Lesson 133: Titus
Introduction
In
Paul’s epistle to Titus, a local leader of the Church in Crete, Paul exhorted
him to use sound doctrine to teach and correct others. Paul also counseled
Titus to teach the Saints to be righteous examples, to have hope of redemption
through the Atonement of Jesus Christ, and to continue in good works. (Note:
In preparation for this lesson, it might be helpful to review the principles at
seektruth.lds.org.)
I.
Titus 1 Paul exhorts Titus to use sound doctrine to teach and
correct the Saints and others in Crete
---Invite
students to think of a time when they heard someone speak against the Church or
its doctrine.
- What is an appropriate way to defend the Church and its doctrine when someone speaks against it?
---Invite
students to look for truths as they study the book of Titus that can help them
know how to appropriately defend the Church and its doctrine when someone
speaks against it.
---Invite
students to locate the island of Crete on Bible
Maps, no. 13, “The Missionary Journeys of the Apostle Paul.”
Explain that near the end of Paul’s life, Paul wrote a letter to Titus, who was
serving as a Church leader in Crete. Titus had been converted by Paul several
years earlier, and after his baptism
he had served with Paul in various assignments. In his epistle, Paul encouraged
Titus and counseled him about his calling.
---Summarize
Titus 1:1–6 by explaining that Paul testified of
the hope he had for eternal life because of God’s promises in our premortal
existence. Paul also explained that he had sent Titus to the island of Crete to
set the Church in order there. One duty Titus had was to call men to serve as
bishops.
---Invite
students to read Titus 1:7–8 silently, looking for characteristics
that a bishop should have. You may want to encourage students to mark what they
find.
- According to these verses, what characteristics should a bishop have? (You may need to explain that self-willed means obstinate or arrogant and that “filthy lucre” refers to money that is obtained through dishonest or otherwise unrighteous means.)
- Why do you think these characteristics are necessary for bishops to have?
---Invite
a student to read Titus 1:9 aloud. Ask the class to follow along,
looking for another characteristic bishops should have. Explain that “sound
doctrine” refers to true doctrine.
- What is another characteristic that bishops should have?
- What do you think it means to “[hold] fast” to the word of God?
- According to verse 9, why is it important for bishops to hold fast to the word of God? (To be able to use true doctrine to encourage others to live the gospel and to refute “gainsayers.” A gainsayer is someone who speaks against or denies an idea [in this case, the truthfulness of the gospel]. Gainsayers can be both members and nonmembers of the Church.)
- What can we, like bishops, do as we hold fast to the word of God? (Students may use different words, but make sure they identify the following principle: As we hold fast to the word of God, we will be able to use true doctrine to encourage others to live the gospel of Jesus Christ and to refute those who oppose it. Write this principle on the board.)
---Invite
a student to read aloud the following statement by President Boyd K.
Packer of the Quorum of the Twelve Apostles. Ask the class to listen for the
power that true doctrine has in helping individuals live the gospel of Jesus
Christ.
“True doctrine, understood, changes
attitudes and behavior.
“The study of the doctrines of the
gospel will improve behavior quicker than a study of behavior will improve
behavior. … That is why we stress so forcefully the study of the doctrines of
the gospel”
(“Little Children,” Ensign, Nov. 1986, 17).
- According to President Packer, why is it so important to study and learn true doctrine?
---Divide
the class into groups of two or three. Invite each group to work together to
answer the following questions and to write their answers in their class
notebooks or scripture study journals. Consider writing the questions on the
board.
- What can we do to be ready to teach true doctrine so we can encourage others to live the gospel? (See Alma 17:2–4.)
- What are some examples from the scriptures of times when someone taught true doctrine to a person who expressed doubt or animosity toward the Church or its doctrine? (Include at least one example of a time when someone repented because he or she was taught true doctrine.)
- When has learning true doctrine helped convince you or someone you know to more fully live the gospel of Jesus Christ?
---After
sufficient time, invite several students to report their answers to the class.
After they report, explain that while true doctrine can help us to encourage
others to live the gospel and refute those who oppose the Church, not all
people will receive the truth. Because all individuals have agency, they can
choose to accept or reject the true doctrine of Jesus Christ.
---Invite
students to think about the scripture mastery passages they have learned so far
this year.
- Which scripture mastery passages could be especially helpful to encourage others to live the gospel?
- Which scripture mastery passages could help refute those who oppose the Church?
---Encourage
students to continue to master key scripture passages so they will be prepared
to teach true doctrine to others.
---Summarize
Titus 1:10–16 by explaining that Paul taught
Titus that bishops needed to rely on true doctrine because there were many
deceivers and false teachers among them. He counseled Titus to rebuke the false
teachers so they would forsake their errors and “be sound in the faith” (verse 13). Paul also explained that those
who are defiled profess that they know God but deny Him by their works.
II.
Titus 2 Paul counsels Titus to teach the Saints in Crete to live
true doctrine
---Invite
a student to read Titus 2:1 aloud. Ask the class to follow along,
looking for what else Paul instructed Titus to do with true doctrine.
- What else did Paul instruct Titus to do with true doctrine? (Teach it to the Saints in Crete.)
---Write
the following words on the board: Men, Women, Young Women, and Young Men.
---Invite
the young women in the class to read Titus 2:3–5 silently, looking for Paul’s counsel
about how older women should live and what they should teach younger women.
Invite the young men to read Titus 2:2, 6–8 silently, looking for Paul’s
counsel about how older and younger men should live.
Note:
If questions arise about the meaning of women being “obedient to their own
husbands” (verse 5), you could refer to the material in
the lesson for Ephesians 5–6.
- According to Paul, how should older men live? older women? young women? young men? (Write students’ responses on the board under the corresponding heading, or ask students to come to the board to write their answers. You may need to help students understand what some words mean. For example, sober means calm or serious, temperate means self-controlled, and to have gravity means to be respectful.)
- What is the meaning of the phrase “in all things shewing thyself a pattern of good works”? (verse 7). (To be a good example of living the gospel.)
- Based on Paul’s counsel to Titus, what are followers of Jesus Christ supposed to do? (Students may use different words, but make sure they identify the following truth: Followers of Jesus Christ are to be good examples for others.)
---Invite
students to think of an older member of their ward or branch who has been a
good example of living the gospel and being dedicated to it. Ask a few students
to share about the person they thought of and to explain how that person’s
example has helped them.
---Invite
students to select one of the behaviors listed on the board and to set a goal
to better incorporate that behavior into their lives so their good example can
bless others.
---Summarize
Titus 2:9–10 by explaining that Paul counseled
Titus to teach Church members who worked as servants to be honest and agreeable
in their dealings with their masters. By being honest and agreeable, these
Church members would honor the Lord and set a good example for their masters.
---Invite
a student to read Titus 2:11–15 aloud. Ask this student to also
read Joseph Smith Translation, Titus 2:11 (in Titus 2:11, footnote b). Ask the class to
follow along, looking for what the grace of God makes possible for all people
and what Christ did for all of us.
- What does the grace of God make possible for all people?
- According to verse 12, what should the Saints do to access the grace of God?
- What do we learn from Paul’s teachings in verse 14 about what Jesus Christ did for us? (Students should identify a truth similar to the following: Jesus Christ gave Himself for us so that He could redeem us and purify us. Consider inviting students to mark the phrases in verse 14 that teach this truth.)
---Point
out that “a peculiar people” (verse 14) refers to the Lord’s treasured
people, whom He has purchased or redeemed (see 1 Peter 1:18–19; 2:9) and who covenant to keep His commandments
(see Exodus 19:5–6).
III.
Titus 3 Paul tells Titus what the Saints in Crete must do after they
are baptized
---Summarize
Titus 3:1–2 by explaining that Paul counseled
Titus to teach the Saints in Crete to obey the law of the land and to be gentle
and meek in all their relationships with others.
---Invite
several students to take turns reading aloud from Titus 3:3–8. Ask the class to follow along,
looking for what Paul said about how the gospel of Jesus Christ had changed him
and the Saints in Crete.
- According to verse 3, how did Paul describe himself and the other Church members before they learned about the gospel of Jesus Christ?
- According to verses 5–6, what changed the people?
- According to verse 7, what would happen to the people as a result of the change brought about by the grace of Jesus Christ?
---Invite
students to consider how they have been changed because of the gospel of Jesus
Christ.
- According to verse 8, what did Paul counsel the Saints to do after they were changed and baptized?
---Summarize
Titus 3:9–15 by explaining that Paul advised the
Saints to avoid contending with divisive people. Paul also requested that Titus
come visit him in Macedonia.
---Conclude
by testifying of the truths identified in this lesson.
Commentary and Background Information
Titus
1–3. Resources for addressing difficult questions
“It
is neither unusual nor undesirable for students of the gospel to have questions
about the Church’s doctrine, history, or position on social issues. President
Dieter F. Uchtdorf of the First Presidency acknowledged, ‘It’s natural to
have questions. … There are few members of the Church who, at one time or
another, have not wrestled with serious or sensitive questions’ (‘Come, Join
with Us,’ Ensign or Liahona, Nov. 2013, 23). It is important, therefore,
for teachers to learn how to respond appropriately to students’ questions.
Elder Paul V. Johnson of the Seventy has taught, ‘Our approach to students
with doubts can be crucial in how they choose to respond’ (‘A Pattern for
Learning Spiritual Things’ [Seminaries and Institutes of Religion satellite broadcast,
Aug. 7, 2012]). When teachers follow the practices of listening,
testifying, inviting, and following up, they are more likely to help students
maintain faith and find answers to their questions” (seektruth.lds.org).
Titus
2:1–12. The effect of “sound doctrine”
Elder
Dallin H. Oaks of the Quorum of the Twelve Apostles taught about the value
of teaching the doctrine of the gospel:
“Well-taught
doctrines and principles have a more powerful influence on behavior than rules.
When we teach gospel doctrine and principles, we can qualify for the witness
and guidance of the Spirit to reinforce our teaching” (“Gospel Teaching,” Ensign, Nov. 1999, 79).
© 2016 by
Intellectual Reserve, Inc. All rights reserved.
Discussions
in small groups
It
is sometimes helpful to divide the class into small groups so students can
participate in a discussion together. Discussions in small groups can
effectively involve those who seem to be losing interest and concentration and
can enable students to develop communication skills and strengthen appropriate
social and spiritual relationships.
Lesson 134: Philemon
Introduction
Paul
commended Philemon for his faith and his love for the Savior and fellow Church
members. Paul counseled Philemon to receive his runaway slave Onesimus back as
a brother in the gospel.
I.
Philemon 1 Paul counsels Philemon to receive his runaway slave Onesimus
back as a brother in the gospel
---Ask
students to visualize the youth in their ward or branch. Point out that as
members of the Church we have the opportunity to interact closely with people
who are different from us.
- How are the youth in your ward or branch different from each other? (Remind students to speak respectfully of one another.)
---Point
out that as members of the Church we also often encounter new people. Ask
students to imagine that someone new joins their ward or branch.
- What social challenges might someone experience when joining the Church or moving into a new ward or branch? (If any students have joined the Church or moved into a new ward or branch in recent years, invite them to describe any social challenges they experienced.)
---Ask
students to ponder the following questions:
- How do you treat Church members who behave differently, have different interests, or belong to different social groups than you do?
- How do you treat new members of your ward or branch?
---Invite
students to look for a truth as they study Paul’s Epistle to Philemon that can
guide them in their interactions with fellow Church members.
---Explain
that Paul was in prison when he wrote to Philemon, who was probably a Greek
convert to the Church. Summarize Philemon 1:1–3 by explaining that Paul began his
epistle by greeting Philemon and others, including the congregation that met in
Philemon’s home.
---Invite
a student to read Philemon 1:4–7 aloud. Ask the class to follow
along, looking for why Paul praised Philemon. Explain that in this context the
word communication refers to participation and fellowship (see verse 6, footnote a) and the phrase
“become effectual” means to become active or take effect (see verse 6, footnote b).
- Why did Paul praise Philemon? (Because of Philemon’s faith and his love for the Savior and his fellow Church members. You may need to explain that when Paul said that “the bowels of the Saints [had been] refreshed” [verse 7], he meant that their hearts had been enlivened by Philemon.)
---Invite
a student to read aloud the following information about a situation that Paul
addressed in this epistle:
---Philemon
had a servant, or slave, named Onesimus who had run away and may have stolen
something from Philemon (see Philemon 1:18). Slavery was not viewed as evil
within the New Testament Judeo-Christian
culture and was supported by Roman law. Punishments for runaway slaves included
being severely beaten, branded on the forehead, or even killed. After running
away, Onesimus had encountered the Apostle Paul.
---Invite
a student to read Philemon 1:8–12 aloud. Ask the class to follow
along, looking for what Paul beseeched, or petitioned, Philemon to do. If
needed, explain that in verse 8 the word enjoin means to command and
convenient means proper or fitting.
- What did Paul ask Philemon to do?
- If you had been in Philemon’s position, what might you have thought or felt when you received Paul’s request?
---Point
out the phrase “whom I have begotten in my bonds” (verse 10). Explain that one meaning of the
verb beget is to give life to someone.
What
do you think Paul meant by this phrase? (While Paul was in prison, he had
helped Onesimus begin a new life as a follower of Jesus
Christ.)
---Summarize
Philemon 1:13–14 by explaining that Paul wanted
to keep Onesimus with him so that Onesimus could assist him, but Paul did not
want to do so without Philemon’s consent.
---Invite
a student to read Philemon 1:15–16 aloud. Ask the class to follow
along, looking for how Paul encouraged Philemon to view his relationship with
the newly converted Onesimus.
- According to verse 16, how was Philemon to view Onesimus?
- Why might viewing Onesimus as a “brother beloved” have been difficult for Philemon? (Possible answers might include that they belonged to different social and economic classes and that Onesimus may have wronged Philemon according to the customs of the day.)
- What truth can we learn from verse 16 about our relationships with each other because of the gospel? (Help students identify a truth similar to the following: We are brothers and sisters in the gospel. Write this truth on the board.)
- What makes us brothers and sisters in the gospel?
---If
necessary, explain that we are all spirit children of Heavenly Father (see Hebrews 12:9) and thus are all brothers and
sisters. In addition, through the ordinances of baptism
and confirmation, the continual exercise of faith in Jesus Christ, obedience,
and consistent repentance, we are spiritually reborn. In this way we become
sons and daughters of Jesus Christ (see Mosiah 5:7) and therefore brothers and sisters in
His covenant family. Regardless of our gender, age,
background, or social status, we become equal in God’s kingdom.
---Invite
a student to read aloud the following statement by President Spencer W.
Kimball. Ask the class to listen for how the truth they just identified can
influence the way we treat one another, particularly new members of the Church.
“I have always been uplifted by
reading the short epistle of Paul to Philemon; it teaches us a principle and a
spirit concerning gospel brotherhood. …
“It is an inspiration and joy to see
this same spirit at work throughout the Church, to see the Saints embrace and
help and assist and pray for those who daily enter the kingdom of our Lord. Continue
to reach out to each other—and the many more who will enter the Church. Welcome
them and love and fellowship them.
“Sadly, there have been occasional
incidents where some among us have not done so, accounts of some who have
rejected those whom the Lord has accepted by baptism. If the Lord was ‘not
ashamed to call them brethren’ (Heb. 2:11), let us, therefore, … take our
brothers and sisters by the hand and lift them up into our circles of concern
and love”
(“Always a Convert Church: Some Lessons to Learn and Apply
This Year,” Ensign, Sept. 1975, 4).
- According to President Kimball, how should brothers and sisters in the gospel treat each other?
---Remind
students of the questions they were invited to ponder earlier in the lesson
regarding how they treat Church members who are different from them or who are
new to their ward or branch.
- Why do you think it is important to understand that we are brothers and sisters in the gospel?
- When have you seen someone treat others as brothers and sisters in the gospel?
---To
prepare students to identify an additional truth illustrated in Paul’s epistle
to Philemon, ask them to think about a time when someone offended or wronged
them. Invite a student to read Philemon 1:17 aloud. Ask the class to follow
along, looking for what Paul counseled Philemon to do.
- What did Paul counsel Philemon to do?
---Explain
that Paul was asking Philemon to receive Onesimus in the same way that Philemon
would receive Paul. In following this instruction, Philemon would forgo the
severe punishments that runaway slaves normally received.
- As illustrated in Paul’s instruction to Philemon, what responsibility do all disciples of Jesus Christ have toward those who offend or wrong them? (Help students identify the following truth: Disciples of Jesus Christ extend mercy and forgiveness to others. Write this truth on the board.)
- Why can it sometimes be difficult to extend mercy and forgiveness to others?
---Point
out that extending mercy and forgiveness
to those who have wronged us does not necessarily mean allowing them to avoid
the consequences of their actions, nor does it mean immediately restoring our
trust in them. Instead, it means that we show compassion toward others and let
go of any resentment, anger, or hurt we may be harboring. When appropriate, we
may also allow those who have wronged us to regain our trust. Although
forgiving others may be difficult, we can pray to Heavenly Father for help, and
He will help us.
---Invite
a student to read Philemon 1:18–21 aloud. Ask the class to follow
along, looking for what Paul offered to do on Onesimus’s behalf.
- What did Paul offer to do on Onesimus’s behalf? (Repay Philemon for any financial loss Philemon had suffered as a result of Onesimus’s actions.)
- How are Paul’s efforts on Onesimus’s behalf similar to the Savior’s actions on our behalf? (Just as Paul interceded on Onesimus’s behalf, Jesus Christ intercedes on our behalf and pleads our cause before Heavenly Father [see D&C 45:3–5]. Jesus Christ has also paid the spiritual debt we owe for our sins.)
- How can remembering what Jesus Christ has done on our behalf help us extend mercy and forgiveness to others?
---Divide
students into groups of three or four (or complete this activity as a class if
you do not have enough students to divide into groups). Give each group a copy
of the following instructions as a handout:
Discuss
the following questions together in your group. In your responses, be sure to
not share anything that is too personal or private.
- When have you, like Philemon, needed to extend mercy and forgiveness to someone else? How were you able to extend mercy to and forgive this person? How were you blessed in doing so?
- When have you, like Onesimus, hoped to receive mercy and forgiveness from another person? How did you seek this person’s mercy and forgiveness? How were you blessed by doing so?
- When have you, like Paul, served as a mediator between someone who was seeking forgiveness and the person who needed to extend forgiveness and mercy? How were you able to help the wrongdoer receive forgiveness and the injured person forgive the wrongdoer?
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2015 by Intellectual Reserve, Inc. All rights reserved.
---After
students have discussed these questions in their groups, invite a student from
each group to share with the class his or her own experience in one of these
situations or the experience of one of the members of their group (with the
group member’s consent). (An alternative approach is to provide each student
with a copy of the questions or display the questions on the board and invite
students to answer one of the questions in their class notebooks or scripture
study journals. After sufficient time, invite several students who are willing
to do so to share with the class what they wrote.)
---Invite
students to write in their class notebooks or scripture study journals what
they can do to extend mercy and forgiveness to others. Encourage students to
apply what they wrote.
Commentary and Background Information
Philemon 1.
Slavery
In
writing to Philemon to receive back the runaway slave Onesimus, Paul did not
directly comment on the institution of slavery, which was widely accepted in
the society in which they lived. However, the Lord has stated in modern
revelation that “it is not right that any man should be in bondage one to
another” (D&C 101:79).
Paul’s
request that Philemon receive Onesimus “not now as a servant” (Philemon 1:16) may mean that Paul wished Philemon
to free Onesimus and then send him back to help Paul in the ministry (see verses 13–14).
Philemon
1:7, 12, 20. “The bowels of the saints are refreshed by thee”
The
Greek word translated as bowels refers to one’s inner parts. It is a figurative
reference to a person’s center of feelings, affections, and sympathy. The word heart
is sometimes similarly used.
Philemon
1:11. “Unprofitable” and “profitable”
The
name Onesimus means useful or “profitable” (verse 11) (see Arthur A. Rupprecht,
“Philemon,” in The Expositor’s Bible
Commentary, ed. Frank E. Gaebelein, 12 vols. [1976–1992], 11:461).
Onesimus may have been “unprofitable” (verse 11) to Philemon because Onesimus had
run away and couldn’t perform his duties or because he may have stolen
something from Philemon when he fled (see verse 18). However, Paul said that Onesimus
had since become “profitable” to both Philemon and Paul (verse 11). In Paul’s case, Onesimus may have
been profitable because he could assist Paul while Paul was in prison (see verse 13).
© 2016 by
Intellectual Reserve, Inc. All rights reserved.
Choose
learning activities carefully
Be
aware that different learning activities encourage different moods and attitudes
in students. Some classes may benefit from the energy generated through small
group discussions, while other classes may benefit more from individual
pondering and writing. Consider the content of the scripture block, seek the
Spirit’s direction, and properly assess your students’ needs as you determine
which learning activities will best serve them.
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