18

Luke 15–17

Introduction and Timeline

The events recorded in Luke 15–17 occurred as Jesus traveled from Galilee toward Jerusalem, including in the area of Perea, near the end of His mortal ministry. Luke recorded several of the Savior’s parables, including the well-known parables of the lost sheep, the lost coin, and the prodigal son (see Luke 15). These three parables illustrate our responsibility to diligently seek out those who have become separated from God, the joy that attends their return to Him, and the love God has for all of His children. Through the parable of the unjust steward (see Luke 16:1–12), the Savior taught that we need to be constantly preparing for the Day of Judgment. Through the parable of the rich man and Lazarus, the Lord rebuked self-righteous and covetous Pharisees (see Luke 16:19–31), warning that their attitudes would bring suffering upon themselves in the next life if they did not repent. From the parable of the unprofitable servant (see Luke 17:7–10) and the Savior’s healing of ten lepers (see Luke 17:11–19), we learn the importance of living in gratitude to God and recognizing our indebtedness to Him.

Chapter Overviews

Luke 15

Pharisees and scribes complained that Jesus received publicans and sinners. Jesus taught the parables of the lost sheep, the lost coin, and the prodigal son.

Luke 16

The Savior taught the parable of the unjust steward. He reproved covetous, self-righteous Pharisees and gave them the parable of the rich man and Lazarus.

Luke 17

Jesus taught about offenses and forgiveness. Responding to the Apostles’ request to increase their faith, the Savior gave the parable of the unprofitable servant. Jesus healed ten lepers, but only one of them returned to thank Him. The Savior taught about His Second Coming.

Suggestions for Teaching

Luke 15

Parables of the Lost Sheep, Lost Coin, and Prodigal Son

Invite your students to think of someone they know who has become spiritually “lost,” perhaps through inactivity in the Church or involvement in sin. Ask students to ponder briefly how they feel about the person and why they want him or her to “return.” Explain that Luke 15 contains three parables that pertain to those who have strayed from the Lord in some manner and our responsibility toward those individuals.

Ask students to look briefly at Luke 15:1–2 and identify the two groups of people present when Jesus spoke these parables (publicans and sinners, Pharisees and scribes). Ask:

• Why do you think the Lord’s association with publicans and sinners might have caused the Pharisees and scribes to complain?

Encourage students as they study Luke 15 to keep these two groups of people in mind and consider how each group might interpret and react to the parables taught. You will discuss this later in the lesson.

To study the first two parables in Luke 15, assign students to work in pairs, reading to one another the parable of the lost sheep in Luke 15:4–7 and the parable of the lost coin in Luke 15:8–10. Ask students to write down similarities and differences between the two parables. Have several students share their observations with the class. (Some similarities include: Something was lost, someone searched diligently until it was found, the owner rejoiced and invited others to rejoice, and there is joy in heaven when a sinner repents. Some differences include: A sheep and a coin were lost, a shepherd and a woman searched, the items became lost in different ways, and there were 100 sheep and 10 coins.) Help students analyze and begin considering the application of these parables by asking:

• What do these parables teach about our responsibility toward those who have become “lost”?

Encourage students to explore the meaning of the phrases “go after that which is lost,” “until he [or she] find it,” “he layeth it on his shoulders,” and “seek diligently.” Ask:

• What does it mean for us to do those things today?

Encourage students to highlight the phrases “rejoicing” (verse 5), “rejoice with me” (verses 6, 9), “joy shall be in heaven” (verse 7), and “there is joy in the presence of the angels of God” (verse 10). Ask:

• What do these scriptural phrases teach about repentance?

• How would you state the message of the parable of the lost sheep and the parable of the lost coin? (One principle students should identify is: When we help others repent, we feel joy and the heavens rejoice. You might write this principle on the board.)

Prepare students to study the parable of the prodigal son by explaining that the third parable, found in Luke 15:11–32, is about a father and his two sons, and we can learn much from this parable by considering the actions of each individual. Explain that you will start by focusing on the father and the younger son. Give a copy of the handout found at the end of this lesson, titled “The Parable of the Prodigal Son,” to each student. Divide your class into two groups. Have half of your class study the phrases and answer the questions that pertain to the prodigal son. Have the other half of the class study the phrases and answer the questions that pertain to the father.

Asking Questions While Reading

As students learn to ask questions while reading the scriptures, they will better understand the scriptures and retain more information from their study. You can help students develop this skill by encouraging them to pause to ask questions as they read.

After students have had sufficient time to study, lead a class discussion by inviting students from each half of the class to explain what they learned as they worked through the handout. You might guide the discussion by asking several of the questions found on the handout.

Have several students read Luke 15:25–32 aloud while the class follows along, looking for how these verses are similar to the ones they just studied. Ask students who focused on the younger son to focus now on the words and actions of the older son, and those students who focused on the father to continue to focus on the words and actions of the father—this time toward the older son. As they read, ask students to write notes on their handout under “The Older Son and the Father,” listing details that help them understand the meaning of the parable. Have students read the student manual commentary for Luke 15:25–32. Ask:

• In what ways might the older son also be considered as one who was “lost” and in a “far country”? (Possible answers: He felt jealousy toward his brother and anger toward his father, creating distance between him and them. Even though he had so much, he did not feel true compassion for his brother and seemed to view him as “thy son” rather than “my brother” [see verses 30, 32].)

• How are the father’s actions toward the older son (see Luke 15:28) similar to his actions toward the younger son? (see Luke 15:20).

Ask students to think about the central figure in the parable of the lost sheep—the shepherd—and the central figure in the parable of the prodigal son—the father. Then ask:

• In what ways is the shepherd like the Savior? In what ways is the father of the prodigal son like Heavenly Father?

As a result of discussing these questions, make sure that students understand this doctrine: Heavenly Father and Jesus Christ are compassionate and forgiving toward those who repent and rejoice over their return.

Remind students that the Savior gave these three parables to the Pharisees and scribes, who felt that the Savior should not be associating with publicans and sinners (see Luke 15:1–2). Then ask:

• What do you think the Savior intended for the Pharisees and scribes to learn from these parables?

After the students have answered this question, you might point out that the parable of the prodigal son ends with the father’s invitation for the older son to join in the rejoicing but does not say what the older son decided to do. We can see this “unfinished” ending as extending the father’s admonition to all who hear or read the parable. We can consider that we have been invited by our Father in Heaven to join with Him in rejoicing over those who repent.

Help students consider personal application of these parables by having them write an answer to one of the following questions:

• What can you do to help someone who has strayed from the Lord to return to Him?

• What can you do to befriend someone at Church who does not seem to have many friends?

• What have you learned from these parables about Heavenly Father and Jesus Christ that gives you encouragement to repent?

Share your testimony of Heavenly Father’s love for each of His children, the great desire He has for all to return to Him, and the joy that He and His followers experience when anyone repents and comes to Him.

Luke 16:1–12

Parable of the Unjust Steward

Before reading the parable of the unjust steward, explain to students that the parable they are about to study depicts the actions of a steward, meaning someone who is given authority to oversee or to manage his master’s property. Then have students read Luke 16:1–4, looking for answers to the following questions:

• What was the steward accused of?

• What was the rich man going to do to the steward?

• What concerns did the steward have about his future?

After briefly discussing answers to these questions, have a student read Luke 16:5–8. Ask students to look for what the steward did when he discovered he would no longer be able to work for the rich man. (He went to individuals who were in debt to his master and revised their bills to reduce the amounts they owed so they would be willing to take him into their houses when he had no place to live.) Ask:

• If you were the rich man, how would you feel about the actions of the steward? Why would you feel that way? (Most students will probably say they would feel cheated or betrayed.)

• Since the steward had cheated the rich man, why do you think the rich man commended the steward for his actions?

To help answer this question, refer students to Luke 16:9–12 and the student manual commentary for Luke 16:1–12. Ask a few students how they would summarize the message of this parable. Students should be able to point out this principle: If we are wise, we will make provision for our eternal future. This parable does not encourage us to be dishonest or to cheat others in any way; rather, it encourages us to prepare for our eternal future with the same energy and effort as this steward prepared for his temporal future. If even an unscrupulous steward will prepare for his future, the Saints should be willing to prepare for eternity.

Ask students to take a moment and reflect on what they are doing now to prepare for their spiritual well-being in the future and what they could do to improve their preparation.

Luke 16:14–31

Parable of the Rich Man and Lazarus

Point out to students that the Savior continued to teach about how to make provision for our spiritual well-being. Ask students to read Luke 16:13–15 and identify reasons the Pharisees were opposing the Savior. (Possible answers: They were covetous, they sought to justify themselves, and their hearts were not right in the sight of God.)

Explain that Joseph Smith Translation, Luke 16:16–23 (see student manual commentary for Luke 16:13–18) helps us understand that in the next parable the Savior taught, He compared the Pharisees to a rich man. Remembering this will help students understand the parable. Ask for three volunteers to read Luke 16:19–31 as part of a readers’ theater. Invite the rest of the class to follow along in their scriptures, looking for how the Pharisees were portrayed in the parable.

Readers’ Theater

In a typical readers’ theater, participants read the part of different characters in a script. Using a readers’ theater in a lesson can provide variety and help students better understand what is read. It is most effective when the scripture story chosen includes interaction between individuals. For Luke 16:19–31, assign one student to be the narrator and read all of verses 19–23 and a few isolated lines in verses 24–31. Assign the other two students to read the words spoken by Abraham and the rich man, found in verses 24–31.

After the students have finished reading, ask:

• Remembering that the rich man represents the Pharisees, what principle was Jesus teaching the Pharisees with this parable?

Though they may use different words, students should identify this principle: Our circumstances in the next life depend upon how we receive the Lord and His servants in this life.

• What does Luke 16:31 suggest is a choice the Pharisees were making in mortality?

• Of all the choices we make in life, why does choosing whether we will hearken to the Lord’s servants carry such far-reaching consequences?

Note to teacher: If time permits, you may want to use the supplemental teaching idea for Luke 16:22–26, which discusses the doctrine of the spirit world. Also, rather than completely skipping Luke 17, you may want to read the Luke 17 overview to your class to summarize what is taught there.

Supplemental Teaching Ideas

Luke 16:22–26. Two Conditions in the Postmortal Spirit World

Have students read Luke 16:19–23 and identify two conditions in the postmortal spirit world (“Abraham’s bosom” [spirit paradise] and “hell” [spirit prison]). Ask students to read Luke 16:24–26. Explain that before the death of Jesus Christ, there was a “great gulf” between spirit prison and spirit paradise, meaning that spirits could not move from one place or condition to the other. Consider copying the following diagrams on the board to illustrate this concept.

To help students understand what happened to bridge the gulf between spirit prison and spirit paradise, you might ask them to review Doctrine and Covenants 138:18–20, 27–31, 57–59 and the student manual commentary for Luke 16:19–31. Ask students to share what they learned from these scriptures. Students should understand this doctrine: The Atonement of Jesus Christ bridged the gulf between spirit prison and spirit paradise so that the gospel could be preached to those in spirit prison.

You might need to clarify that latter-day revelation helps us understand that “spirit prison” includes not only the wicked who did not repent of their sins (like the rich man in the parable of Lazarus) but also good people who are waiting to learn and accept the fulness of the gospel. Such good people do not suffer torment like the wicked rich man in the parable.

Remind students of the doctrine stated above, and ask: How can knowing this doctrine increase your desire to perform temple ordinances for those who have died or to do family history research to find those who need this work done for them?

Luke 17:5–19. The Parable of the Unprofitable Servant and the Cleansing of the Ten Lepers

Have students read Luke 17:5 and identify what the Apostles requested of the Savior. (Increased faith.) Encourage students to consider why the Savior’s teachings in Luke 17:5–19 are essential to having strong faith. Read Luke 17:7–9 to the class while they follow along, looking for all the duties of the servant mentioned in this parable. Have students list these duties on the board. (Plowing, feeding cattle, making everything ready for dinner, serving dinner to the master.)

• Why wouldn’t the master be expected to thank his servant for doing these things? (These things were his duties. See the student manual commentary for Luke 17:5–10 for explanation if necessary.)

Have students read Luke 17:10, and ask:

• Why are we still indebted to the Lord even if we do all the things we are commanded? (As students respond to this question, ask them to read Mosiah 2:20–24.)

• Why is doing what we are commanded essential to increasing our faith? (Only when we are righteous can we receive promptings from the Holy Ghost and the experiences and spiritual gifts necessary to develop increased faith. “Strong faith is developed by obedience to the gospel of Jesus Christ” [Guide to the Scriptures, “Faith”; scriptures.lds.org].)

• Why is remembering our indebtedness to the Lord essential to increasing our faith?

Tell students that in the short account that follows the parable of the unprofitable servant, there is another concept that can increase our faith. Have a student read Luke 17:11–19.

• How does being grateful to the Lord increase our faith in Him?

Make sure that students understand this principle: We can increase our faith in Jesus Christ by keeping the commandments and by remembering our indebtedness to God.

You might testify of this principle, and you could invite students to testify by asking:

• When have you developed greater faith because you have made an effort to keep a commandment? When have you developed greater faith because you have gratefully remembered your indebtedness to the Lord?