“Lesson 116: Proverbs 1–30,” Old Testament Seminary Teacher Material (2018)
“Lesson 116,” Old Testament Seminary Teacher Material
Lesson 116
Proverbs 1–30
Introduction
The book of Proverbs is a collection of short sayings that express truths about life, human nature, and the consequences of righteous and wicked behaviors. This lesson provides teaching ideas for some of the proverbs contained in Proverbs 1–30 concerning the importance of seeking wisdom, trusting in the Lord and not in human understanding, choosing righteousness and virtue and rejecting wickedness, and not following after worldly ways.
Suggestions for Teaching
Proverbs 1–9
The proverbs counsel us to seek wisdom and trust in the Lord
Ask students to think of a favorite quote or short phrase of wisdom that they know. Ask a few students to share their phrase with the class.
Explain that a proverb is a short saying that is intended to teach a lesson about life. The book of Proverbs is a collection of many sayings of wisdom collected by the Israelites. Some of the proverbs are attributed to King Solomon.
Invite a student to read Proverbs 1:1–5 aloud. Ask the class to follow along and look for words and phrases that describe the purpose of these proverbs.
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What is the purpose of the proverbs? (To provide wisdom, instruction, and understanding.)
Ask a student to read Proverbs 1:7 aloud. Invite the class to follow along and look for one of the key elements in gaining knowledge.
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What does it mean to fear the Lord? (You may want to explain that in this context the word fear means reverence [see footnote a].)
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What principle can you identify from this verse? (Students may use different words, but make sure they identify the following principle: If we have reverence for the Lord, then we will begin to gain the kind of knowledge He wants us to have.)
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How can showing reverence for the Lord and His teachings help us receive the kind of knowledge He wants us to have?
Point out that gaining knowledge that the Lord wants us to have lays the foundation for gaining wisdom.
Write the following incomplete statement and scripture references on the board:
Gaining wisdom and living righteously lead to …
Divide students into pairs. Invite students to read each of these passages aloud with their partners, looking for ways to complete the statement on the board. Explain that the writer of Proverbs used the imagery of a woman to represent wisdom and understanding. You may also want to explain that “the word froward as used in Proverbs [2:12, 14, 15] is a translation of several Hebrew words which share the common idea of deceitfulness, perverseness, and foolishness” (Old Testament Student Manual: 1 Kings–Malachi, 3rd ed. [Church Educational System manual, 2003], 14).
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Based on what you learned in your study, how would you complete this principle? (Students may give a variety of answers. Complete the principle on the board so it conveys the following principle: Gaining wisdom and living righteously lead to happiness and peace.)
Ask a student to read Proverbs 4:14–15. Invite the class to follow along looking for another action we must take to be blessed with happiness and peace. Ask students to report what they found. Explain that many of the proverbs teach about rejecting wickedness and warn of the consequences of choosing wickedness.
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What are some examples you have seen of how gaining wisdom, living righteously, and rejecting wickedness lead to happiness and peace?
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How would you describe the difference between wisdom and knowledge?
You may want to testify of the blessings that come from gaining wisdom, living righteously, and rejecting wickedness. Invite students to seek wisdom by living according to the truths of the gospel of Jesus Christ.
To prepare the class to identify a principle in Proverbs 3, invite two students to each read aloud one of the following scenarios. Ask the class to listen for what the individuals in these scenarios have in common.
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A Latter-day Saint young man is attracted to a young woman who does not believe in the Lord’s standards concerning the law of chastity. The young man’s parents have asked him to not date her, and to follow the counsel of the Lord’s prophets in For the Strength of Youth. They have also explained that in their prayers and discussions together they have had uneasy feelings about his relationship with her. The young man feels his parents are overreacting, and he becomes upset with them.
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A Latter-day Saint young woman has prepared for years to try out for an exclusive singing and dancing performance group. She prays and asks Heavenly Father to help her perform well so she can become part of the group. Following the tryouts she learns that she was not invited to join the group, and she feels hurt and frustrated. She wonders why Heavenly Father did not answer her prayers in the way she wanted Him to.
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In each of these scenarios, what kind of decision is the person faced with? (Students may give a variety of answers, but be sure to emphasize that in each case the person must decide whether he or she will trust in the Lord or in his or her own reasoning.)
Ask a student to read Proverbs 3:5–7 aloud. Ask the class to follow along and look for how we are to trust in the Lord and how the Lord will bless us as we do so.
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What do you think it means to “trust in the Lord with all [our] heart; and lean not unto [our] own understanding” (verse 5)?
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What blessing is promised to those who trust in the Lord with all their heart?
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How would you state a principle from Proverbs 3:5–6 using the words if and then? (Students may identify a variety of principles, but make sure to emphasize that if we trust in the Lord with all our heart, then He will direct our paths.)
Invite a student to read aloud the following statement by Elder Richard G. Scott (1928–2015) of the Quorum of the Twelve Apostles. Ask the class to listen for a way we can show the Lord we trust in Him with all our heart.
“Our Father in Heaven has invited you to express your needs, hopes, and desires unto Him. That should not be done in a spirit of negotiation, but rather as a willingness to obey His will no matter what direction that takes. His invitation, ‘Ask, and ye shall receive’ (3 Ne. 27:29) does not assure that you will get what you want. It does guarantee that, if worthy, you will get what you need, as judged by a Father that loves you perfectly, who wants your eternal happiness even more than do you” (Richard G. Scott, “Trust in the Lord,” Ensign, Nov. 1995, 17).
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According to Elder Scott, what is one way we can show the Lord we trust in Him with all our heart?
Invite students to again read aloud the two scenarios presented earlier. After each scenario is read, ask the class to explain how the person in the scenario can place his or her trust in the Lord and how the person may be directed to paths of happiness as a result.
Invite students to write in their study journals about a time when they or someone they know trusted in the Lord and felt that He directed their path. After sufficient time, invite a few students to testify of the importance of trusting in the Lord and to consider sharing the experience they wrote about. (Caution students to not share anything that is too sacred or private.) As students share experiences, you may want to ask follow-up questions such as the following:
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As you trusted in the Lord, how did you know that He was directing your path?
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How has this experience helped you to have greater trust in the Lord?
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How might this experience influence the way you respond in the future when you must decide between trusting in the Lord and depending on your own reasoning?
Testify of the principle that the Lord will direct our paths as we trust in Him with all our heart. Invite students to consider how they can show greater trust in the Lord, and encourage them to do so.
Summarize Proverbs 4–9 by explaining that these chapters encourage us to seek wisdom and warn against associating with those who are immoral. Proverbs 6:16–19 records that the Lord strongly condemns a prideful heart, dishonesty, murder, hardheartedness (see verse 18, footnote a), quickness to do evil, lies and gossip (see verse 19, footnote b), and contention.
Proverbs 10–30
The proverbs offer counsel to gain wisdom and understanding
Write the following proverb on the board: “How much better is it to get than gold!” (Proverbs 16:16).
Invite students to explain how they would complete the statement and why.
Ask a student to read Proverbs 16:16 aloud. Invite the class to follow along, looking for the word that fills in the blank.
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Why do you think obtaining wisdom would be more valuable than riches/wealth?
Explain to students that in their study of Proverbs 10–30, they will have the opportunity to discover and “teach one another words of wisdom” (D&C 88:118). Provide students with copies of the following chart as a handout. (The chart highlights proverbs containing principles that may be relevant to students’ lives.)
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Proverbs | |||
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Instructions for Teaching
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Read aloud the proverb you chose, and explain a principle it teaches.
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Share an example or experience from everyday life that illustrates the principle.
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Testify of the truth of the principle, and explain why it is important to you.
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Explain to students that they will have about five minutes to silently study some of the proverbs listed in the chart. Invite them to look for and choose a proverb they feel teaches an important principle that they would be comfortable teaching to their classmates using the instructions listed at the bottom of the handout. Explain that they do not need to choose an entire group of proverbs listed on the same line or in the same column, but that they can choose one or more verses from anywhere on the chart.
To provide an example for students, you may want to teach a principle from a proverb of your choice by using the instructions listed on the handout. When students are prepared to teach, you could assign them to teach one another in pairs or in small groups, or you could invite students to teach the entire class.
Conclude by sharing your testimony of one or more of the principles discussed today.
Commentary and Background Information
Proverbs 1–2. Knowledge and Wisdom
President David O. McKay (1873–1970) explained the relationship between wisdom and knowledge:
“Gaining knowledge is one thing, and applying it, quite another. Wisdom is the right application of knowledge, and true education … is the application of knowledge to the development of a noble and Godlike character” (David O. McKay, in Conference Report, Apr. 1968, 93–94).
Proverbs 1:7. Fear and reverence for the Lord
President David O. McKay (1873–1970) explained reverence for the Lord:
“The greatest manifestation of spirituality is reverence; indeed, reverence is spirituality. Reverence is profound respect mingled with love. … [One writer] says it is ‘the highest of human feelings.’ …
“Reverence embraces regard, deference, honor, and esteem” (Teachings of Presidents of the Church: David O. McKay [2003], 30).
Proverbs 6:16–19. “These six things doth the Lord hate: yea, seven are an abomination unto him”
“Seven is a number that symbolizes completeness; this list covers most abominable attitudes and acts, including pride, lying, murder, malicious thought, eagerness for evil, false testimony, and raising dissension. These generate most of the ills of society” (Ellis T. Rasmussen, A Latter-day Saint Commentary on the Old Testament [1993], 474).