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| "WHEN “THE WORLD” SUPPORTS OUR FAITH—OR NOT" by Travis Riesen and Carol Duerksen | ||||||||||||
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YOUTH GROUP LESSON 101
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| However, the time came that the refugees needed to be transported out of the city and out of the Soviet Zone. The Soviets would not allow them to go, so Peter went to a U.S. Army base and worked out a plan to take them through Soviet territory via train and MCC would find a place for them to go. With the help of the army—an organization that Mennonites have been historically opposed to—the Mennonite refugees were taken out of Berlin. Say: This is an example of “the world” helping people of faith. The Bible says that Christians should be “in the world but not of the world.” Let’s take a look at the references you brought to class on this topic. Look up the references and discuss: How do we decide what parts of “the world” to accept and participate in? How and when does “the world” support our faith? RESPOND Ask students each to get a large sheet of newsprint and a marker. Tell them to write the words “the world” on top and “my faith” at the bottom. Tell them that the middle of the page represents the interaction between the world and their faith, and ask them to put in the boundaries across the middle that do (or don’t) exist between the two, and to show the ways the two interact. For example, a solid line might mean a boundary between free sex (the world) and purity (their faith.) A fuzzy line might mean a fuzzy boundary in the area of clothing. Nothing at all would mean there is no difference. Those are just examples—students should show a variety of ways that their faith and the world relate to each other, and when the world supports and doesn’t support their faith. Note: There’s nothing “right” or “wrong” about this exercise—the point is to get youth to think about the interactions. When students are done, gather together and pray for their lives as represented in their illustrations. If your students are comfortable with praying for each other, do so. |
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