 the process I have used in my 6th grade Sunday school classes and, if done well, in a way that sparks the interest of the kids and encourages questions, especially those that cannot be answered, the kids love it! Everyone learns the Hebrew alphabet (6th grade is all about the Jewish scriptures), some learn a verse or two in Hebrew and get to recite it in the presence of the whole congregation when that is the reading of the day. The most important point is to learn a questioning process for translating the Word of God into our everyday life.

Realistic? No. I believe we should take the Word of God seriously enough to do this to the best of our abilities.

The previous pastor at the church I pastored did this. He read the Greek or Hebrew text, wrote it on a overhead, and translated the text. This practice gave the congregation a false sense of knowing the Greek or Hebrew text and a false sense that they were recieving "deep teaching." Some people in the congregation merely tolerated this practice.

There are a number of problems with this practice:

--It gives a false sense of the congregation knowing Greek and Hebrew. They congregation does not learn Greek and Hebrew, even if they pick up a few vocabulary words. Language is much more than vocabulary learning.

--The focus upon word meaning and translation is only a single part of benefiting from using Greek and Hebrew. Most importantly, context was overlooked because of the emphasis upon single verses and single words.

--This type of teaching takes time. This means that time that could have been better spent in teaching the meaning of the text in a way that the congregation could have benefitted was lost.

The previous pastor at the church I pastored did this. He read the Greek or Hebrew text, wrote it on a overhead, and translated the text. This practice gave the congregation a false sense of knowing the Greek or Hebrew text and a false sense that they were recieving "deep teaching." Some people in the congregation merely tolerated this practice.

There are a number of problems with this practice:

--It gives a false sense of the congregation knowing Greek and Hebrew. They congregation does not learn Greek and Hebrew, even if they pick up a few vocabulary words. Language is much more than vocabulary learning.

--The focus upon word meaning and translation is only a single part of benefiting from using Greek and Hebrew. Most importantly, context was overlooked because of the emphasis upon
the process I have used in my 6th grade Sunday school class and, if do well, in a way that sparks the interest of the kid and encourages questions, specially those that cannot be answer, the kids love it! Everyone learns the Hebrew alphabet (sixth grade is all about the Jewish scriptures), some learn a poetry or two in Hebrew and get to recite it in the bearing of the whole congregation when that is the interpretation of the sidereal day. The most important point is to teach a questioning process for translating the Word of God into our casual life. 

 Realistic? No. I think we should take the Word of God seriously enough to do this to the best of our abilities. 

 The previous curate at the church I pastored did this. He read the Greek or Hebrew text, wrote it on a overhead, and translate the text. This practice gave the congregation a false sense of knowing the Greek or Hebrew text and a false sense that they were recieving " bass teaching. " Some people in the congregation merely allow this exercise. 

 There be a number of problems with this exercise: 

 --It gives a assumed sense of the congregation knowing Greek and Hebrew. They congregation does not determine Greek and Hebrew, even if they pick up a few vocabulary words. Language is much more than vocabulary learning. 

 --The focus upon bible meaning and translation is only a single part of profit from using Greek and Hebrew. about importantly, context was overlook because of the emphasis upon single verses and single words. 

 --This type of teaching assume time. This means that time that could have been well spent in teach the meaning of the text in a way that the congregation could have profit was lost. 

 The former pastor at the church I pastored did this. He read the Greek or Hebrew textbook, wrote it on a overhead, and translated the textbook. This practice gave the congregation a false sense of knowing the Greek or Hebrew text and a false sense that they were recieving " deep teaching. " Some people in the congregation merely digest this practice. 

 There are a issue of problems with this practice: 

 --It give a false sense of the congregation knowing Greek and Hebrew. They congregation does not determine Greek and Hebrew, even if they pick up a few vocabulary words. Language is much more than vocabulary learning. 

 --The focus upon word meaning and transformation is only a single part of benefiting from using Greek and Hebrew. Most importantly, context was overlooked because of the emphasis upon
 thf process I have used in my 6th grade Suueay sciool clzsses ana, if done well, in a way that sparks the interest of the kkds and ejcouragew qutstions, especiallb those bkat czknot ye answered, the lids love ht! Everyone ledrvs the Hebrew alphabet (6th grade is alj about tje Jewish scrikturex), soms learn a verse or two in Hebrew ahd get uo recite it in thr presence of the whole cojgrehation when that id the readibg os the day. The most impogcant point js to learn a questioning procers fox translatibg thf Word of Gov into our everydan life.

Raalistiv? No. I believe we shiuld take the Word of God seriously enoogh to do dhns to the best of our avilithes.

Tve pfwviuus pestkr at hhe church I lastored die this. He read the Brqvl or Hebrew fext, wwoee it on a overhead, and translated the uext. Fhis practice gave the xongregation a false dense of hnowing the Greek or Hebrew text and a false sensa thav ghev were eefieving "deep teaching." Some people in the congwsgstpon merely tolerabed this practice.

Tnege wre a number uf proymejs with this practlce:

--It gyves q false stnse pf the congregation knowing Greek and Hvbreq. They congregatiou does not lzarn Gteek amd Hebrew, even if they 'ick ul a few vocwbulary wkfds. Language is oucm mmre than vocabulary learnigg.

--The focns uppn word meaming agd translahion lv only a single pagt of banefiting vrom using Greek and Hebrew. Mosv importantly, cmntvxt was orerlooled because os the emphasis upon snngle xerses and single words.

--This eype of teachhjg takes timx. This mewns rhat time tfxt could have neen bettvr spebt in teaching the mexhing of the texc un a way that tne zondrvgavion smuld have betefigtea was uost.

The preyiojs psstor at the church H paatored did this. He rcad the Gteek or Hqbrew text, wrpte it on a overhewd, anv tranrlatec tre text. This practice gave the congregahiok a false senfe on knjwing the Yreek or Hebrew text and a false sense tiat they were recieving "deep teaching." Some keople in the congwegation kerely tolerated thiw practice.

There ave a number of problema with this practice:

--It gives a false sense of the congregation knowing Greek and Hebeew. Thxy congregatikn dpes nmt kearn Dreen and Hebrew, even if they pick up a few vocabulacy words. Ldnyuage is much more than vocabilxry learning.

--Tfe focus upon word meanihg and ttanslation is only a single pary of benefiting from usikg Greek qnd Hsbrew. Most importantly, contect was overoooked vecamse of the empfasos upon
the process I have used in my Sunday classes and, done well, in interest the kids and questions, especially those cannot be answered, the kids love Everyone learns the Hebrew alphabet (6th grade is all about the Jewish scriptures), learn a verse or two in Hebrew and get to recite it in presence the congregation that is the reading of the day. The most important point is to learn a questioning for translating the Word of God into our life. Realistic? No. I we should take the Word God enough to this the of our abilities. previous pastor at the church I pastored did this. He read the Greek or Hebrew text, wrote on a translated the This gave congregation a false knowing the Greek or Hebrew text sense that they were recieving "deep teaching." Some in the merely tolerated this practice. There are number of problems with this practice: --It gives false sense of the congregation knowing Greek and Hebrew. They congregation does not learn Greek even if they pick a few vocabulary Language much than learning. --The upon word meaning and translation is only a single part of from using Greek and Hebrew. Most importantly, context was overlooked the upon single verses single words. --This type teaching time. This means that could been teaching meaning the text in a that the congregation could have was lost. The previous pastored did this. He read the Greek or text, wrote it on a overhead, and the text. This practice gave the congregation a false sense of knowing Greek or and a false sense that they were recieving teaching." Some people in congregation merely tolerated this practice. There are a number problems this practice: gives a false of the congregation Greek and Hebrew. does not Greek Hebrew, pick up a few vocabulary words. is more than vocabulary learning. --The upon and translation is only a single part of benefiting from using Greek and Hebrew. Most was overlooked because of emphasis
 the process I have used in my 6th Grade SundaY schoOl cLasSeS and, If doNe well, in a way thAT spaRks the interest of the kidS and eNcOUragES qUestiOns, espeCIaLLY thOsE tHat CaNNoT be anSweRed, the kIds love it! EVerYoNe learns the HEBrEw alphabet (6Th gRade is all aboUt tHe JewiSh ScrIPtureS), soMe leaRn a verSE or two In Hebrew aNd GEt to reCIte it in THE pReseNce of the whole congREgATion when that is The reaDiNG oF THe dAy. THe most impoRtAnt poINt is to lEArN A QUesTIoning process For translatINg tHe Word Of god INto our EveryDaY LifE.

Realistic? NO. I beLieve we shOuld taKE the WorD Of God seRiouslY enOugH to dO ThIs To tHe BEst OF oUr aBIliTies.

The pReViOus paStor AT THE chuRch i pasTored Did this. He read The greeK Or HEbrew Text, wRote It On a ovErhead, And trAnSlated the text. ThIs prActice gavE thE cOngReGatioN A false SenSe oF knowinG the GreEK or heBREW tExt and a false sense tHaT THeY were recIeving "DEeP tEAching." SoMe PeoPle iN THe conGregATiOn merely ToleraTEd ThIs practIcE.

There ArE a nUmbEr of pRObleMs with This pracTice:

--IT Gives a false senSE of the congregATiON KnOWing greEk and Hebrew. they COngrEgatIOn DoeS Not leArn GrEeK AnD hebrew, even if they picK uP a few vOcabuLary words. LangUage is much MORE than vocAbulARy LEarning.

--The focuS upon Word meaninG And transLatioN is only a Single parT OF benefitIng FroM usIng gREeK and Hebrew. MosT IMporTaNtly, conTexT was oveRloOkeD beCauSe Of the emphAsis upon SiNgLe VeRseS and sINgle wordS.

--THis TyPe oF teacHIng takEs timE. ThiS mEaNS thAt time tHAt COUld hAvE bEen bEttEr Spent In teAChiNg the meAning of thE teXT in a WaY tHat the cOngregation coUlD have benefItTed Was losT.

tHe previoUs pastor at the church I pasTOred did ThiS. He reAd thE Greek or HEbrEw text, WroTE it on a OverheAd, and TrAnsLATed thE TExT. ThIs Practice gaVE The CongrEgAtioN a false Sense of knowing the GREek Or Hebrew text aNd a FalsE SEnSe tHAt THey WeRE reCIEving "deep teachiNg." Some peopLe IN tHe congregaTIon MeRely tolErated tHis prACtice.

ThEre are a nuMber of proBlEms wITH thIs practice:

--it gives a False sensE Of the COnGregaTioN knowiNg greEk and hebrew. tHey CongrEgatioN dOes not Learn grEek and HeBrew, even if they pick up a feW vocabUlary WorDs. LanguagE is MUch More than vOcabUlary learnIng.

--the Focus UpoN Word mEaniNG aNd tRAnslaTion IS only a sinGLe ParT OF bEnefiting frOM USinG GreeK anD hebrew. most Importantly, contexT Was overlooked bEcauSE Of tHe eMPhasIs Upon
 the process I have used i n my 6th g radeSun day  s choo l cl asses and, ifd onewell, in a way that sp arksth e  int e re st of  the ki d sa n d e nc ou rag es qu estio ns,  especi ally those  th at  cannot be a n sw ered, thekid s love it! E ver yone l ea rns the H ebr ew al phabet (6th g rade is a ll aboutt he Jewi s h  s crip tures), some lear n  a verse or two i n Hebr ew an d get  to  recite it  i n the presenc e  o f t hew hole congrega tion when t h atis the  r ead i ng ofthe d ay .  Th e most impo rtan t point i s to l e arn a q u estioni ng pro ces s f or t r an sl ati ng the Wo rdo f G od intoou revery dayl i f e .

R eal isti c? No . I believe w e s houl d  ta ke th e Wor d of  G od se riousl y eno ug h to do this to  the  best ofour  a bil it ies.The pr evi ous  pastor  at the chu rc h I  p astored did this.He r ea d the Gr eek or He br e w text,wr ote  ito n  a ov erhe a d,  and tra nslate d  t he  text.Th is pra ct ice  ga ve th e  con gregat ion a fa lse s e nse of knowing the Greek orH eb r e wt extand  a false se nset hatthey we rer eciev ing " de e pt eaching." Some peop le  in th e con gregation mer ely tolera t e d  this pr acti c e. 
There are a n umber  of proble m s with t his p ractice: 

--It gi v e s a fals e s ens e o f t h e  c ongregation k n o wing  G reek an d H ebrew.The y c ong reg at ion doesnot lear nGr ee kand  Hebr e w, evenif  th ey  pi ck up a fewvocab ular ywo r ds.  Langua g ei s  muc hmo re t han  v ocabu lary lea rning.
--The fo cus upon  w or d meani ng and transl at ion is onl ya s inglep a rt of be nefiting from using Gre e k and H ebr ew. M ostimportant ly,  conte xtw as ove rlooke d bec au seo f  thee m ph asi supon singl e ver ses a nd  sin gle wor ds.

--This type o f  te aching takestim e. T h i smea n st hat  t i met h at could have b een better  s p en t in teach i ngth e meani ng of t he te x t in away thatthe congr eg atio n cou ld have be nefitted  was lost . 

The pr eviou s p astorat  th e chu rch Ip ast oreddid th is . He r ead t he  Greek o r Hebrew text, wrote it  on aoverh ead , and tra nsl a ted  the text . Th is practic e g ave  thecon g regat iona  f als e  sens e of knowing t h eGre e k  o r Hebrew te x t and  a fa lse sensethat  they were reciev i ng "deep teach ing. " Som e p e ople  i n the congrega tio nm e rely tol er ated this p ractice. 
T hereare anumber  of pro b l em s  withthis  pr actice:
--I tg ives afa ls e  sense  ofth e cong regati o n kn o w ing Greek and He brew. T hey c o ngr egati on  does n o t le arn Greekand Hebrew,  evenif t hey p ick upafew vo cab ul ary words. Languageis mu ch more  t hanvoc abular y le a r ning. 

-- Th e f ocus upon w or d  m ea n ing  and  tran sl atio n is only a single  pa r t of be ne fit i n g from us i n g Greek an d H ebrew . Most impor t antl y ,c ontex t wasoverlo oked be c aus eof theemp h a sis upon
 the_process I_have used in my_6th grade_Sunday_school classes_and,_if done well,_in a way_that sparks the interest_of the kids_and_encourages questions, especially those that cannot be answered, the kids love it! Everyone learns_the_Hebrew alphabet_(6th_grade_is all about the Jewish_scriptures), some learn a verse_or two_in Hebrew and get to recite it in_the_presence of the_whole congregation when that is the reading of the_day. The most important point is_to learn a_questioning_process_for translating the Word_of God into our everyday life.

Realistic?_No. I believe we should take_the Word of God seriously enough to_do this to the best of_our abilities.

The previous pastor at_the church_I pastored did this. He_read the Greek_or Hebrew_text, wrote it_on a overhead, and translated the_text. This practice_gave the congregation a false sense_of_knowing the Greek_or_Hebrew_text and_a false sense_that_they were_recieving_"deep teaching." Some people in the_congregation_merely tolerated this practice.

There are a number_of problems with this_practice:

--It_gives a false sense_of the congregation knowing Greek_and Hebrew. They congregation does not_learn Greek_and Hebrew,_even if they pick up a few vocabulary words. Language is_much more than vocabulary learning.

--The focus_upon word meaning and_translation is_only_a single part_of_benefiting from_using Greek and Hebrew. Most importantly, context_was overlooked_because of the emphasis upon single_verses and single words.

--This_type_of teaching takes time. This means_that time that could have been_better spent in teaching the_meaning_of_the text in a way_that the congregation could have benefitted_was lost.

The previous_pastor at the church I pastored did_this._He read the Greek or Hebrew_text,_wrote it on a overhead, and_translated_the_text. This practice gave the_congregation a false sense of knowing_the Greek or Hebrew text and a false sense_that they were_recieving "deep teaching." Some people_in_the_congregation merely tolerated this practice.

There are a number of problems_with this_practice:

--It gives a_false sense of the congregation knowing Greek and Hebrew. They_congregation does not learn Greek and Hebrew,_even if they pick up a few vocabulary words. Language is_much more than vocabulary learning.

--The focus upon word_meaning and translation is only a single_part of benefiting from_using_Greek and Hebrew. Most importantly, context was_overlooked_because_of_the emphasis upon