Previous Lessons: 1, 2, 3, 4, 5, 6, 7, 8, 9, 10, 11

Read 2 Timothy 4

Questions to Consider

1. Recalling that 2 Timothy was written as a letter, no chapter and verse markings, notice how chapter three flows into chapter four. Read 3:15-4:2a. What is the focal point of these verses?

2. We’ve seen charges in previous chapters, and chapter 4 starts off with a charge. Break down the charge in verses 1-2,5 into three sections:

1. The seriousness and grave responsibility of the charge– Describe the gravity and weightiness of this charge to Timothy and all other pastors. How does this type of charge compare to others you’re familiar with, such as the swearing in of a witness in court or the President taking the oath of office?

2a. What are pastors being charged to do?– Think about some of the shenanigans you may have seen in the church- pastors preaching about movies, conducting interviews with Christian (or not) celebrities during the sermon time instead of preaching, pastors who preach “God told me” extra-biblical revelation, sermons that consist mainly of jokes and personal stories, etc. Considering the seriousness of the charge to “preach the Word” do pastors have the leeway – before God – to do such things?

2b,5. In what manner are pastors to carry out this charge?- What does it mean to “be ready in season and out of season”? What do the words reprove, rebuke, and exhort mean? What would that look like in your church, from your pastor? Why would a pastor need to exercise “complete patience”? If a pastor shies away from preaching about certain biblical issues, is he correctly carrying out the charge to give “complete teaching”? What do each of the points in verse 5 mean, and how should pastors carry them out as they preach the Word?

3. Keeping this serious charge to pastors in mind, examine 3-4 light of 1-2,5. Notice that verse 3 starts with a pivot point, “for,” which, in this context, means “because.” Why does the Holy Spirit, via Paul, hammer so hard on preaching the Word in 1-2? Because 3-4. Explain what verses 3-4 mean.

If “people will not endure sound teaching” (3) and will “turn away from listening to the truth” (4), what is the point of pastors preaching the Word (2)? If people are just going to turn away anyway, why bother? Think about this in light of these passages. Who is the church for? How does preaching the Word benefit the sheep (Believers) a) by nourishing them with Scripture and b) by drawing a line of distinction between true Believers and false converts who only want their itching ears scratched? How does this line of distinction help us with evangelism? How does it help the spiritual health of the church?

4. Examine verses 6-8. Notice that verse 6 starts with “for” (because). Why (6-8) is Paul passing down all these instructions in 1-2 Timothy to Timothy especially, and to all pastors?

5. Put yourself in Paul’s shoes as you read 6-22. Recall where Paul is as he’s writing this (go back to the introduction in lesson 8 {link above} if necessary), and what is transpiring (16). Notice the theme of being deserted by others. How many times does Paul mention others deserting him? Does he seem to want revenge for this? Who is Paul’s comfort when deserted by others? (17-18) Do you get the impression Paul feels sorry for himself? Does he focus on His circumstances or does he choose to focus on spiritual truths? Make a list of the spiritual truths he focuses on in these verses. How could you apply and focus on these comforting spiritual truths the next time you’re in a difficult or lonely situation?

Compare the “faithful to the finish” life of Paul to other Bible characters (Solomon, Uzziah, etc.) you’re familiar with who started the race well, but turned from God later in life. Ask God to help you run the race well and finish faithful.

Homework

Do you think the “time has come” (3)? What is one way you have personally seen verses 3-4 fleshed out in the church today? How would this situation have been helped or changed if the pastor had taken seriously his charge in verses 1-2? Take some time to pray for those involved in that situation.

Have you ever seen a “verse 3-4 situation” in which the pastor did take seriously his charge to preach the Word, reprove, rebuke, etc., and the story had a happy ending with repentance and restoration to the truth of the gospel? Consider dropping a note to the pastor thanking him for obeying God in that situation.

Suggested Memory Verse

Previous Lessons: 1, 2, 3, 4, 5, 6, 7, 8, 9, 10

Read 2 Timothy 3

Questions to Consider

1. Recalling that 2 Timothy was written as a letter, no chapter and verse markings, read how chapter two flows into chapter three (start around 2:22). What has Paul been discussing in chapter two and how does he transition into a new, yet related, line of thought in chapter three? Notice how 3:1 functions as a pivot point between the two trains of thought.

2. When are the “last days“? (1) What word does Paul use to describe the last days? (1)

3. Study 1-9, taking care to read 2-5 as one (long) complete sentence. Notice the set and subset of people Paul describes in this passage. What is the set described in 2-5 (notice the first two words of 2)? Are these verses generally speaking of Christians or non-Christians? Which words and phrases in these verses lead you to this conclusion? What is the subset (“For among them…”) of people described in 6-9? If Paul speaks of false teachers as being a subset of non-Christians, what does this imply about the spiritual condition of most false teachers?

4. How does verse 5(b) tell us to deal with the types of people described in 2-5? Does this include false teachers? Which words and phrases in verses 4b-6a lead us to this conclusion?

5. What do the phrases “lovers of pleasure rather than lovers of God” and “having the appearance of godliness, but denying its power” mean? Are these phrases describing lost people in general, or false teachers, or both?

6. Carefully examine verses 6-7. Why do you think the Holy Spirit intentionally specifies women in verse 6? Think about the women you know who have been “captured” by false teachers and how verses 6-7 describe them.

7. Look closely at 6-9. Who were Jannes and Jambres? (8- use your cross references, click here for more help). Who do the words “these men” (8) and “they” (9) refer back to (6)? Why do you think the Holy Spirit brought Jannes and Jambres to Paul’s mind when he was writing about false teachers? What are the similarities between these two men and the false teachers Paul is describing?

8. Keeping in mind that this is a letter written to a pastor, and to pastors today, why is it important for pastors to be aware of these things, and what sorts of practical actions should they take in response to these instructions and warnings?

9. Notice how verse 10 serves as another pivot point to a new line of thought. Describe the compare and contrast element Paul uses here between 1-9 and 10-17. Who/what is being compared?

10. Imagine you’re Timothy reading this letter. Make a list of the things in 10-17 that you would find encouraging as a pastor.

11. What can we learn about persecution from verses 11-13? Does God always “rescue” Christians from persecution?

12. Read verse 15 in light of 1:5, and explain the impact godly mothers and grandmothers can have on their children and grandchildren when they train them in the Scriptures.

13. Study verses 16-17. How do these verses refute the unbiblical idea that the words Jesus spoke during His earthly ministry (“red letters”) somehow carry more weight than the rest of Scripture? (Ex: “Jesus never mentioned homosexuality, so it must have been OK with Him.”) How do these verses refute the unbiblical argument people sometimes make about 1 Timothy 2:12 that, “That’s not God giving that command, that’s just Paul’s personal, human opinion.”?

14. Peek ahead to the first few verses of chapter 4, and notice how chapter 3, especially verses 16-17, feed into the the thoughts in chapter 4.

Homework

Review verses 4b-9, and consider a) how the Holy Spirit describes false teachers and the spiritual damage they do to the church, and b) how the Holy Spirit instructs us to “avoid such people”. Think about how this applies to individual Believers and the church today – the music we use in worship service or listen to on Christian radio, the materials we use in Bible study and Sunday School classes and for our own personal Bible study time, the evangelical celebrities we follow and share on social media and the ones quoted by our pastors and shared by our church’s social media pages, the conferences we attend or that our church hosts, etc.

Make a list of practical ways you and/or your church can obey verse 5’s instruction to “avoid such people” and pray for God to give you and/or your church leaders wisdom in this area.

Suggested Memory Verse

Previous Lessons: 1, 2, 3, 4, 5, 6, 7, 8, 9

Read 2 Timothy 2

Questions to Consider

1 . Examine the phrase, “You, then, my child…” in verse 1. Who is “you/my child”? Notice how the word “then” in this phrase makes it very similar to phrases like, “Therefore…,” “So then…,” or “Because of this…”. What is our rule of hermeneutics when a chapter or verse starts with this kind of transitional phrase? (Hint: see question 6 in lesson 9, link above). Where should you look next?

How do the themes of suffering for the gospel, not being ashamed of the gospel, and guarding the deposit from chapter 1 relate to what Paul is about to tell Timothy? Trace the line of entrusting the deposit of the gospel, beginning with Christ entrusting it to Paul. To whom did Paul entrust it? To whom is Timothy to entrust it? (2)

2. “Think over what [Paul] says” (7) in the illustrations he uses in verses 3-6, asking the Lord to “give you understanding in everything.” Who do the soldier, the athlete, and the farmer represent? (1-2) What is Paul’s admonition to Timothy and these men in each of these illustrations? Do these admonitions apply only to pastors and elders? How might they apply to the average Christian today?

3. In verses 8-13, we have our repeated motif of Paul summarizing the gospel in the middle of instructing Timothy. What impact has it had on you to see the Holy Spirit continually driving home the gospel in these epistles regardless of what instruction He’s giving pastors and the church? Does your pastor help your church to center on the gospel in everything – sermons, music, worship service, Bible study classes, fellowship, church business, programs, evangelism, missions, and the church member’s daily life? What is the significance of the word “remember” at the beginning of verse 8 and “remind them of these things” at the beginning of verse 14?

4. Explain the significance of the themes of “suffering” (as carried over from chapter 1) in 1-13 and “quarreling” in 14-26.

5. Examine each of the times a form of the word “quarrel” is used in 14-26. (14,23,24) Does this mean that disagreement, controversy, and confrontation are always to be avoided in the church regardless of the issue? Recall the examples of controversy we have already seen in 1 Timothy. What issues did these controversies have to do with? Do they seem to be the same issues of “quarreling” Paul is talking about in this passage? What do “quarrel about words” (14, 1 Tim. 6:4) and “foolish, ignorant controversies” (23) mean? What is the difference between these types of controversies and quarrels and the necessary factions Paul describes in 1 Corinthians? Considering how Paul has already warned Timothy about quelling false doctrine in the church, is rebuking false teachers taking part in “quarrels about words” and “foolish, ignorant controversies” or being “quarrelsome”?

6. Examine verses 15-19. List the things in verses 16-18 that can bring chaos and disorder to the church. Explain the instructions and precepts in verses 15 and 19. Notice how these instructions and precepts bring stability and unity to the church, and how these two verses “bookend” or contain the chaos in verses 16-18. What does this tell you about the church, and you as an individual, walking in obedience to God?

7. Examine verses 20-21 in light of verses 22-25a (note the “So” at the beginning of verse 22). How do verses 22-25a describe how someone may “cleanse himself from what is dishonorable”? What are the characteristics of someone who is “a vessel for honorable use”?

8. Who is “the Lord’s servant” in verse 24? Compare verses 24-25a with the qualifications for pastors and deacons we saw in 1 Timothy 3. What are the similarities and differences? How could you walk out the instructions in 24-25a as a mother, leader, Bible teacher, while evangelizing, or while defending the faith? Verses 25b-26 tell us why pastors, teachers, and, yes, even a mom or a woman sharing the gospel should exhibit these characteristics. What is that reason? How do verses 25b-26 point back to the gospel-centrality of the church, pastors, and individuals we looked at in #3?

Homework

How do we know which controversies are “foolish and ignorant” and which ones are important biblical issues that must be settled according to Scripture? Give 2-3 examples of each kind of controversy that you’ve experienced or witnessed in your church or with other Believers. What would have been the biblical way to handle each of these controversies? Take some time in prayer to ask God to help you avoid foolish, ignorant controversies but to stand firmly in controversies over the truth of His Word, and the wisdom to discern the difference.

Suggested Memory Verse

Previous Lessons: 1, 2, 3, 4, 5, 6, 7, 8

Read 2 Timothy 1

Questions to Consider

1. Before diving in to chapter 1, you may wish to review your answers to the introductory questions in lesson 8 (link above).

2. Examine the greeting of this letter (1-2). Who is this letter from? Where is he currently residing? (8) Who is this letter addressed to? What was Timothy’s position in the church at Ephesus? Since 2 Timothy is one of the pastoral epistles, how do its instructions apply to pastors, church members, and the church today?

3. Compare the greeting of 2 Timothy (1-2) to the greeting of 1 Timothy. How does Paul present his credentials, describe Timothy, and invoke God’s blessings in each greeting? What are the similarities and differences in each of these?

4. Read 3-18, noticing the repetition of three words, one in 8 & 12, one in 12 & 14, one in 8, 12, 16. What are these three words? What can these words help us understand about a general theme of this chapter and the letter as a whole?

5. Look closely at Paul’s personal remarks to Timothy in 3-7. Describe the ways Paul serves and encourages Timothy, personally, in this section. How can this section inform the church that pastors need encouragement? What might your own pastor(s) be in “tears” about? (4) Are you praying for your pastor(s)? (3) What specific words of encouragement could you offer your pastor(s) this (and every) week? (5-7)

6. What word does verse 8 start with? Backtrack into verses 6-7 to see what that “therefore” is there for. Would Timothy be able to carry out what Paul said in verse 8 without “girding up his loins” with the instructions in 6-7? Why is it important for us to prepare, spiritually, for future persecution?

Consider the context (6-7) of verse 8. What might Timothy have been “fearful” (7) of (hint: How was society/government treating Christians at that time in history?), and how does that inform our understanding of his being “ashamed” of the “testimony about our Lord” and about Paul? Does “ashamed” mean mere social embarrassment in this context? What would the consequences have been of Timothy aligning himself with the gospel and with Paul? (8b) (Compare with Peter’s “shame” over aligning himself with Jesus.)

Explain how a professing Christian today might be “ashamed” of the “testimony about our Lord” or of aligning herself with Christians who are suffering the consequences of being bold in the faith.

9. In verses 9-10 we have one of our recurring motifs (see lesson 5 question 9 – link above – if your memory needs jogging). What is it? Take a few moments to revel in this passage, soak up the beauty of the gospel, and thank God for it. Can you list all of the theological concepts alluded to in this passage? (eg. predestination, sola gratia, etc.)

10. Compare Paul’s “I am not ashamed,” and “I am suffering” in 11-12 with his instructions to Timothy not to be ashamed and to join in suffering in verse 8. How was Paul leaving an example for Timothy to follow? What are some ways we can follow Paul’s example today?

11. Examine the concept of “guarding the deposit entrusted to you” as it pertains to Paul and to Timothy in 12-14. Why did Paul say he was not ashamed – he did not fear or shrink back – to align himself with Christ and the gospel? (12b- remember that in this context, “for” means “because”). Who is the “he” in verse 12? (see v. 14) When Paul says “what has been entrusted to me,” what does he mean? What is the thing, the “good deposit” (14) that has been entrusted to him and to Timothy? (13) Who entrusted this good deposit to Paul? (11-12) To Timothy? (13) What does Paul mean by “guarding” this good deposit? (12,14) Have Christians received this “good deposit” today? Who entrusted it to us, and how are we to “guard” it? (14)

12. Read 15-18. Who does Paul mention that were “ashamed” of him? (15) Why do you think they “turned away” from aligning themselves with Paul? Who was not ashamed of aligning himself with Paul and the gospel (15), and how did he demonstrate this (16-18)? What are some ways you can demonstrate, through the good works God has ordained for you, that you are not ashamed of being aligned with Christ and the gospel?

Homework

Review 3-7 again. Examine the specific ways Paul encouraged Timothy in this section. Think of someone who is a true child in the faith to you, maybe your own child, a younger woman at church, etc. Drop her a card, e-mail, or text this week to encourage her in her walk with the Lord and to let her know how you’re praying for her.

Suggested Memory Verse

Previous Lessons: 1, 2, 3, 4, 5, 6

Read 1 Timothy 6

Questions to Consider

1. Examine verses 1-2, putting yourself in the sandals of a first century house servant who is a Christian. Explain God’s instruction that you’re to obey in each of these verses. What are the reasons God gives for these instructions in each verse? (Hint: after “so that” (1), after “since” (2)).

We often talk about how Ephesians 5 explains that the wife portrays to the world how the church is to relate to Christ, and how the husband portrays how Christ relates to the church. Explain what the Christian servant, by obeying the instructions in verses 1-2, portrays to the world about how a Christian relates to her master, Christ. How can these principles apply to the Christian employee’s behavior and attitude toward her boss in today’s world?

2. Read verses 3-10 from a “helicopter view” (big picture, main ideas). What are the two main concepts this passage deals with in 3-5a and 5b-10? How does this passage connect false doctrine and greed?

3. Carefully read verse 3. In the church today, many will say that as long as someone agrees to the most fundamental doctrines of soteriology (the things you must believe at the most basic level in order to be saved), that person should not be labeled a false teacher (even if they persist in teaching other unbiblical things despite correction, ex: homosexuality is OK, women preachers are OK, etc.). Does verse 3 seem to agree with that idea? Explain the terms “sound words of our Lord Jesus Christ,” and “teaching that accords with godliness.” Compare and contrast “different doctrine” with “different gospel” in Galatians 1:6-10. Are there different “levels” of unbiblical teaching?

4. How does 4a describe the false teacher? What is the fruit of teaching false doctrine? (4b-5) Compare this fruit to the fruit of false teachers described in Matthew 7:15-20. What kind of fruit does doctrinally sound teaching produce? Compare the fruit of false teaching with the fruit of doctrinally sound teaching. Matthew 7:20 says we will recognize false teachers by the fruit their ministry produces. You are the fruit of the pastors and teachers you sit under. If someone were examining your life, would she conclude that you sit under false teachers or doctrinally sound teachers?

5. Carefully examine verses 6-10. What do these verses teach us about contentment? How is godliness with contentment a great gain? How do greed and coveting rob us? How can we find our contentment and satisfaction in Christ?

6. Ephesians 4:21-32 explains the concept of “putting off” the old self and “putting on” the new self. We “put off,” or stop doing, something that is sinful (ex: lying, 4:25a), and “put on,” or proactively seek ways to do, the opposite, biblical thing (ex: proactively tell the truth 4:25b). Examine verses 11-21 in light of the Ephesians passage. What does “these things” in verse 11 refer to (the two major concepts in question #2)?

Make a list of the ways verses 11-16 and 20-21 instruct us to “put off” false doctrine and “put on” sound doctrine. Notice the imperatives (flee, pursue, fight, etc.) Paul uses. How does this wording convey the idea that these instructions are commands that require intentional action on our part?

Make a list of the ways verses 17-19 instruct us to “put off” greed and coveting and “put on” giving, generosity, and contentment in Christ, again noting the imperatives.

How can corporately putting off greed and false teaching, and putting on contentment and sound doctrine benefit and protect the structure and spirit of the local church?

7. Two of our recurring motifs in the book of 1 Timothy are back, and kind of overlap in verses 13-16. Can you identify these two motifs (Hint: If your memory needs jogging, see lesson 6, question 7 and lesson 5, question 9) and explain their significance? How are they similar or different to the previous instances of these motifs?

Homework

As we’ve studied 1 Timothy, one of the themes we’ve seen is the hierarchical structure of authority in the church (and even in the world), where each of us fits in that hierarchy, and how we’re to submit to those in authority over us. Can you think of other biblical passages that deal with these themes? Why do you think God made authority one of the major themes of this book and of the Bible?

Suggested Memory Verse

Previous Lessons: 1, 2, 3, 4, 5

Read 1 Timothy 5

Questions to Consider

If you have completed the Imperishable Beauty study, you may wish to look over your notes from lessons 10, 13, and 15, since we examined part of today’s passage (1 Timothy 5) in those lessons.

1. Notice the section heading at the beginning of this chapter and be reminded of the purpose and audience of this epistle. Who is the individual Paul is primarily addressing? What is his position in the church? What do these instructions pertain to?

2. How does God instruct Timothy (and every pastor) to treat the older/younger men and older/younger women he shepherds? (1-2) How do these instructions, if followed, benefit and protect the pastor, the church at large, and individual church members? Give a practical example of how a pastor could treat an older man, a younger man, an older woman, and a younger woman the way this passage instructs.

What does this passage not mean? For example – what if an older man is living in open sin? Does verse 1 mean the pastor should not confront him about that? What if a pastor is single and he and a woman five years his junior desire to get married? Does verse 2b prohibit that? Is there anything else this passage does not mean? Explain your answers with applicable Scripture.

3. Examine verses 3-16. What is the two word phrase used in both verse 3 and verse 16, that “bookends” this passage? Make a list of the things that qualify a woman as “truly” a “widow”. (4-16a) Now, go back over your list and highlight the character traits and activities that a godly woman will be exemplifying or practicing, and the ungodly traits and activities she will avoid, even before she becomes a widow. How can you continue to, or begin to, exemplify or practice each of these godly traits and activities and avoid the ungodly ones?

Compare the list of personal requirements and character qualifications of those who are “truly widows” (3-16) with the list of personal requirements and character qualifications for pastors and deacons in 3:1-13. What are the similarities and differences? How does this speak to the necessity of these men and women leading by setting a godly example in their character and practices for the rest of the church, and the rest of the church following their example? Explain how the role of leading by example is a vital role of leadership women must carry out in the church. How can women and men in the church learn from a godly woman who sets a good example?

What are the examples God gives of things women should be busying themselves with (14,16) in order not to fall into sin and set a bad example (11-13,15)?

4. Note how many times Paul speaks of the family’s duty to care for their widowed family members in 3-16. What are the various responsibilities of the family that he mentions? How are godly women particularly well suited to this kind of ministry? (16) What is the role of the pastor (7,9,11) and the church (16b) in this passage?

5. In 1 Timothy 2, (lesson 3, link above) God explained the two ways women may not minister in the church. What are those two ways? In 5:3-16, God lists many ways women can and must minister in the church. Make a list of each of those ways, and give a practical example of how a woman could carry out each of those ways in the church today (ex: What might “washing the feet of the saints” look like in the church today?) while still being obedient to God’s instructions for women in chapter 2.

6. Examine verses 17-20. Explain the church’s responsibilities regarding godly elders who righteously carry out their duties (17-18) as well as the church’s responsibilities regarding elders who persist in sin (19-20). (Use your cross-references.) Compare the instructions in verses 19-20 to the current idea in some corners of evangelicalism of “touch not My anointed“. How would you refute this false teaching from verses 19-20?

7. Explain the meaning of the charge God gives in verse 21, and the gravity and weightiness it conveys to pastors. Make a mental note of this, as this kind of charge will come up again in 1&2 Timothy.

8. After the weighty charge of verse 21, do the rapid fire instructions in verses 22-25 seem like a “P.S.” (and a P.P.S., a P.P.P.S, etc.) to a letter? Explain each instruction and why it was important to Paul and to the Holy Spirit to make sure it was included.

Homework

Think about a recent, sinful, evangelical “current event” (or an incident from your own church) you’re familiar with. For example: the egalitarian movement, a pastor falling into sin and having to step down, sexual abuse in the church, pastors spiritually abusing (intimidation, anger, threats, manipulation, etc.) their church members or congregation, false doctrine in the church, etc.

How could obedience to one or more of God’s instructions to pastors and to the church (from today’s lesson or previous lessons) have partially or completely prevented this incident?

Suggested Memory Verse

Previous Lessons: 1, 2, 3, 4

Read 1 Timothy 4

Questions to Consider

1. Study verses 1-5. In what ways does this passage contrast truth with falsehood? List the individual words in these verses that convey the idea of falsehood or dishonesty. List the words that convey the idea of truthfulness. Who is the origin of all falsehood and deception? Compare “deceitful spirits” and “demons” (1) with John 8:44. Who is the origin of truth? Compare the statements about truth in 2b-5 with John 14:6, 17:17.

Recalling that 1 Timothy is a letter breathed out by the Holy Spirit to a pastor about the church, explain why it is important to God, to pastors, and to the church body that the church be a place of truth rather than a place of deception, false teaching, and lies.

2. Examine verse 1. What does it mean that “some will depart from the faith“? Does this mean that some people whom Christ has genuinely saved will lose their salvation?

3. Look closely at the way false doctrine and false teaching are described in verses 1-2. Is Paul wrongly using a “harsh tone” or being “unloving” toward false teachers as some Christians might accuse him of today? (Again, Who breathed out these Scriptures?)

4. Compare 4-5 with 2:9. Is there anything inherently sinful about braided hair, gold, pearls, or an expensive garment – these objects themselves, and/or owning/wearing them? Explain the primacy of the attitude of our hearts when it comes to these objects, marriage, and food (3). What does verse 5 mean when it says that these things are made holy “by the word of God and prayer”? How does this apply to your “relationship” with the things you own, wear, or participate in?

5. What is Paul instructing Timothy to do when he says, “If you put these things before the brothers,” (6)?

6. Examine 6-16. In chapter 3, the Holy Spirit gives a list of character qualifications for pastors – what they are to be. In 4:6-16 the Holy Spirit gives a list of instructions for pastors – what they are to __. Work your way through these verses and make a list of the things the Holy Spirit wants pastors to do. Circle or highlight any of these instructions and principles that do not apply to the laity (Christians who are not pastors). If pastors are supposed to “set the Believers an example” (12) what does that tell us about the need for us to follow the instructions in 6-16 that apply to both pastors and non-pastors? How does 2:11-15 apply to the way women are to follow these instructions? Is there any way in which the qualifications for pastors and deacons in chapter 3 should inform the way in which men follow these instructions? (For example: compare 3:2’s “able to teach” with 4:11’s “teach these things”. If a man is not “able to teach”, should he be in a teaching role in the church?)

7. What metaphor does Paul employ in 6-10 to describe training for godliness? How is spiritual training like physical training? How are they different?

8. Look closely at verse 9. We see this same phraseology four times in 1-2 Timothy. What does this statement mean, and why do you think Paul says it so often?

9. Compare the way Paul again inserts the gospel smack dab into the middle of his instructions to Timothy (10) to the way he has already done this in chapters 1, 2, and 3. How does this motif help us to see that everything we do in the church and in our own lives should revolve around and point back to the gospel?

Homework

Can you think of any churches, denominations, religions, cults, or movements today that “forbid marriage and require abstinence from foods” (3) for its leaders and/or members? Do some research, find out what is forbidden for whom, and examine the major points of the organization’s doctrine (ex: the nature of God, how people can be made right with God, etc.). Does it match up with biblical doctrine?

Suggested Memory Verse

Previous Lessons: 1, 2, 3

Read 1 Timothy 3

Questions to Consider

Question 1 is drawn from lesson 14 of my Imperishable Beauty study of biblical womanhood. If you have completed that study, you may wish to review your notes from lesson 14.

1. Recall that when the Bible was written, there were no chapter and verse numbers. (Those were added much later.) First Timothy would have read like one long, continuous letter or e-mail. So let’s reconnect the end of chapter 2 to the beginning of chapter 3. Click here, then click on the “options” icon and uncheck the box next to “verse numbers”.

Now read the passage, noting the flow of thought and how the end of chapter 2 is interconnected with chapter 3. What is the main idea of this passage? How does this passage demonstrate that God views both men and women as having important roles to play in the life of the church in Timothy’s day and now? Is the role of men or the role of women discussed first in this passage? How could the phrase “ladies first,” the idea of chivalry, and the biblical concept of servanthood describe this passage? Describe how men biblically filling out their role of leadership is actually serving the women (and other men) of the church.

(OK, now click the verse numbers back on and return to 1 Timothy 3 – link above.)

2. What is an overseer? Name two terms we more commonly use today for the office of overseer. What is a deacon? Read Acts 6:1-6. What was (and is today) the main duty of the pastor/elder versus the main duty of the deacon?

3. Make two 4-column charts, one for pastors/elders, one for deacons. In the first column of each chart, list each qualification for the office. In the second column, explain what that qualification means. (For example: What does it mean to be “sober-minded” or “double-tongued”? In the third column, explain why this qualification is important in the character of the man and/or in carrying out the duties of the office. In the fourth column, place a check mark if this is a requirement for both pastor/elder and deacon. Which of the qualifications are common to both offices? Which are different? Explain the reasons for the commonalities and differences in qualifications. How is it beneficial to the church for men in these offices to have these qualifications?

4. Describe how verses 14-16 could serve as the key verses or a summary statement for the books of 1&2 Timothy. Closely examine the two parts of verse 15. Which is the “what to do” part, and which is the “why we’re to do it” part? If 15 tells us the “what” and the “why,” what does 16 tell us?

5. As you’ve read through Old Testament books, have you ever noticed how many times God reminds His people of who He is and what He has done when He’s speaking with them? Refresh your memory, and compare this OT way of God with the NT way we’ve seen God remind His people in 1 Timothy of who Jesus is, and that every “what,” “how,” and “why,” of His instructions always points back to the “Who” of Jesus.

Homework

1. If you’d like to study more about the differences between God’s role for women in the church and men in the church, check out these articles:
•Rock Your Role FAQs
•Jill in the Pulpit
•The Mailbag: Deaconesses…That’ll Preach!

2. Do some research on how your church selects men for the position of pastor, elder, and deacon. Are the qualifications in 1 Timothy 3 (and Titus 1) the highest priority in the selection process? Are there other qualifications (seminary degree, age, etc.) your church requires for these offices? Are these extra qualifications biblical and wise, or unbiblical?

Suggested Memory Verse

Previous Lessons: 1, 2

Read 1 Timothy 2

Questions to Consider

1. Briefly review the theme or purpose of the book of 1 Timothy from lesson 1 (link above). Who is the ultimate Author of this book? Are the ideas and instructions in this book God’s ideas and instructions, or something Paul came up with on his own? Who was the original audience of this book?

2. You may be familiar with the little hermeneutical rule of thumb, “Whenever you see therefore in a verse, you need to find out what it’s there for.” “First of all, then,…” at the beginning of verse 1 serves the same purpose as “therefore” (in fact, some translations render that phrase as “therefore” instead of “first of all, then”). God, through Paul, is saying, “Because of all that stuff I told you in chapter 1, do what I’m about to tell you to do in chapter 2.” Review 1 Timothy 1 and/or lesson 2 (link above). What are the main issues addressed in chapter 1?

3. Make a “bullet point” list of each instruction given to Timothy and the church in chapter 2. Now make the connection between the two chapters – how can the church’s obedience to the instructions in chapter 2 fix the issues brought out in chapter 1?

4. Which group of verses is the focal point, or main idea, of chapter 2?

• 1-3
• 4-7
• 8-10
• 11-15

Read each of these groupings of verses and describe how each of them revolves around the idea that God desires to save people (4). Notice how the words, “I desire then” (8) and “likewise also” (9) point back to the focal passage. Why did God put the gospel smack dab in the middle of these instructions about how the congregation is to behave?

5. Why does Paul again cite his qualifications and credentials? (7)

6. Why does God want His church to pray for others, including kings and leaders? (1-2) What is the immediate desired outcome of this kind of prayer? (2) What is the long-term desired outcome of this kind of prayer? (3-4) Think about the political and cultural context surrounding the church at Ephesus. How could the church at Ephesus and the church today leading “a peaceful and quiet life, godly and dignified in every way” (2) lead to people getting saved (3-4)?

7. Does verse 8 mean that only men should pray when the church is gathered together? (Use your footnotes)

Questions 8-12 are drawn from lessons 15 and 14 (respectively) of my Imperishable Beauty study of biblical womanhood. If you have completed that study, you may wish to review your notes from those lessons.

8. Examine verses 9-10. Describe how women are not to adorn themselves and how they are to adorn themselves. Are things like braids, jewelry, and clothes intrinsically sinful, or is Paul giving cultural examples to illustrate a theological point he’s making? What is that point? What is it about the bent of women’s hearts that would cause God to give this instruction to women in the context of the home and the church, but not to give this instruction to men at all? How does it benefit the church for us to “wear”, or portray, godliness by adorning ourselves modestly and with good works?

9. Study verses 11-15. What is the first word of verse 11? Think about women’s social status and value in Paul and Timothy’s culture, and in many cultures since that time, even today. Why does the Holy Spirit instruct pastors to “let” women learn? What does this teach us about the responsibility God places on us as women to learn His Word? Would you categorize verse 11 as a “do this” or “don’t do this” verse?

10. Examine verse 12. Is this mainly a “do this” or “don’t do this” verse? What two things does the Holy Spirit say women are not to do in the gathering of the church body? What does He say women are to do? Think about God’s nature and character. Does He ever give instructions arbitrarily or just to spoil our fun? Why does God give us commands and instructions, generally speaking? Are the instructions in verse 12 good for women and for the church?

11. Take a look at 13-14. God kindly gives not one, but two reasons for His instructions in verses 11-12. What are those two reasons? How do they fall in line with God’s design for male headship and leadership across biblical history in the hierarchical structures He has set up?

12. Verse 15 can be a little cryptic to us today because we equate the word “saved” with salvation. Does verse 15 mean that women gain salvation by having children? How do we know it doesn’t? The NASB helpfully, and more accurately, renders this word as “preserved.” We don’t feel it much today, but think about the stigma women (particularly Jewish women) carried at the time this was written simply because they were daughters of Eve. Paradise was lost and the curse of sin entered the world because of a woman, many men thought, and they viewed and treated women accordingly. Yet who was chosen to bring the Messiah into the world? And following in her footsteps, a major way godly women can “save” or “preserve” the reputation, esteem, and value of womankind is to “continue in” what 3 godly character traits? (15) Because if they continue in those three godly character traits, they will be raising up a godly seed to the Lord (even if the children they bear aren’t perfect like Mary’s child was.) :0)

Homework

If you’d like to study more about modesty (9-10), check out these articles:
•Imperishable Beauty: Lesson 15- A Beautiful Portrayal of Biblical Womanhood in the Church
•The Mailbag: Potpourri (Calvinism, Baptism, Modesty…)

If you’d like to study more about the role of women in the church (11-15), check out these articles:
•Imperishable Beauty: Lesson 14- A Beautiful Position in the Church
•Jill in the Pulpit (1 Timothy 2:11-12)
•Order in His Courts: Silencing Women? (1 Corinthians 14:33b-35)

Suggested Memory Verse

Previous Lessons: 1

Read 1 Timothy 1

Questions to Consider

1. Briefly review the housekeeping/helpful hints section and “Introduction to 1 Timothy” section from lesson 1 (link above).

2. Why did the Holy Spirit inspire Paul to list his credentials and explain his relationship to Timothy in verses 1-2? Why would this have been important to Paul and Timothy, to the members of Timothy’s church, to anyone else at that time who happened to read this letter, and to readers of 1 Timothy today? Where was Timothy’s church located? (3)

3. What is the very first issue Paul tackles regarding Timothy’s church? (3-11) What does this tell you about the urgency of this issue then, and now?

Today, with regard to false teachers, Christians will often say things like, “You shouldn’t say anything negative about that person, you should just pray for her,” or “You should just teach the truth of the Bible and people will figure out for themselves who the false teachers are.” Is this what the Holy Spirit, via Paul, instructs Timothy to do? (3-4) How is Timothy instructed to address the false teachers? (3-4) Why is it urgent that Timothy (and pastors today) deal with false doctrine and not allow it in his church? (4b, 7)

What is supposed to be the motive and goal of pastors, teachers, and church members when it comes to living the Christian life and serving the church? (5) When teachers “swerve from these,” what does that swerving lead to? (6-7)

Compare verse 19 to verses 5-6, noting the similarities. Who were Hymenaeus and Alexander? (use your cross references) How does Paul say he handled these false teachers? (20) Why did he do this? (20) Compare Paul’s handling of unrepentant false teachers in the church to Matthew 18:15-20, Jesus’ instruction of how to handle unrepentant sinners in the church (18:17b). Why is it necessary to remove unrepentant sinners and false teachers from the church and to regard them as non-Christians (“hand over to Satan”, “let him be to you as a Gentile and a tax collector”)? (20b, 4b) What is the goal of a Christian regarding anyone who is not a Christian? Are these actions toward false teachers in keeping with the motive and aim Paul expressed in verse 5?

4. Examine the words “genealogies” (4), “teachers of the law” (7), and the discussion about the law in verses 8-9. Now, draw from what you may already know about the false teaching of the Judaizers in the early church. What do you think is the general topic the false teaching Paul addresses in chapter 1 has to do with?

5. What does it mean to “use the law lawfully” (8)? (9) Who are the “just”? (9) Who are “the lawless and disobedient…the ungodly and sinners” (9a)? (9b-10) Which is the correct (lawful) group to “lay the law down for” (9a)? (9b-10)

If 8-11 describe the lawful use of the law – who it should be laid down for – what can you conclude about the false teachers’ use of the law? Who were they laying it down for? Why is this false teaching? (10b-11)

6. What is “sound doctrine” (10b)? (11) Why is it important that all pastors and teachers preach and teach sound doctrine?

7. Read 12-17. What are some adjectives you would use to describe Paul’s character and his view of himself? What is Paul’s view of his position in relationship to Christ? How does Paul see what Christ has done in his life as an example for others? (16) Pray through these verses asking God to develop in you the same view of yourself and your position before God that Paul had.

8. We’re going to see the word “charge” several times in 1 & 2 Timothy. How many times does this word appear in chapter 1? What does the word “charge” mean in verse 3? In verses 5 & 18?

Homework

Believe it or not, there are still false teachers out there today teaching that Christians must obey Old Testament civil and ceremonial laws. Do some research on the Hebrew Roots Movement to learn more, and if you come across a good resource about it, please comment below and share.

Suggested Memory Verse