Library
Lesson 52: 1 John, 2 John, 3 John, and Jude

“Lesson 52: 1 John, 2 John, 3 John, and Jude,” New Testament Teacher Manual (2018)

“Lesson 52,” New Testament Teacher Manual

52

1 John, 2 John, 3 John, and Jude

Introduction and Timeline

John and Jude wrote their epistles at a time when apostasy was threatening the Church. Even though it had been only a few decades since the death of Jesus Christ, false teachers were teaching a “doctrine” different from that taught by the Apostles (see 2 John 1:9–10). Some claimed that Jesus Christ had not come in the flesh (see 1 John 4:1–3). Diotrephes, a local Church leader, refused to recognize John’s authority (see 3 John 1:9–10). John bluntly labeled those who taught false doctrine as being “antichrist” (1 John 2:18, 22; 4:3), and he encouraged Church members to shun falsehoods and remain with him in fellowship “with the Father, and with his Son Jesus Christ” (1 John 1:3). Jude warned the Saints of “ungodly men” who had “crept in unawares” (Jude 1:4; see also verse 15). As eyewitnesses of the resurrected Savior, John and Jude counseled the faithful on how they might resist false doctrines.

lesson 52 timeline

Chapter Overviews

1 John 1

John was a witness of the resurrected Jesus Christ, and he invited his readers to join him and other faithful Saints in fellowship with Heavenly Father, with Jesus Christ, and with each other. Though our sins can keep us from fellowship with God, the blood of Christ cleanses us from unrighteousness. If we say we have no sin, we deceive ourselves.

1 John 2

Jesus Christ is our Advocate with the Father and the propitiation for our sins. We manifest that we know God and abide in the light when we keep the commandments. John admonished readers to “love not … the things that are in the world.” Antichrists, who are false prophets and deny Jesus Christ, shall come in the last days.

1 John 3

Disciples of Jesus Christ shall become like Him. Because there is no sin in Jesus Christ, He is able to take away our sins and destroy the works of the devil. Jesus showed His love for us by laying down His life. John admonished his readers to love one another “in deed and in truth” and to believe on the name of Jesus Christ.

1 John 4

False teachers in John’s day could be identified because they did not acknowledge that Jesus Christ had come in the flesh. John affirmed that God is love and had sent His Son to be the Savior of the world. God has commanded us to love one another. We love God because He first loved us.

1 John 5

God’s commandments are not grievous to bear. The symbols of the Spirit, the water, and the blood all testify of Jesus Christ and His atoning sacrifice. Belief in Jesus Christ is required to gain eternal life.

2 John 1

John rejoiced because the children of an “elect lady” were living faithfully. John beseeched his readers to love one another and acknowledged that there were deceivers and antichrists in the Church.

3 John 1

John commended Gaius for his service and identified Diotrephes as one who sought preeminence in the Church through malicious words and deeds. John rejoiced whenever he learned that the Saints were walking in truth.

Jude 1

Jude sent greetings to the Saints and exhorted them to earnestly contend for the faith that was delivered to the early members of the Church. Jude warned of the seriousness of apostasy in the Church by reminding readers that in ancient times those who worked evil were destroyed. Mockers shall revile God’s Church in the last days.

Suggestions for Teaching

Introduction to 1 John, 2 John, 3 John, and Jude

Help students understand the context of John’s and Jude’s letters and realize the relevance of these letters in their own lives by asking:

  • When have you encountered someone or something opposed to the teachings of the Church? How did you respond?

Explain that John and Jude lived at a time when many people were apostatizing and leaving the Church. At that time there were various false philosophies, one of which was called docetism. Tell students that the term docetism comes from the Greek word dokeo, meaning “to seem or appear.” (You may want to write this definition on the board.) Write the following statements on the board (or have them already written before class begins), and tell students that they represent the beliefs of docetism.

God is a spirit, He is invisible, and He is unable to suffer physically.

Jesus Christ did not have a physical body during His life on earth.

Jesus only appeared to die on the cross; His mortal death was an illusion.

Christ’s Resurrection and Ascension into heaven were metaphorical.

  • Why do you think that John and Jude would have been alarmed when some Church members began to accept the false beliefs of docetism?

In order to further understand the content and context of John’s and Jude’s letters, ask a student to read aloud 1 John 2:18–19, 22; another to read aloud 1 John 4:1–3; and a third student to read aloud 2 John 1:7, 9–10. Have the class follow along looking for evidence that John was aware of false teachings about Jesus Christ. Invite students to identify words or phrases showing that John was aware of the false ideas listed on the board. When students mention “antichrists,” it may be helpful to define what the word means. An antichrist is anyone who is opposed to Jesus Christ and His gospel.

Write the following references on the board: 3 John 1:9–10 and Jude 1:4, 18–19. Give students a moment to read these passages and identify other evidences of apostasy among the Saints. After sufficient time, ask students to report what they discovered. (Possible answers: Saints desired preeminence, rejected the Church’s authorized leaders and taught others to reject them, mocked the teachings of the Church, denied Jesus Christ, walked after their lusts, and did not have the Spirit.) Then ask:

  • How are similar false teachings or practices manifest in our day?

With that contextual background, give students a moment to study 1 John 1:1–4 looking for what John said to strengthen Church members against false teachings.

  • What stands out to you in these verses?

  • What did John write in these verses to counter false teachings about Jesus Christ?

  • How can John’s teachings in these verses guide you as you help others understand the truth about Jesus Christ? (As students share their ideas, emphasize this principle: We can teach and testify of Jesus Christ and His gospel to counter the influence of false doctrines.)

To help students understand that John was testifying of Jesus, you might ask them to mark words such as “heard,” “seen,” and “handled” in verse 1; “bear witness” in verse 2; and “that which we have seen and heard declare we unto you” in verse 3. Then write the above bold principle on the board, and ask:

  • Why is our testimony of what we know important in countering the influence of false doctrine?

1 John 1:3–3:9; 5:1–14

Gaining Fellowship with the Father and the Son

Have a student read the following statement by Elder Bruce R. McConkie (1915–85) of the Quorum of the Twelve Apostles to the class:

Elder Bruce R. McConkie

“Fellowship connotes a community of interest, activity and feeling. … To have fellowship with the Lord in this life is to enjoy the companionship of his Holy Spirit, which makes us one with him; and to have fellowship with him in eternity is to be like him, having that eternal life of which he is the possessor and originator” (Doctrinal New Testament Commentary, 3 vols. [1965–73], 3:374).

Ask students to give examples of individuals with whom they have felt fellowship. (Possible answers: Family members, missionary companions, and friends.)

Focus student attention on 1 John 1:3 and ask:

  • Who did John want his readers to have fellowship with? (The Apostles, Heavenly Father, and Jesus Christ.)

Tell your students that much of what John wrote was to help his readers develop fellowship with God.

Write the following on the board:

“If , then .”

Help students to identify principles in John’s first epistle by explaining that John taught numerous principles that can be put into the pattern shown on the board. Have a student read aloud 1 John 1:6–8, and invite the class to state principles using the words if and then, based on what they find in these verses. Students may identify principles such as the following:

If we have fellowship with God, then we will not walk in darkness.

If we walk in the light, then we will have fellowship with one another.

If we walk in the light, then the blood of Christ will cleanse us from all sin.

If we say that we have no sin, then we deceive ourselves.

Break the class into groups of four students. Have group members each study one of the following four scripture passages so that all passages are studied in the group: 1 John 2:1–8; 1 John 2:9–11, 15, 22–25; 1 John 3:1–9; and 1 John 5:1–5, 9–14. Have students compose several “if–then” statements of principle based on what they read. As students study their passages, you might ask them to use the following suggestions to help them identify and understand principles. (You might write these on the board.)

From verse , we learn that if , then .

This statement of principle means .

I can use this principle to guide my behavior by .

To conserve time for other parts of the lesson, you might have students share within their groups their favorite two or three “if–then” statements of principle and explain how the principles could guide their behavior.

After students have finished sharing within their groups, draw attention again to the blank “if–then” statement on the board. Fill in the second part of the statement so it looks like the following:

“If , then we will be brought into the light and fellowship of Heavenly Father and Jesus Christ.”

Ask students:

  • Based on what you learned in your groups, what must we do to be brought into the light and fellowship of Heavenly Father and Jesus Christ? (As students share their thoughts, write the rest of the principle on the board: If we keep the commandments and draw upon the Atonement of Christ, then we will be brought into the light and fellowship of Heavenly Father and Jesus Christ. You can help students understand this principle by pointing out key phrases in the verses they studied.)

Ask some questions like the following to help students explain and feel the importance of this principle:

  • If we want to have fellowship with Heavenly Father and Jesus Christ, why are John’s teachings in 1 John 2:1–2 important to understand and follow?

  • What blessings come from living in fellowship with Heavenly Father and Jesus Christ?

  • When do you feel that you have experienced fellowship with Heavenly Father and Jesus Christ?

  • How does living in fellowship with Heavenly Father and Jesus Christ help you to fellowship others, particularly new converts?

Draw the students’ attention to 1 John 3:2, and ask a student to read it aloud to the class. Point out that this verse teaches an important doctrine. Ask:

  • What does John teach in this verse about our eternal potential? (We can become like the glorified Jesus Christ.)

If time permits, you might further emphasize this important doctrine by inviting students to read Galatians 4:4–7 and helping them understand the truths about our eternal potential that were taught by both John and Paul.

Before moving on, consider giving students a moment to consider what they might do to more fully receive the light and fellowship of Heavenly Father and Jesus Christ.

1 John 3:11–4:21; 5:1–3

Loving God and Our Fellowman

Have students think of someone who loves them. Then ask:

  • How do you know that person loves you?

After a few responses, tell students that in 1 John 3–4, John used the word love over 30 times. To introduce John’s teachings on love, have students read 1 John 3:11, 16–18, 23. Consider having them mark the word love each time it appears. After sufficient time, ask:

  • What doctrines or principles do you learn about love from these verses?

  • What does it mean to love in “deed and in truth”? (1 John 3:18).

  • How is loving others an expression of love for God? (As students share their ideas, write this principle on the board: We express our love for God when we love and serve one another.)

Remind students that some of those to whom John wrote were contemplating leaving the Church and pursuing other religious beliefs. Point out that love can be a remedy to eliminate disunity among Church members.

Give students several minutes to quietly study 1 John 4:7–21; 5:1–3 and to compose in their own words a few sentences that summarize John’s teachings on love. (If you write these scripture references on the board, students will better remember what they are to read.) After sufficient time, invite several students to read their sentences to the class. A few truths that should be central to their responses are: God is love. God manifested His love for us by sending His Son into the world. Love of God and love of other people eliminate our fears. To deepen understanding of these truths, you might ask questions like the following:

  • What does the declaration “God is love” (1 John 3:8) mean to you? How have you felt God’s love for you?

  • John stated, “There is no fear in love; but perfect love casteth out fear” (1 John 3:18). What fears might the early Saints have had at the time of John’s writing? What are some fears Church members have today?

  • How does love for others and for the Lord help someone overcome those types of fears? How has love helped you to overcome fears?

You can encourage the students to apply John’s teachings about love by asking them to select someone in their life—a family member, friend, co-worker, or someone in their ward or branch—and then asking them to write a few specific ways they could show increased love to that individual. You could ask a few students to share ideas from their list. Challenge students to do one of the things they wrote down today, without putting it off until tomorrow.

Jude 1

Jude Warned against Those Who Teach False Doctrines

Briefly explain who Jude was by reading Jude 1:1 and having a student read the student manual section “Who wrote Jude?” under “Introduction to the General Epistle of Jude.” Then have the class read Jude 1:3 looking for what Jude exhorted his readers to do. (“Earnestly contend for the faith which was once delivered unto the saints.”) Then ask:

  • What does it mean to “earnestly contend for the faith which was once delivered unto the saints”? (For further insights, you might have students read the student manual commentary for Jude 1:3.)

  • Who would have delivered the gospel to the Saints in Jude’s time? (Some may have heard it from Jesus Christ; others likely heard it taught by the Apostles.)

Have students read Jude 1:4 looking for why Jude wanted the Saints to earnestly contend for the faith that was once delivered unto them. (“Certain men” had crept in among the Saints while they were unaware, teaching false doctrines.) Have a student read Jude 1:5 aloud while the class follows along and identifies what Jude did to help protect his readers from the teachers of false doctrines. (He reminded the Saints of God’s power and blessings.) Then give students a moment to search Jude 1:5–7 and identify the three different groups that Jude reminded the Saints about. (The children of Israel who were led out of Egypt and then did not remain faithful, the angels who chose to follow Satan in the premortal life, and the people who lived in Sodom and Gomorrah.)

  • What do these three groups have in common? (All three groups rebelled against God; all three groups received punishments for their actions.)

Summarize Jude 1:8–16 by explaining that Jude identified others in the Old Testament who failed to be faithful to the Lord and compared them to the teachers of false doctrines who were among the Saints of his day.

Give students a moment to study Jude 1:17–21 and identify what Jude taught about the last days. (Because there would be “mockers,” or teachers of false doctrines, we should build our faith and keep ourselves in the love of God.)

  • What was the purpose of Jude’s warnings in these verses? (As students share their answers, help them see this principle: Prophets warn us against teachers of false doctrines and against sin so that we can escape the destructions that will befall the wicked.)

  • What dangers have modern prophets and apostles warned us against? (As students respond, consider writing their answers on the board.)

  • What experiences in your life have helped you to feel the protection that comes from heeding the words of living prophets and apostles?

Give students a moment to ponder whether they listen to warnings given by modern Church leaders. Have them think about decisions they might make today to avoid the destructions that will befall the wicked. Conclude by testifying of truths taught in today’s lesson.