of verses or by guiding students to quickly identify a principle or doctrine before moving on to the next group of verses. Seek the direction of the Spirit and prayerfully consider students’ needs as you determine which portions of the scripture block to emphasize.

Lesson 116: 2 Corinthians 8–9

Introduction

Paul wrote to the Saints in Corinth, explaining that the members in Macedonia had given freely to those in need. He encouraged the Corinthian Saints to also follow the Savior’s example by giving to the poor. Paul taught about the blessings that come to those who cheerfully give to the poor.

I. 2 Corinthians 8 Paul counsels the Saints to care for the poor

---Write the following statement by Elder Jeffrey R. Holland of the Quorum of the Twelve Apostles (from “Are We Not All Beggars?” Ensign or Liahona, Nov. 2014, 40) on the board before class, but leave a blank space instead of the word poverty. Begin the lesson by inviting a student to read the statement aloud.

“Down through history, poverty has been one of humankind’s greatest and most widespread challenges. Its obvious toll is usually physical, but the spiritual and emotional damage it can bring may be even more debilitating.”

---Ask the students to guess the missing word in the statement. Then write in the word poverty.

• What is poverty? (The condition of having little or no money, goods, or means of support.)
• Why can poverty be such a difficult challenge?

---Encourage students to think of individuals they know who may need help or assistance of any kind, including physical, emotional, social, or spiritual. Invite students to look for truths as they study 2 Corinthians 8–9 that can help them understand and fulfill their role in helping others who are in need.

---In 2 Corinthians 8:1–8  Paul told the Corinthian Saints that Church members in Macedonia had given generously to help the poor in their temporal needs. (You may want to have students locate Corinth and Macedonia on Bible Maps, no. 13, “The Missionary Journeys of the Apostle Paul.”) Paul explained that the Macedonian members did so because they desired to do the will of God. He encouraged the Saints of Corinth to follow this example of providing for the needs of others out of sincere love.

---Write the words rich and poor on the board.

---Invite students to read 2 Corinthians 8:9 silently, looking for what Paul said Jesus Christ did for the Saints. After sufficient time ask the following questions, and list students’ responses on the board under the words rich and poor.

• In what ways was Jesus Christ rich in the premortal life? (Students’ responses may include the following: Jesus Christ was the Firstborn of the Father in the spirit and even before He was born in mortality. Jesus Christ was a God who stood next to Heavenly Father in authority, power, and glory and created many worlds under the direction of the Father.)
• In what ways might He have been considered poor during His time in mortality? (He left His position of glory to be born in and live among lowly circumstances on earth.)
• What do you think it means in verse 9 that we “through [the Savior’s] poverty might be rich”? (Because Jesus Christ condescended from His premortal throne and came to earth to minister, set an example for us, and perform the Atonement, we can gain the riches of eternal life.)

---Explain to students that about a year earlier, the Corinthian Saints had committed to take up a collection of goods for the poor Saints in Judea. Invite a student to read 2 Corinthians 8:10–11 aloud. Ask the class to follow along, looking for what Paul advised the Saints in Corinth to do.

• What did Paul advise the Saints in Corinth to do?

---Explain that the phrases “to do” and “perform the doing of it” mean that Paul admonished the Saints to fulfill their previous commitment to give what they could to the poor Saints, just as the Savior had given eternal riches to them.

• What happens to each of us as we come to understand all that the Savior has given us? (Students may use different words but should identify a principle similar to the following: As we come to understand all the Savior has given us, we will be more willing to give of our substance to others.)
• How can reflecting upon the Savior’s gifts to us motivate us to give to those in need?
• What specific gifts has the Savior given you that might inspire you to give to others?

---Invite a few students to read 2 Corinthians 8:12–15 aloud. Ask the class to follow along, looking for an additional truth that Paul taught the people about the importance of supporting one another in temporal ways.

• What truth can we learn from verses 12–13? (Help students identify the following truth: God wants us to be willing to give even when we may not have anything to give.)

---To help the class understand this truth, invite a student to read aloud the following statement by Elder Jeffrey R. Holland:

“Rich or poor, we are to ‘do what we can’ when others are in need” (“Are We Not All Beggars?” 41).

• What can we do for others if we don’t have anything physical to give them?
• According to verses 14–15, who benefits when all the Saints consistently give to those in need? (Whoever may be in need at any given time.)
• What are some ways in which everyone benefits when we are all willing to give?

-----To help students feel the importance of these truths and principles and apply them, read aloud the following statement by Elder Holland. Invite students to listen for how the Lord can help us respond compassionately to the poor.

“I don’t know exactly how each of you should fulfill your obligation to those who do not or cannot always help themselves. But I know that God knows, and He will help you and guide you in compassionate acts of discipleship if you are conscientiously wanting and praying and looking for ways to keep a commandment He has given us again and again” (“Are We Not All Beggars?” 41).

If time permits and you are able, consider instead showing part of the video of Elder Holland’s general conference address “Are We Not All Beggars?” (0:00–7:04).

Play

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• What did Elder Holland say we should do to be ready to help the poor and needy?
• What are some ways the Church has established through which we can help meet the needs of the poor? (Through fast offerings, local service projects, and humanitarian opportunities.)

---Encourage students to write in their class notebooks or scripture study journals one thing they plan to do based on what Paul taught about giving to the poor and needy.

---In 2 Corinthians 8:16–24  Paul spoke to the Corinthian Saints about Titus and two other brethren who were being sent to collect charitable contributions for the Saints in Jerusalem. Paul spoke of his confidence in the Corinthian Saints and explained that their giving generously would serve as evidence of their love for others.

II. 2 Corinthians 9  Paul teaches about the blessings of being a sincere giver

---In  2 Corinthians 9:1–5 Paul continued to praise the Corinthian Saints. He told the Saints he had sent Titus and others to confirm their willingness to give freely.

---Ask students to ponder whether they have ever given something to someone or provided a service for someone in a grudging manner.

• Why is it sometimes hard to be cheerful about giving your time, money, or other resources to help others?

---Invite a student to read 2 Corinthians 9:6–7 aloud. Ask the class to follow along, looking for the comparison Paul used to teach the members in Corinth about giving freely.

• What does it mean to sow? (To plant seeds.)
• To what did Paul compare sowing? (Giving to others.)

---Hold up some fruit or vegetable seeds, or display a picture of some.

• Who are the sowers in this comparison? (The Saints, or us.)
• According to verse 7, how does the Lord expect us to sow, or give? (Cheerfully, not grudgingly. See also Moroni 7:8.)

---Write the following incomplete statement on the board: If we give to those in need with a cheerful heart …

• How is giving to others like sowing seeds in a field?
• What happens if we only sow sparingly?
• What happens if we sow bountifully?

---Complete the principle on the board so that it conveys the following truth: If we give to those in need with a cheerful heart, God will generously bless us.

• How can giving to others with a cheerful attitude actually lead to our receiving more than we began with?

---Invite a student to read 2 Corinthians 9:8–10 aloud. Ask the class to look for blessings Paul said would come to the Saints if they gave with a cheerful heart.

• What are some phrases Paul used to describe blessings the Lord gives to those who give with a cheerful heart? (Answers may include “all grace abound toward you” [verse 8], “all sufficiency in all things” [verse 8], “his righteousness remaineth for ever” [verse 9], and “increase the fruits of your righteousness” [verse 10].)

---Explain that these phrases suggest that we will receive the Lord’s grace, which may include temporal blessings, sufficient for our needs.

• According to verse 10, who is “he that ministereth seed to the sower”? (The Lord. Display the seed again, and explain that we are only able to give to others because the Lord has provided for us in the first place.)
• How can remembering where everything we have comes from help us to give cheerfully?

---Invite a few students to take turns reading aloud from 2 Corinthians 9:11–15. Ask the class to follow along, looking for what Paul taught about those Saints who give and receive cheerfully.

• According to verses 11–15, how do Saints who freely give and receive of one another’s substance feel toward God?

---You may want to invite students to consider marking any phrases of gratitude found in these verses, such as “which causeth through us thanksgiving to God” (verse 11), “many thanksgivings unto God” (verse 12), “they glorify God” (verse 13), and “thanks be unto God for his unspeakable gift” (verse 15).

---You may want to suggest that students write the following truth in their scriptures near verses 11–15: Recognizing God’s generosity in blessing us can help us feel gratitude toward Him.

• When have you felt gratitude toward God after recognizing the blessings He sent to you for serving and giving to others in a cheerful manner?

---Testify of the principles and truths students identified in 2 Corinthians 8–9.

---Encourage students to consider ways they might help someone in need this week. Invite them to set a goal to help that person.

Commentary and Background Information

2 Corinthians 8:9. “Though he was rich, yet for your sakes he became poor”

For an explanation of the remarkable condescension of Jesus Christ on our behalf, see “The Condescension of God and of Man” ([First Presidency Christmas devotional, Dec. 7, 2014], lds.org/broadcasts), by Elder D. Todd Christofferson of the Quorum of the Twelve Apostles.

2 Corinthians 8:14. “That there may be equality”

In a general priesthood session, President Dieter F. Uchtdorf of the First Presidency shared the following statement, which applies equally to both men and women:

“This very hour there are many members of the Church who are suffering. They are hungry, stretched financially, and struggling with all manner of physical, emotional, and spiritual distress. They pray with all the energy of their souls for succor, for relief.

“Brethren, please do not think that this is someone else’s responsibility. It is mine, and it is yours. We are all enlisted. ‘All’ means all—every Aaronic and Melchizedek Priesthood holder, rich and poor, in every nation. In the Lord’s plan, there is something everyone can contribute” (“Providing in the Lord’s Way,” Ensign or Liahona, Nov. 2011, 54).

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Pray for students

In order for students to feel the edifying influence of the Holy Ghost in their learning experience, they too should be “in a preparation to hear the word” (Alma 32:6). You can plead for the Lord to pour out His Spirit upon your students “to prepare their hearts to receive the word … with joy” (Alma 16:16–17).