Christ the Rock Community Church, Saturday Morning Men’s Group

Next Week’s Reading (January 15-21)
WEEK 4
Genesis 44:1-Exodus 7:25
Matthew 14:13-19:12
Psalm 18:37-23:6
Proverbs 4:11-5:23
Next Week’s Reading (January 15-21)
WEEK 5
Exodus 8:1-21:21
Matthew 19:13-23:39
Psalm 24:1-28:9
Proverbs 6:1-7:5

Discussion Questions:
Old Testament

1. During the famine in Egypt, Joseph, on behalf of Pharaoh, obtained all of the people’s money, livestock and land. Why didn’t the people plan ahead and set aside grain for the famine, as Pharaoh did? Genesis 47:13-26.
2. In modern times, if a business raises prices dramatically during a time of crisis, it is called “price gouging,” and is considered a crime? Was is wrong for Joseph and Pharaoh to take advantage of the Egyptians to get all of their money, cattle, and land? Genesis 47:13-26.
3. Why were Joseph’s brothers afraid when their father died? Were their fears justified? Why did Joseph let his brother’s off so lightly, after they’d sold him into slavery? Genesis 50:15-21.
4. Why did Pharaoh want to kill the Hebrews’ baby boys, but not the baby girls? Exodus 1:13-22.

New Testament

1. Why did Herod think that Jesus was John the Baptist, risen from the dead? Matthew 14:1-12.
2. Matthew 14:23 contains one of several accounts of Jesus going to a place to pray alone. Should we consider this as an instruction to believers to pray in solitude? Matthew 14:16-23.
3. Why was Peter able to walk on water? Why did he start to sink? What does this tell you about your faith? Matthew 14:24-33.
4. What did Jesus Mean when he said, “Truly I tell you, unless you change and become like little children, you will never get into the kingdom of heaven”? Matthew 18:3

Hey Friends! Excited to share with you some thoughts from our friend Angie, who spent an amazing 2 weeks in India last summer:

As the first few weeks of the school year draw to a close, I’ve been chewing on some thoughts about education–more specifically who, and how we choose to educate.

I teach reading and math at an inclusive school, where students with disabilities learn alongside their non-disabled peers. Inclusion is a U-turn from traditional practice, where students with disabilities would learn separately, in a “special” class or school. Yes, there are disruptions, things go wrong, and yes, it is hard work. But every one of my students benefits from learning in a community that has not been artificially sorted and segregated by academic ability. My students learn not only reading and math, but kindness, friendship, and how to care for others instead of competing with them. Without their classmates, all of them, my students would miss out on so much.

Thousands of miles across the globe in India, Dalit children, like my students with disabilities, have often been held up to the measuring stick of societal worth and fallen short. And Indian students of all castes are losing something valuable every year that they are forced to learn separately. When Dalit children go to school, children of all castes learn that no matter what family you were born into, work can be done, games can be played, and meals can be eaten-life can be lived!-together and in peace.Divided children become divided adults, and great minds are left uneducated, friendships are left unformed, and real justice never takes hold.

In one of my favorite books on education, “Widening the Circle” by Mara Sapon-Shevin, the author asks “What world will we create by the education we provide?” What world are we creating, friends? Is it a world where all people are considered valuable and worthy of life, education, and justice?

I support Dalit education because I want Dalit children to have access to education, opportunities, and an escape from poverty and injustice. But I also support Dalit education because I love India, and I believe that including Dalit children in schools is building a better future for all of India.