looking at leadership: lessons from 1 and 2 kings · obedience to jesus’ commands to actively...

Looking at Leadership:Lessons from 1 and 2 Kings

Leaders Guide

13 online adult Sunday school lessons

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Looking at Leadership http://www.acaciaresources.com Looking at Leadership

Table of Contents

Preface

Traits of Faithful Leaders

Faithful Leaders Discern the Lord’s Wisdom 5

Faithful Leaders Practice the Gift of Wisdom 9

Faithful Leaders Make Worship a Priority 13

Faithful Leaders Call for High Moral Standards 17

Actions of Failed Leaders

Failed Leaders Turn from God 21

Failed Leaders Ignore the People 25

Failed Leaders Create False Gods 29

Failed Leaders Reject Truthful Messages 33

Knotty Experiences for Leaders

Experiencing Burnout 37

Passing Along the Leadership Mantle 42

Making Risky Decisions 45

Running After Wealth 49

Pursuing Rightness Consistently 54

A Looking at Leadership Students Guide is also available from AcaciaResources (www.acaciaresources.com).

Preface

The sports names are legendary: Aaron and Ruth. Jordanand Barkley. Elway and Marino. Agassi and Williams.Nicholas and Sorenstam. Owens and Rudolph. Pelé,Gretzky, Jenner and Retton.

From the wide world of entertainment come names likeRogers and Hammerstein, Hitchcock and Coppola, Olivierand Hepburn, Spielberg, Elvis and Jackson.

Gates and Buffett mean business.

From the pages of social movements and governmentsleap the names of men and women who have changed thecourse of history: King, Chavez, Meier, Gandhi and Carter.Joining them are Bush, Blair, Arafat and Hussein.

In inimitable ways, a tiny woman called Teresa and a manwith a booming voice named Graham introduced thou-sands to Christianity.

Leaders emerge in every sector of every culture. A numberrise to the top because they are the best at what they do.Some take the reigns of leadership by cunning, treacheryor force. Others seem to stumble into place and never quitefigure out what they are supposed to do. A few claim thatdivine providence has placed them at the helm.

Whether they are respected or reviled, successes or disap-pointments, the lives of each display qualities we can eitheremulate or avoid. All offer lessons in the school of leader-ship.


In every arena, faithful and effective leaders share certainqualities, are subject to failure and face thorny experiencesthat test their mettle.

Some leaders are Christian. Are all Christians leaders?

A careful search of scripture does not reveal a specificcommand from Jesus to “be a leader.” It does, however,issue a call to a kind of revolutionary discipleship andcommitment that regularly places followers of Christsquarely in the middle of situations that demand clearthinking, positive speaking and decisive action.

Sounds a lot like leadership, doesn’t it?

Following Christ means that leadership opportunitiesregularly arise. Few Christians are leaders in every situa-tion, all of the time. All are called to lead as a result of theirobedience to Jesus’ commands to actively engage with theworld at every level. Those opportunities come at bothexpected and unexpected times.

Looking at leadership honestly means looking at the bestand the worst. Scripture offers examples of both.

At its heart, leadership for the Christian means loving God,walking in God’s ways, acknowledging God’s blessing,confessing personal limitations and corporate failures,doing justice, seeking peace and asking God for the gift ofdiscernment.

The pace of our culture demands that those in leadershipgather and assess facts quickly and make decisions basedon available knowledge. At best, that knowledge is incom-plete, and human visual scope is limited. Though we saywe value history, we ignore it more often than not.

While Christian leaders can arrive at moments of decisionwith certain wisdom in place by virtue of their relationshipwith God, they never know it all. Their wisdom grows asthey face tough problems and make difficult choices. Theylearn to listen, test options and take suitable action. Whenleaders show good judgment, they gain the respect ofthose they lead.

Many popular and powerful leaders have discovered thehard way that morality matters. Even Christian leaders aretempted to make poor personal and communal choices. Asa result, they face loss of respect, influence and the abilityto lead.

Christian leaders are not immune to factors and influencesthat result in failure. Religious life in particular seems topromote a “Superman” and “Wonder Woman” phenomenonthat expects Herculean strength and exacts a schedule withno reprieves.

Physical fatigue opens the door for all sorts of lapses:blurred judgment, inability to focus, divided loyalties, sag-ging commitment, spiritual unfaithfulness, even depression.Failure is never far behind.

It also lurks around the corner when leaders choose tolisten only to those who tell them what they want to hear andignore the voices of others with legitimate points andconcerns.

Unfortunately, even some Christian leaders terribly abusetheir positions. They know religious jargon well enough tocast their purely selfish motives in those terms, convincingmany that they are genuine, sincere and speak for God.

Those who lead long enough will sooner or later run head-long into a number of complex experiences that require


patience and wisdom to navigate. Encountering themindicates not failure but longevity, faithfulness, wisdom,courage and respect.

Knowing when to take a risk is one of those experiences.Wise leaders facing this dilemma listen to advice from allkinds of people and weigh options carefully. They recognizethat not all decisions are clear cut, and risky decisions inparticular may mean traveling some unmarked and bumpypaths.

Long-term religious leaders regularly find themselves in themidst of wealthy and powerful people. Some even begin tofeel that they too have worked hard and deserve some ofthe comforts money and material things can bring. Thetemptation to grasp some of that wealth for themselves isever present.

Eventually, every leader must either step down or stepaside. Wise leaders prepare carefully for the ones who willfollow them and take steps to facilitate a smooth transition.

Some faithful Christian leaders follow others whose tenurewas characterized by reckless and selfish disobedience. Inspite of their consistent pursuit of righteousness, theycannot always stem the tide of destruction their predeces-sors set into motion. They and those they lead must some-times live with the long-term consequences of earlier sin. Istheir leadership any less effective? No. But history mayregard them unkindly, or not at all.

As Christians, looking at leadership means looking atourselves. What are our strengths? Where are our weak-nesses? At what points are we most apt to stumble orsnap? When should we be assertive? When do we need toback off? Will we be found faithful and consistent?

Since you likely both lead and follow, lessons from 1 and 2Kings offer helpful examples that can enable you to do eachmore wisely, effectively and faithfully.

Written by Jan Turrentine, managing editor for Acacia Resources, BaptistCenter for Ethics, Nashville, Tenn.

Faithful Leaders Discern the Lord’s Wisdom http://www.acaciaresources.com Looking at Leadership

Faithful Leaders Discern the Lord’s WisdomLeaders Guide

1 Kings 3:3-153Solomon loved the LORD, walking in the statutes of his fatherDavid; only, he sacrificed and offered incense at the highplaces. 4The king went to Gibeon to sacrifice there, for thatwas the principal high place; Solomon used to offer a thousandburnt offerings on that altar. 5At Gibeon the LORD appeared toSolomon in a dream by night; and God said, “Ask what Ishould give you.” 6And Solomon said, “You have shown greatand steadfast love to your servant my father David, because hewalked before you in faithfulness, in righteousness, and inuprightness of heart toward you; and you have kept for him thisgreat and steadfast love, and have given him a son to sit onhis throne today. 7And now, O LORD my God, you have madeyour servant king in place of my father David, although I amonly a little child; I do not know how to go out or come in. 8Andyour servant is in the midst of the people whom you havechosen, a great people, so numerous they cannot be num-bered or counted. 9Give your servant therefore an understand-ing mind to govern your people, able to discern between goodand evil; for who can govern this your great people?” 10Itpleased the LORD that Solomon had asked this. 11God said tohim, “Because you have asked this, and have not asked foryourself long life or riches, or for the life of your enemies, buthave asked for yourself understanding to discern what is right,12I now do according to your word. Indeed I give you a wise anddiscerning mind; no one like you has been before you and noone like you shall arise after you. 13I give you also what youhave not asked, both riches and honor all your life; no otherking shall compare with you. 14 If you will walk in my ways,keeping my statutes and my commandments, as your fatherDavid walked, then I will lengthen your life. 15Then Solomonawoke; it had been a dream. He came to Jerusalem where hestood before the ark of the covenant of the LORD. He offeredup burnt offerings and offerings of well-being, and provided afeast for all his servants.

Theme: The wisdom of God is the foundation forChristian leadership.

Before You Teach

• Read the focal passage, the lesson from the Stu-dents Guide and the following teaching suggestions.

• For an excerpt from the essay about Jimmy Carterby Hendrick Hertzberg (see below), visitwww.pbs.org/newshour/character/essays/carter.html.

• You may find the book Leading Quietly: An Unor-thodox Guide to Doing the Right Thing by JosephBadaracco a helpful resource. To read a review, goto www.ethicsdaily.com/article_detail.cfm?AID=2922.

• The following features about the movie “Radio” mayalso enhance discussion in your class about “doingthe right thing” as you apply the truths of this scrip-ture:

“‘Radio’” (www.ethicsdaily.com/article_detail.cfm?AID=3278);

“‘Radio’ Director, Stars Discuss Doing Right Thing”(www.ethicsdaily.com/article_detail.cfm?AID=3264).

As You Teach

Introduce the Lesson

• Lead your class to think about leadership from aChristian perspective by relating the following ex-ample:

Critics as well as conventional wisdom tend toagree that Jimmy Carter is a better former President


than he was a President. But most people agreethat he has consistently lived his faith and exhibitedqualities of Christian leadership for decades.

Hendrick Hertzberg served on the White House staffthroughout the Carter administration and from 1979to 1981 was the President’s chief speechwriter. Inan essay about the former President, he rightlynoted the value of looking at post-presidentialcareers as a way of deepening our understanding ofthose presidencies. Individual character traits andpersonal qualities projected during a presidencytend to emerge even stronger once the formerPresident is back in private life, proving their authen-ticity. Carter has proven to be “the real thing.”

“Carter’s style of leadership was and is more reli-gious than political in nature,” Hertzberg wrote. “Hewas and is a moral leader more than a politicalleader. And I think this helps explain not only some ofhis successes as President but also some of hisfailures.

“Look at how he was elected in the first place. In theearly and decisive days of his campaign, he spokethe language of religion and morality far more, andfar more effectively, than he spoke the language ofpolitics. He spoke openly and convincingly about hisChristian faith—and he managed to do this in a waythat was inclusive and tolerant. Nowadays everypolitician seems to feel obligated to talk about beingborn again … Carter was Christian before Christianwas cool” (www.pbs.org/newshour/character/essays/carter.html).

Hertzberg noted that Carter’s ability to tell right fromwrong would have made him a great President

during a time of moral crisis. The biggest problemshe faced while President, however, were of differentnatures. But in the foreign policy arena, his “moralideology” provided a clear guide to action. Hepursued peace and advocated for human rightswhile he was President and has continued to do so.

“These two values were the lodestars by which heguided his conduct of foreign affairs,” Hertzbergsaid, and “these values were expressions of hissense of religious and moral duty.”

• Guide the class to discuss the intersection of Chris-tian faith and leadership by asking such questionsas:

fWhat is your reaction to political leaders whopublicly reference their faith?

fAre you more or less skeptical of their motiva-tions today than you were 10-20 years ago? Why orwhy not?

fDo you think that the number of these politicianshas increased or decreased in recent years? Towhat do you attribute that trend?

Ask class members to give examples of otherpolitical leaders who have referred to their faithwithin the context of political debate, campaign ordecision. Then ask:

fHow do you determine whether a politicalleader’s faith professions are genuine? Whatevidences do you watch for in his or her life?


fWhat is a Christian’s responsibility in terms ofleadership? Are all Christians leaders?

Explore the Bible

• Set the stage for Solomon’s early leadership byasking class members to recall facts about him.Supplement their information with the following, asnecessary:

Solomon was the child of King David andBathsheba. David had an older son, Adonijah, soSolomon was not the likely or assumed successor tothe throne. Bathsheba conspired with the prophetNathan to convince David to designate Solomon asheir to the throne instead of his half-brother. Thestory of Solomon’s rise to the throne is full of rebel-lion, manipulation, jealousy, broken promises,revenge, even assassinations.

Ask a class member to read aloud 1 Kings 2:1-3which includes the instructions Solomon receivedfrom King David before his death. Note specificallythe phrase “keeping his statutes, his command-ments, his ordinances, and his testimonies” (v 3).

Point out that the remainder of 1 Kings 2 detailsSolomon’s establishment of his kingdom, includingthe murders of Joab, a general; Shimei, a long-timecritic; and Adonijah, his half-brother. Chapter 3opens by revealing that Solomon married the daugh-ter of Pharaoh, king of Egypt, in spite of a specificcommand from God prohibiting marriage to foreign-ers (Deut 7:1-6).

• Read aloud 1 Kings 3:3-4; then ask someone toexplain the significance of “high places.” Point out

that these were worship sites most closely associ-ated with the Canaanites and their gods, includingBaal, although the Israelites sometimes worshipedat high places too. They were earlier commanded todestroy the high places of the Canaanites (Num33:52; Deut 12:2-3), yet worship of Baal and otherCanaanite gods at such places persisted and evenflourished.

In this case, scripture records that Solomon “lovedthe LORD” and walked “in the statutes of his fatherDavid” (v 3). Within this context, his sacrifice atGibeon appears to have been in worship of Yahweh.

• Ask a volunteer to read aloud 1 Kings 3:5-9. Thenask:

fWhat offer did God make to Solomon?

fHow did Solomon respond?

fHow do you interpret Solomon’s response?

fWhat did Solomon finally ask of God? Why wasthis significant?

• Read aloud 1 Kings 3:10-14 and note God’s re-sponse to Solomon’s request. Point out thatSolomon’s request indicated that he realized truewisdom comes from God and that he had a respon-sibility to lead his nation toward an understanding ofwhat were the right things to do.

Apart from its treacherous beginnings, Solomon’searly leadership showed great promise, and hisinitial request pleased God. God agreed to grantSolomon’s request for “a wise and discerning mind”


(v 12); in addition, God promised Solomonunmatchable riches and honor (v 13), on one condi-tion. Solomon must walk according to God’s wayand keep God’s statutes and commandments. KingDavid’s earlier advice to his son was reflected inGod’s conditional promise to Solomon.

Read aloud verse 15 and note that Solomon’sexperience had come through a dream. Point outthat he left the high place of worship, returned toJerusalem and again worshiped God by standingbefore the ark of the covenant, the symbol of God’spresence.

Apply Biblical Truth

• Lead the class to draw some conclusions aboutSolomon’s early years as king. Guide them to applyinsights from Solomon’s life to their own experi-ences as leaders and followers by asking suchquestions as:

fWhat parallels do you see between Solomon andsome of our leaders today?

fHow can we achieve the proper balance betweenthe two extremes of expecting moral perfectionfrom leaders and refusing to trust any leader be-cause some have disappointed us? How can wehonestly assess and critically appraise leaderswithout either idolizing them or completely givingup on them?

fWhat does God’s use of Solomon as a leader tellyou about the divine plan?

fWhat do you think is the most essential quality ofsuccessful leadership? As Christians placed eitheroccasionally or regularly in places of leadershipand influence, what should we seek first?

• Cite the following example from the business world:

FedEx believes its best leaders share nine personalattributes, things the company defines quite specifi-cally. It also has a system for rating prospectiveleaders on whether they hold these qualities, whichinclude charisma, individual consideration, intellec-tual stimulation, courage, dependability, flexibility,integrity, judgment and respect for others.

FedEx defines integrity as doing what is morally andethically right, and believes a person of integrity“does not abuse management privileges” and “is aconsistent role model” (http://pf.fastcompany.com/magazine/13/9faces.html).

Recall for the class the words of Martin Luther KingJr.: “Cowardice asks the question: Is it safe? Con-sensus asks the question: Is it popular? Conscienceasks the question: Is it right?”

As an example, call attention to the 2003 movie“Radio.” Inspired by the real story of James RobertKennedy, it “is more than a sports movie,” accordingto EthicsDaily.com culture editor Cliff Vaughn. “It’sreally a story about helping others, treating otherswith respect, and having the courage to do what’sright—especially when it’s not easy.”

In the movie, the coach of the high school footballteam (played by Ed Harris) befriends a mentally


challenged young man known as Radio (played byCuba Gooding Jr.). He invites Radio to help managethe team, giving him a new place not only on thesidelines but also in the school. Not everyone ishappy with his decision. Some believe Radio is adistraction; others are afraid of what he might do.Even Radio’s mother doubts the coach’s motivesand asks him why he is helping her son.

“I figure it’s the right thing to do,” the coach says.

“I figure there’s a lot out there that’s right,” the mothershoots back. “It don’t mean we do it.”

• Close with prayer, asking God to grant you thewisdom to discern what is good and right as youboth lead and follow others.

Faithful Leaders Practice the Gift of WisdomLeaders Guide

1 Kings 3:16-2816Later, two women who were prostitutes came to the king andstood before him. 17The one woman said, “Please, my lord, thiswoman and I lived in the same house; and I gave birth while shewas in the house. 18Then on the third day after I gave birth, thiswoman also gave birth. We were together; there was no oneelse with us in the house, only the two of us were in the house.19Then this woman’s son died in the night, because she lay onhim. 20She got up in the middle of the night and took my sonfrom beside me while your servant slept. She laid him at herbreast, and laid her dead son at my breast. 21When I rose in themorning to nurse my son, I saw that he was dead; but when Ilooked at him closely in the morning, clearly it was not the son Ihad borne.” 22But the other woman said, “No, the living son ismine, and the dead son is yours.” The first said, “No, the deadson is yours, and the living son is mine.” So they argued beforethe king.23Then the king said, “The one says, ‘This is my sonthat is alive, and your son is dead’; while the other says, ‘Notso! Your son is dead, and my son is the living one.’” 24So theking said, “Bring me a sword,” and they brought a sword beforethe king. 25The king said, “Divide the living boy in two; then givehalf to the one, and half to the other.” 26But the woman whoseson was alive said to the king—because compassion for herson burned within her—“Please, my lord, give her the living boy;certainly do not kill him!” The other said, “It shall be neithermine nor yours; divide it.” 27Then the king responded: “Give thefirst woman the living boy; do not kill him. She is his mother.”28All Israel heard of the judgment that the king had rendered;and they stood in awe of the king, because they perceived thatthe wisdom of God was in him, to execute justice.

Theme: Faithful leaders exercise good judgment,influential decision-making and godly wisdom.

Faithful Leaders Practice the Gift of Wisdom http://www.acaciaresources.com Looking at Leadership

Before You Teach


• You may find the following online articles helpful asyou teach people who both lead and follow:

“Dynamics of Leadership,” (www.ethicsdaily.com/article_detail.cfm?AID=2459);“Dealing with Conflict in Congregations,”(www.ethicsdaily.com/article_detail.cfm?AID=1845);“What Church Followers Should Know About ChurchLeaders,” (www.ethicsdaily.com/article_detail.cfm?AID=2417);“Clout: Tapping Spiritual Wisdom to Become aPerson of Influence,” (www.ethicsdaily.com/article_detail.cfm?AID=2495).

• Remember as you teach that your role involveshelping people learn to think for themselves. Insteadof telling them what to think, you play a significantrole in teaching them how to think. This is especiallyimportant in dealing with scriptures where someambiguity exists.

As You Teach


• Begin by asking class members to cite examplesfrom movies in which characters are engaged inintense personal conflict. Such films may include“Ordinary People,” “The Story of Us,” “12 AngryMen,” “The Doctor” and “The Accidental Tourist,” aswell as others with which you may be familiar.

Lead them to discuss those situations by asking suchquestions as:

fWhat issues were involved in the characters’conflict?

fWhat were the results of their conflict?

fHow was the conflict resolved?

fWas an intermediary involved in the manage-ment or resolution of the conflict? If so, how?

fWhich characters displayed good judgment?Which displayed poor judgment?

• Point out that conflict is one of the main componentsof fiction. Good novels and movies rely on conflict tobuild and sustain a story and bring it to some type ofresolution. The conflict around which a story centersusually represents some type of obstacle for themain character to overcome.

Conflict is also a major component of life. Most of usregularly encounter conflicts, both minor and major,in the course of living our lives. We experience inner,emotional conflicts, as well as conflicts with otherpeople. Both our society and nature can createconflicts for us, often creating circumstances overwhich we have no control.

Lead adults to consider how they respond to andresolve personal conflicts by asking such questionsas:

fWhat is the source of most of the conflict youexperience?


fWhen conflict arises between you and anotherindividual, how do you respond?

fDoes the arena in which the conflict takes placeaffect how you try to resolve it? For example, isyour conflict resolution style different at home thanit is at work or church?

fHave you ever been involved in a serious con-flict in which an arbitrator or mediator helped bringresolution? If so, what qualities did that personpossess that enabled him or her to bring resolutionto the situation? What actions did the partiesinvolved take?

fWhat do you think is the most important qualitypeople need when resolving disputes and con-flicts?

Explore the Bible

• Ask adults to recall the events which led toSolomon’s succession to the throne. Point out theconflict that surrounded Solomon’s rise to the throne.Remind adults of Solomon’s dream in which Godappeared to him and granted him his wish for wis-dom. Then ask:

fWhat is your impression of Solomon at thispoint? What response would you have had to himas the leader of your nation?

• Ask a volunteer to read aloud 1 Kings 3:16-22.Explain that the purpose of this story is to demon-strate the wisdom God gave Solomon per his re-quest (3:11-12). Then ask:

fWhat is unusual to you about this story?

fWhy do you think that this dispute made it all theway to the king’s attention? Was that a commonoccurrence?

Explain the difference between common and culticprostitutes in this culture, and point out that the twowomen in this story were the former. Remind theclass that a woman who was raped or orphaned orwhose husband died could be forced to become acommon prostitute as her only means of support.

Summarize the nature of the conflict between thetwo women, and point out that the king really had fewfacts to draw from. It is difficult to tell which of the twowomen was telling the truth, and because there wereapparently no witnesses, the king would have toexercise judgment atypical of usual court cases.Also point out that both women were likely quitedistressed and emotional in their speech, for obvi-ous reasons.

• Ask a volunteer to read aloud 1 Kings 3:23-27. Thenask:

fWhat is your reaction to the way Solomonhandled this case?

fWhat would you have done had you been inSolomon’s position?

fDo you think that Solomon somehow knew thischild’s mother would speak up and intervene sothat the child’s life would be spared?


fIn what ways did Solomon display good judgmentand wisdom in this case?

Point out that we do not know which of the twowomen in the story was deemed to be the mother ofthe child, the one who spoke first in the earlier argu-ment, or the other. We also do not know whether theaccusation that the babies were switched in the nightwas true or false.

• Call attention to the results of the king’s judgment byreading aloud 1 Kings 3:28. Then ask:

fDoes it seem strange to you that the news of thisconflict and the king’s judgment related to it werespread throughout the nation? Why do you thinkSolomon’s decision was so influential?

fWhat do you think the narrator of this story wantsus to conclude?

fWhat is your assessment of Solomon and hisleadership at this stage of his life?


• Jeff Woods is executive minister for the AmericanBaptist Churches of Ohio and has written extensivelyin the area of leadership, including conflict manage-ment and resolution. In a column for EthicsDaily.com,Woods noted that “the most important tool for man-aging conflict is listening.” Good leaders help peoplelisten to each other. “In the midst of listening, peopleoften realize that their actual differences are not asgreat as originally perceived” (www.ethicsdaily.com/article_detail.cfm?AID=1845).

Woods also noted the difference between conflictresolution and conflict management. “The main roleof conflict management is to help people understandthat conflict is natural. When conflict, however, risesabove a manageable level, it becomes necessary toseek to resolve the conflict.” The most important toolin that case, Woods believes, is mediation.

Ask adults to evaluate Solomon’s handling of thesituation between the two women in light of thesesuggestions from Woods. Then lead them to applythese principles to areas of conflict they experienceby asking them to reflect silently on these questions:

fHow well do I listen to the other people involvedwhen conflict arises? Do I ever feel that others failto listen to me?

fWhen conflict arises, do I tend to want to ignore itand hope that it will go away, deal with it immedi-ately or wait until I have all of the available facts?

fWhen I am called upon to mediate a conflict,what do I do first? What do I do to ensure that I willremain neutral, listen to all sides of the conflict andmake a wise decision?

• Woods has also noted that no one leads all of thetime; most people experience moments of bothleading and following. He identified some things thatseparate leaders from followers:

fLeaders “have a different perspective than follow-ers. Leaders are the ones with the ‘big picture’perspective. While no leader ever obtains all of thepieces, leaders usually have more puzzle pieces


than any one follower at any point in time”(www.ethicsdaily.com/article_detail.cfm?AID=2459).

fLeaders have a voice that followers do not have,and they “have access to every member of thegroup. … Leaders can surface the silent voice,squelch the obnoxious presence, and sound thealarm amidst the runaway train.”

fLeaders also serve as the voice of the referee, themost powerful person in the game. “While suchpower is available to influence the outcome (whichleaders may use inappropriately), the greater powerof the referee is to set the stage for the best pos-sible outcome to occur, one that will be accepted byall participants and all spectators,” he said.

fLeaders are the ones who prioritize, Woodspointed out, and they should never underestimatethe power of prioritizing.

Woods believes that “leadership is more about skillsthan about traits. While society commonly believesthat certain individuals are born with particularpersonality traits that predispose them to leader-ship, the reality is that no one has ever been able toidentify what those traits are! Traits serve merely todefine one’s style of leadership rather than one’scapacity for leadership. The reality is that anyonecan learn the skills to function as a leader”(www.ethicsdaily.com/article_detail.cfm?AID=2417).

• Affirm the leadership skills you observe in your classmembers and encourage them to continue to de-velop those skills. Close with prayer, asking God tohelp you exercise good judgment and godly wisdomin your various spheres of influence.

Faithful Leaders Make Worship a PriorityLeaders Guide

1 Kings 52Solomon sent word to Hiram, saying, 3“You know that myfather David could not build a house for the name of the LORDhis God because of the warfare with which his enemiessurrounded him, until the LORD put them under the soles ofhis feet.…5So I intend to build a house for the name of theLORD my God, as the LORD said to my father David ‘Yourson, whom I will set on your throne in your place, shall buildthe house for my name.’”

1 Kings 62The house that King Solomon built for the LORD was sixtycubits long, twenty cubits wide, and thirty cubits high. … 7Thehouse was built with stone finished at the quarry, so thatneither hammer nor ax nor any tool of iron was heard in thetemple while it was being built. … 12“Concerning this housethat you are building, if you will walk in my statutes, obey myordinances, and keep all my commandments by walking inthem, then I will establish my promise with you, which I madeto your father, David. 13I will dwell among the children of Israel,and will not forsake my people Israel.

Theme: Faithful leaders make both public andprivate worship a priority and live lives thatreflect their devotion to God.

Before You Teach


• Plan to display photographs and souvenir guide-books from various churches, cathedrals, syna-gogues, mosques and other worship sites. Arrange

Faithful Leaders Make Worship a Priority http://www.acaciaresources.com Looking at Leadership

ahead of time for various class members to contrib-ute to this display. Plan to use these photographs toengage your class members in initial dialogue aboutplaces of worship.

• You may find the following features helpful as youlead your class to discuss the importance of wor-ship:

“The Difference Between Worship and Grandstand-ing” (www.ethicsdaily.com/article_detail.cfm?AID=1890);

“The Great Worship Awakening: Singing a NewSong in the Postmodern Church”(www.ethicsdaily.com/article_detail.cfm?AID=2031);

“Maybe We Can Save the Sound of All WorshipLanguages” (www.ethicsdaily.com/article_detail.cfm?AID=1673).

As You Teach


• Encourage class members to browse through thephotographs and guidebooks from various worshipsites.

Remind the class that in many cultures, worshipsites have historically played more than one role.While they were erected to bring people closer toGod, they have also served other purposes, includ-ing fortresses during times of war and status sym-bols—reflections of the region’s wealth and power.

Ask volunteers to describe various churches, cathe-drals, mosques and synagogues they have visitedby responding to questions such as these:

fWhat is the most impressive worship site youhave ever seen? Why?

fWhat is the simplest worship site you have everseen? How would you describe it?

fWhere have you had your most profound per-sonal encounter with God in worship? What werethe surroundings? How was your life changed as aresult of worshiping in that place?

fWhat priority do you think we should place on thekind of worship facility we have?

fWhat does the way a worship facility looks and isfurnished say to those within that faith community?What does it say to those outside the faith commu-nity? How does a worship facility reflect devotion toGod?

• Ask class members who have served on commit-tees responsible for overseeing the building orrenovation of a worship facility to describe thatexperience. Ask them to explain the purpose theyenvisioned for the facility, the group or church’sphilosophy behind how it should look and any otherspecific details related to its construction. Then ask:

fWhen the building project was completed, whatwere the results?

fWere there clear indicators that the facility en-abled people to worship God more completely?


What were they?

Explore the Bible

• Note that 1 Kings 5-6 records in great detail thebuilding of the temple under Solomon’s leadership.Remind the class that King David, Solomon’s father,had long envisioned a permanent place where theIsraelites could worship God. For years during theirwandering, they had carried the ark of the covenantas a symbol of God’s presence with them. KingDavid wanted a permanent structure to house God’spresence and had begun making some of thearrangements for its construction in the years of hisreign. He even wrote or collected some of thepsalms the people would later use in worship in thetemple. But King David was prevented by war andother preoccupations from overseeing the construc-tion of the temple. That responsibility fell to his son,Solomon.

• Read aloud selected verses from 1 Kings 5:1-18,noting particularly verses 1-5. Call attention to therelationship Solomon reaffirmed with Hiram and thearrangements he made to import from him the cedarand cypress necessary to build the temple. Alsoread aloud verse 12, noting that again God gaveSolomon wisdom for the task that lay ahead.

Ask class members to scan verses 1-18 and re-spond to questions such as these:

fWhy was Solomon able to devote himself fully tothe task of building the temple?

fHow did Solomon display wise leadership inplanning for the temple’s construction?

fWhat specifically did Solomon do that reflectedthe marks of a good leader?

• Call attention to the details concerning the actualconstruction of the temple in 1 Kings 6:1-10. Helpyour class understand more about the temple’sphysical appearance by providing these details:

fWhen “the temple” is mentioned in reference toHebrew scripture, it is this structure that is recalled. Itis widely known as “Solomon’s Temple” and isconsidered Solomon’s most significant contributionto Israel’s history. There are no architectural remainsof the structure today.

fAssuming the royal cubit was used as a measure-ment, the temple’s interior was about 105 feet long,35 feet wide and 52 feet high. It was divided intothree rooms and was three stories high. Doors wereintricately carved with cherubim, palm trees andflowers and covered with gold; much of the floor wasalso overlaid with gold.

fThe temple was also surrounded on the outside bysignificant storage space, pillars and other thingsimportant in the people’s worship, although we haveno actual description of the outside of the temple.This temple was ultimately destroyed when theBabylonians, under Nebuchadnezzar, invadedJerusalem in 587/6 BC.

Ask:

fWhat do the details described in the temple’sconstruction tell you about the value and signifi-cance Solomon place on the temple?


• Read aloud 1 Kings 6:11-13 and note that God wasmost concerned not with the physical structure calledthe temple, but with the way the people lived. Publicworship was to be a significant part of their lives, butalso important to God was the way they lived inrelation to God and to each other apart from thetemple setting.

Point out selected verses from 1 Kings 6:24-38which indicate Solomon’s desire that God have thevery best. Note especially verse 22 and Solomon’sdesire that the temple be “perfect.”

Then ask:

fWhat message did the completed temple sendabout the God to whom it was dedicated?

fWhat impressions of Solomon as a leader doyou have from the study of this text?

fWhat seemed to be priorities for Solomon?


• Remind the class that in spite of the opulence andexquisite décor of the temple, what it symbolizedwas most important. To Solomon and the people ofIsrael, it symbolized God’s presence among them.The God of the temple was more important than thetemple itself, and it was this God whom Solomonand the people worshiped. Solomon’s leadershipresulted in a place where the people could focuscompletely on and worship God.

• Compare and contrast the temple Solomon built withthis example, or another example of a significant butsimple place of worship you know about:

The sanctuary of Crosscreek Baptist Church inPelham, Alabama, stands in stark contrast to theworship centers of many typical evangelicalchurches and especially the temple Solomon built.Yet like those places of worship, every detail in theCrosscreek sanctuary was designed to draw peoplecloser to God, allowing them to worship God fullyand completely.

Open, exposed beams reflect an effort to provide asense of transcendence within the worship space.The pulpit, offset to one side and slightly raised,allows the altar to remain central. Neither preachingnor preacher are “center stage,” according to pastorJames Evans, but are instead only one element inthe service of worship. Carefully chosen furnishingsare plain but meaningful.

Simplicity was the goal in the worship facility’soriginal design, Evans said. Original plannerswanted Crosscreek to be a sort of “everyperson”church that was both inviting and uplifting.

• Lead the class to evaluate the priority they place onworship as people who both lead and follow. Askthem to respond silently to such questions as:

fIs a physical yet sacred space important for youto worship? Why or why not?

fHow do you define worship?

fHow does worship redirect or refocus your life?


fHow does what you experience in a sanctuary ofworship translate into your everyday life?

fHow do you experience the God of the sacredplaces in the often complicated and messy world ofinterpersonal relationships, decision-making,conflict resolution and other aspects of leading andfollowing?

• Close with a prayer of commitment to making bothpublic and private worship a priority and to livinglives that reflect devotion to God.

Faithful Leaders Call for High MoralStandardsLeaders Guide

1 Kings 8:22-2622Then Solomon stood before the altar of the LORD in thepresence of all the assembly of Israel, and spread out hishands to heaven. 23He said, “O LORD, God of Israel, there is noGod like you in heaven above or on earth beneath, keepingcovenant and steadfast love for your servants who walk beforeyou with all their heart, 24 the covenant that you kept for yourservant my father David as you declared to him; you promisedwith your mouth and have this day fulfilled with your hand.25Therefore, O LORD, God of Israel, keep for your servant myfather David that which you promised him, saying, ‘There shallnever fail you a successor before me to sit on the throne ofIsrael, if only your children look to their way, to walk before meas you have walked before me.’ 26Therefore, O God of Israel, letyour word be confirmed, which you promised to your servant myfather David.

Theme: Faithful leaders walk after God’s way,repenting and seeking forgiveness when theysin.

Before You Teach


• You may find the following online articles helpful asyou guide adults to discuss the need for leaders topossess and call for high moral standards:

Faithful Leaders Call for High Moral Standards http://www.acaciaresources.com Looking at Leadership

“Poll Says Americans Are Pessimistic About Ethicsand Morality” (www.ethicsdaily.com/article_detail.cfm?AID=2679);

“Christians Must Demonstrate, Apply God’s MoralTruth” (www.ethicsdaily.com/article_detail.cfm?AID=2369);

“Americans Speak: Enron, WorldCom and OthersAre Result of Inadequate Moral Training By Fami-lies” (www.barna.org/cgi-bin/PagePressRelease.asp?PressReleaseID=117&Reference=E&Key=Leadership).

As You Teach


• List the following categories on a board or chart:

ReligionPoliticsBusinessSportsEducationMediaEntertainmentHealth-care

Review these areas of public life one by one andask class members to recall in each case recentexamples of moral failure or scandal. Place a hashmark or other symbol beside each area for eachdifferent situation someone recalls.

Then ask:

fHow has public confidence in leaders beenaffected by these scandals?

fAre public leaders held to a higher standard ofmorality? Should they be?

fWhen a public figure admits to wrongdoing orsome type of moral failure, does that automaticallysignal the end of his or her power, authority andinfluence?

• Call attention to results from a 2002 Barna Re-search study that revealed “a widespread sense ofdisappointment has reduced people’s confidence inopinion shapers and cultural influencers” (“Ameri-cans Speak: Enron, WorldCom and Others AreResult of Inadequate Moral Training By Families,”www.barna.org).

Of seven types of influencers, only teachers receivedvotes of either “complete confidence” or “a lot ofconfidence” by at least half the respondents. Execu-tives of large corporations; followed closely by theproducers, directors and writers of TV and films;elected government officials and news reporters andjournalists ranked at the bottom of the list.

Researcher George Barna, in his book on leader-ship challenges and practices, A Fish Out of Water,said that the chief way to gain people’s trust andconfidence is by displaying strong character. Readaloud the following quote from Barna’s book andask class members to respond to it and explainwhether they agree or disagree:

“People rely upon their leaders … to model virtuousbehavior and appropriate values. By virtue of the


opportunities they encounter, every leader will betempted to grab for power, prestige, publicity orother perks” (www.barna.org). Character, not skillsand abilities, Barna said, separates good from badleaders.

According to Barna, the esteem in which peoplehold many highly regarded national leaders, includ-ing the president, lies in trust in their character andmoral convictions. “Skills can be learned but charac-ter is a reflection of the heart that is formed from aperson’s early years and emerges as they age,” hesaid. “Americans are searching for leaders whosecharacter makes them trustworthy.”

Explore the Bible

• Introduce the text by recalling for the classSolomon’s careful leadership, planning and dedica-tion in building the temple (1 Kings 5-7). Chapter 8records the events surrounding the dedication of thetemple. At this time, Solomon prayed that both heand the people of Israel would walk according toGod’s way. Recognizing that “there is no one whodoes not sin” (v 46), Solomon spelled out a moralpattern: sin, repentance and forgiveness.

Read aloud 1 Kings 8:22 and ask class members togive their impressions of Solomon as a leader up tothis point and on this occasion in particular. ContrastSolomon’s demeanor with that of many public offi-cials on similar occasions. Suggest that Solomonappears to have been genuinely humble before Godand subjected to God, admitting his own weaknessand dependence.

• Note that Solomon’s prayer of dedication for thetemple begins in verse 23 and continues throughverse 53. Read aloud verses 23-24; then ask:

fWhat do Solomon’s words tell you about hisunderstanding of God?

fHow do you think Solomon saw himself in rela-tion to God?

fHow did Solomon’s understanding of God andhimself affect the way he led the people?

Note that the God of Israel was real to Solomon, andthat Solomon understood God to be unique andunlike any of the gods of other groups or territories.Solomon understood the nature of the covenantbetween God and his father David and acknowl-edged that that covenant had been fulfilled on thisday. Though Solomon would later break the cov-enant, as would the people he led, on this day heunderstood and was committed to walking in God’sways, admitting failures and sins and seekingforgiveness from God when he sinned.

• Ask a volunteer to read aloud verses 25-26. Notethat Solomon’s prayer shifted from an acknowledg-ment of God’s relationship with the people in thepast to the relationship of the present and the future.Solomon asked for God’s continuing presence,acknowledged the terms of the covenant and ac-cepted his responsibility within that covenant. Onthis day, in a very public but humble way, Solomonacknowledged that he served at God’s pleasure.



• Recall for the class the following story from BillHybels, senior pastor of Willow Creek CommunityChurch in South Barrington, Illinois:

Hybels said that one time he took a group from hischurch to some inner-city ministries they werehelping support financially and through volunteers.They went into an empty warehouse where thetemperature seemed to be at least 95 degrees andthe humidity was equally unbearable. The person incharge of the ministry spoke to the group and askedthem to imagine a corner of that warehouse filledwith electrical supplies. A skilled volunteer couldcome to this warehouse, get all the supplies he orshe needed and then go to someone whose homeneeded that kind of help.

The ministry director then gestured to another cornerof the warehouse and asked the group to imaginethat area stacked high with drywall compound. Avolunteer could stop by there, get the drywall sup-plies and then go to the home of someone whootherwise could not afford to patch the holes in theirhome’s walls.

The director gestured a third time to another area ofthe warehouse and asked the group to envision thatarea stacked high with blankets. Those blanketscould in turn be distributed to people in the winterwhen the heat in their apartments was insufficient ornot working.

That warehouse was empty, but Hybels and theothers in his group had no trouble envisioning every-

thing the ministry director imagined. “Leaders cast aGod-honoring vision,” he wrote (“5 Things LeadersDo,” www.christianitytoday.com).

• Remind the class that when King David and thenSolomon had the vision to build the temple, thepeople they led had no frame of reference in whichto envision what they were talking about. Yet bothwere able to keep that vision alive and engageothers in the process of making it become a reality.

Solomon was successful in completing the buildingof the temple because before he tried to lead any-one, he acknowledged his dependence on God. Hecommitted himself and the people to walking inGod’s ways, according to God’s commandmentsand statutes. Once the temple was completed,Solomon acknowledged that as he and the peoplecontinued to walk in God’s ways, they would inevita-bly sin, but when they did, they knew to confess,repent and seek forgiveness.

• Close with prayer, committing yourselves as bothleaders and followers to high moral standards thatreflect God’s presence and priority in your lives.

Failed Leaders Turn from God http://www.acaciaresources.com Looking at Leadership

Failed Leaders Turn from GodLeaders Guide

1 Kings 11:1-131King Solomon loved many foreign women along with thedaughter of Pharaoh: Moabite, Ammonite, Edomite, Sidonian,and Hittite women, 2from the nations concerning which theLORD had said to the Israelites, “You shall not enter intomarriage with them, neither shall they with you; for they willsurely incline your heart to follow their gods”; Solomon clung tothese in love. 3Among his wives were seven hundred princessesand three hundred concubines; and his wives turned away hisheart. 4For when Solomon was old, his wives turned away hisheart after other gods; and his heart was not true to the LORDhis God, as was the heart of his father David. 5For Solomonfollowed Astarte the goddess of the Sidonians, and Milcom theabomination of the Ammonites. 6So Solomon did what was evilin the sight of the LORD, and did not completely follow theLORD as his father David had done. 7Then Solomon built a highplace for Chemosh the abomination of Moab, and for Molechthe abomination of the Ammonites, on the mountain east ofJerusalem. 8He did the same for all his foreign wives, whooffered incense and sacrificed to their gods. 9Then the LORDwas angry with Solomon, because his heart had turned awayfrom the LORD, the God of Israel, who had appeared to himtwice, 10and had commanded him concerning this matter, that heshould not follow other gods; but he did not observe what theLORD commanded. 11Therefore the LORD said to Solomon,“Since this has been your mind and you have not kept mycovenant and my statutes that I have commanded you, I willsurely tear the kingdom from you and give it to your servant.12Yet for the sake of your father David I will not do it in yourlifetime; I will tear it out of the hand of your son. 13I will not,however, tear away the entire kingdom; I will give one tribe toyour son, for the sake of my servant David and for the sake ofJerusalem, which I have chosen.”

Theme: Wise Christian leaders recognize thepitfalls of personal fatigue and take steps toguard against it.

Before You Teach


• To read the entire article about Michelle Akers,whose story offers an example with which to con-clude the lesson, go to:

“True Grit,” www.christianitytoday.com/tcw/2000/005/1.36.html.

As You Teach


• Guide class members to discuss our culture’s “hurrysyndrome” and resulting fatigue and sleep depriva-tion by asking them first to complete a pie chart torepresent a typical week in their lives. If you havemarried couples in your class, they may prefer towork together to reflect their family’s life.

Distribute pieces of paper on which you have drawnlarge circles. Then give the following instructions:

Think about a typical week. Divide the chart intosectors to represent the amount of time you spendon the following each week: work; household choresand maintenance; school or continuing education;commuting, chauffeuring and carpooling; childcare,homework and children’s activities; elder care; mealpreparation; running errands; church responsibili-ties; personal spiritual disciplines; hobbies andleisure activities; relationship-building with familyand friends; volunteer and civic responsibilities;


health and physical fitness; other, miscellaneousresponsibilities; sleep.

Ask class members to assign a percentage to eachactivity in their charts so that the total is 100%.

• Ask various individuals to explain the results of theirpie chart exercise. Then ask questions such asthese:

fWhen your schedule is especially crowded andyou feel overbooked, from which area of your lifeare you most likely to take the extra time to meetyour other obligations?

fHow do you manage multiple priorities andschedules?

fHow many hours’ sleep per night do you aver-age?

fHow often do you feel completely exhausted?

fHow often do you feel fatigued and generallytired?

fWhat evidences do you observe to let you knowthat you are overbooked, under-rested andstressed? How do you respond physically? Men-tally? Emotionally? Spiritually?

Call attention to some of the following results fromthe 2001 Sleep in America poll conducted by theNational Sleep Foundation(www.wellnesstoday.com/sleep_deprived.htm):

fForty percent of surveyed adults said they havetrouble staying awake on the job and their worksuffers at least a few days each month. Twenty-twopercent indicated that the resulting problems surfacea few days each week.

fSixty-three percent of Americans get less than 8hours of sleep each night, and 31 percent get lessthan 7 hours.

fSurvey respondents work an average of 46 hourseach week. Thirty-eight percent of those surveyedsaid that they work 60 hours or more each week.

fFifty-three percent of those surveyed admitted thatthey “drive drowsy.” Nineteen percent revealed thatthey have actually fallen asleep while driving.

fForty-three percent indicated that they use caf-feine to stay awake during the day, and 5% said theygo for something stronger, such as medications.

fNot surprisingly, adults with children get less sleepthan those without children.

• Suggest that while many people are exhausted fromtime to time and suffer from occasional lack ofsleep, those in leadership roles are especially atrisk. Physical fatigue is but one consequence of ourculture’s “hurry syndrome.” Fatigue also affectspeople mentally, emotionally and spiritually. Fatiguecan result in pessimism, sadness and anger andcan create serious relational and social problems. Itcan adversely affect the brain’s ability to controlspeech, access memory and solve problems.


Wise leaders recognize the pitfalls of fatigue andtake steps to guard against it. Wise followers arecommitted to helping their leaders take care ofthemselves.

Explore the Bible

• Read aloud 1 Kings 11:1-2 and note the immediacywith which scripture records Solomon’s failure toabide by God’s instructions concerning marriage to“foreign women.” Then ask:

fWhy did God prohibit such marriages?

Then ask a volunteer to read aloud 1 Kings 11:3-6and note particularly verse 4. Lead the class todiscuss Solomon’s leadership decline by askingsuch questions as:

fWhat led Solomon to ‘turn away his heart’ andfollow other gods?

fWhat is significant about the word “old”? Doadvanced years automatically result in a decline inleadership skills and ability to focus? Why did thishappen in Solomon’s case?

Note that verse 6 indicates that Solomon “did notcompletely follow the LORD.” Then ask:

fCan you follow God only partially? Why or whynot?

fWhat happens to leaders whose spiritual loyaltyis divided? What could happen if leaders remainedtotally committed to God and God’s plan?

• Read aloud 1 Kings 11:7-8 and note that Solomon’sspiritual commitment was so divided that he was nolonger able to resist the influence of his wives. Hewent so far as to build worship sites so that they andhe could worship pagan gods. Point out thatSolomon’s earlier leadership skills in building andsustaining the nation appear to have slipped mark-edly. The man who earlier had exhibited exceptionalmilitary and economic leadership is now weak andanemic.

• Ask a volunteer to read aloud 1 Kings 11:9-10; thenask:

fWhy was God angry? What actually provoked hiswrath?

fWhat had Solomon’s actions done to his relation-ship with God?

fHow had Solomon’s actions affected his influ-ence? his ability to lead? his ability to make deci-sions?

Read aloud 1 Kings 11:11-13 and ask:

fWhat did God promise to do as a result ofSolomon’s disobedience?

fWhy do you think God delayed the punishment?

fWhat do you think was Solomon’s immediateresponse to God’s promise of punishment? Do youthink he changed his loyalties, commitments andworship practices?


• Point out that the biblical portrait of Solomon is of aleader who was originally committed to Yahweh andYahweh’s plans but whose commitment slippedafter he had been on the job for many years. Once aleader who sought to discern and practice God’swisdom and for whom worship and high moralstandards were priorities, Solomon at the end of hislife is portrayed as fatigued, weak and havingdivided spiritual loyalties.


• Cite the following example:

Michelle Akers became practically a householdname following her role in helping lead her U.S.soccer teammates to victories in Women’s WorldCup and Olympic championships. Her biggestopponent, however, has come off the playing field.

After three years of unexplained and debilitatingfatigue, she was diagnosed in 1994 with ChronicFatigue Immune Dysfunction Syndrome. Her symp-toms have included blurred vision, muscle weak-ness, lightheadedness, gastrointestinal problems,night sweats, inability to concentrate, heart palpita-tions, shortness of breath, migraine headaches andnumerous colds. At her worst, she was barely ableto function or get out of bed.

The diagnosis forced her to look closely at her lifeand her priorities and led her to return to her faithcommitment to Christ, which she had first professedas a teenager. “Through this illness, I’ve discoveredmy athletic ability isn’t the most important thingabout me; it’s my relationship with Jesus Christ—

and that can never be shaken,” she said in an inter-view (“True Grit,” www.christianitytoday.com/tcw/2000/005/1.36.html).

With proper diagnosis and treatment, her symptomsare under control, allowing her to do the things sheloves to do. She has learned, she says, to listen toher body and give it what it asks for in terms of restand proper nutrition.

“I’ve also learned I only have so much energy, so Ihave to make the most out of that and choose thebest—not the good, the best. That forces me to say‘no’ to a lot of things. … I know what I want to accom-plish, so I post my goals on my bulletin board right infront of me. Then I ask myself, Does this commit-ment fit in? or, Will this involvement take me awayfrom the relationships on which I need to spend mytime and energy? Will I become exhausted fromit?”

Knowing her priorities and keeping them in focustakes tremendous pressure off of her, Akers says.“The crux of my perseverance has nothing to do withthe physical—it’s all spiritual. It’s based on my faithin Christ—the cornerstone of everything. … Life isuncertain. That’s why faith has to be the constant.That’s why it’s important to be serious about whereyou are spiritually.”

• Note that while Akers’ condition is extreme, manyleaders occasionally deal with some of the samesymptoms. Her advice is pertinent to every leader,as well as every follower of Christ. In addition to itsphysical symptoms, fatigue opens the door to loss ofcommitment, temptation and failure, as the end ofSolomon’s life demonstrates.


• Close with prayer, asking God to help you monitorthe fatigue factor in your lives. Pray for leaders, thatthey will recognize the symptoms of fatigue and takethe necessary steps to curtail it. Pray for followers tosupport their leaders as they maintain physical,mental, emotional and spiritual balance.

Failed Leaders Ignore the PeopleLeaders Guide

1 Kings 12:1-151Rehoboam went to Shechem, for all Israel had come toShechem to make him king. 2When Jeroboam son of Nebatheard of it (for he was still in Egypt, where he had fled from KingSolomon), then Jeroboam returned from Egypt. 3And they sentand called him; and Jeroboam and all the assembly of Israelcame and said to Rehoboam, 4“Your father made our yokeheavy. Now therefore lighten the hard service of your father andhis heavy yoke that he placed on us, and we will serve you.” 5Hesaid to them, “Go away for three days, then come again to me.”So the people went away. 6Then King Rehoboam took counselwith the older men who had attended his father Solomon whilehe was still alive, saying, “How do you advise me to answer thispeople?” 7They answered him, “If you will be a servant to thispeople today and serve them, and speak good words to themwhen you answer them, then they will be your servants forever.”8But he disregarded the advice that the older men gave him, andconsulted with the young men who had grown up with him andnow attended him. 9He said to them, “What do you advise thatwe answer this people who have said to me, ‘Lighten the yokethat your father put on us’?” 10The young men who had grown upwith him said to him, “Thus you should say to this people whospoke to you, ‘Your father made our yoke heavy, but you mustlighten it for us’; thus you should say to them, ‘My little finger isthicker than my father’s loins. 11Now, whereas my father laid onyou a heavy yoke, I will add to your yoke. My father disciplinedyou with whips, but I will discipline you with scorpions.’” 12SoJeroboam and all the people came to Rehoboam the third day,as the king had said, “Come to me again the third day.” 13Theking answered the people harshly. He disregarded the advicethat the older men had given him 14and spoke to them accordingto the advice of the young men, “My father made your yokeheavy, but I will add to your yoke; my father disciplined you withwhips, but I will discipline you with scorpions.” 15So the king didnot listen to the people, because it was a turn of affairs broughtabout by the LORD that he might fulfill his word, which theLORD had spoken by Ahijah the Shilonite to Jeroboam son ofNebat.

Failed Leaders Ignore the People http://www.acaciaresources.com Looking at Leadership

Theme: Wise leaders listen to their people andseek the wisdom of those with broader experi-ences and diverse opinions.

Before You Teach


As You Teach


• Begin by asking the class to list things they knowabout Kim Jong Il, the dictator of North Korea.Supplement their observations with your own andthe following as necessary:

Kim Jong Il has a reputation for being reclusive andacting irrationally and unpredictably. The people inhis impoverished nation live every day with brain-washing, brutality, repression and a fanatical military.Kim and the other government officials maintainapparently no contact with the citizens and littlecontact with the outside world. His only “interaction”with average citizens of his country seems to be onceremonial occasions, where he stands high abovePyongyang’s main square, looking down as soldiersand armored vehicles pass below.

Lee Chung Min, an associate professor of interna-tional relations at Yonsei University in Seoul, saidthat Kim “is a ruthless, powerful leader, who ulti-mately holds the destiny of North Korea, and byextension, how peace or war could come to the

Korean Peninsula” (“Who Is Kim Jong Il?,”www.abcnews.com).

Lee and others who have observed and met Kimbelieve that even though he appears to be actingirrationally, he has a definite strategy in place. Manyof them believe that his unpredictability is NorthKorea’s most powerful weapon.

Kim seemed to change somewhat in the 1990swhen he allowed foreign aid organizations to helpfeed the starving people in his nation, even thoughthat meant that the sights and stories of the country’sfamine were broadcast around the world. He went toBeijing to meet with Chinese leader Jiang Zeminand even held a summit meeting with South Korea’spresident, Kim Dae-jung.

Kim’s perceived willingness to talk with those be-yond his tight inner circle was short-lived, however. Inmore recent years he has again closed ranks andbegun to project his earlier, unpredictable andirrational image.

• Suggest that while Kim Jong Il currently remains infirm control of North Korea, he is hardly a successfulleader. His strategy of ignoring the people is arecipe for failure. Leaders who rely only on their ownjudgment or on the judgment of a small inner circlecannot expect loyalty, trust or respect from thepeople they lead. Their leadership is based oncontrol, manipulation and fear. Their narrowworldview represents a lack of wisdom and anunwillingness to learn from the experiences ofothers.


While many experts warn against measuring aperson’s leadership potential against a “laundry list”of qualities, few would argue that careful listening toa variety of people is essential.

Ronald Heifetz is considered one of the world’sleading authorities on leadership and serves asdirector of the Leadership Education Project atHarvard University’s John F. Kennedy School ofGovernment. He believes that while leaders providedirection, they hardly have all the answers. Instead,they often ask well-developed questions instead oftrying to provide definitive answers all of the time.Conflict, he believes, is “the primary engine ofcreativity and innovation. People don’t learn bystaring into a mirror; people learn by encounteringdifference” (www.fastcompany.com/magazine/25/heifetz.html).

Heifetz recalled that in the mid-1990s, Bill Gatesdecided that the Internet was not going to be all thatimportant and made some business decisionsbased on that assumption. But the people he lis-tened to contradicted his decision, and he changedhis decision based on what they said. It turns outthose people were right.

Explore the Bible

• Introduce the text by setting the stage. Read aloud 1Kings 12:1-2. King Solomon had died, so a transi-tion in power was underway. Solomon’s sonRehoboam was heir to the throne, but Jeroboam,Rehoboam’s half-brother, had power plans of hisown. In an effort to gain backing from Jeroboam’ssupporters, Rehoboam decided to move his corona-tion ceremony to Shechem. He knew that if he could

get the support of this group, he would have littletrouble gaining support from the other tribal groups.

From the beginning, Rehoboam was faced withrequests, advice and opinions from various groupsthat led to difficult situations.

• Note that 1 Kings 12:3-11 describes Rehoboam’sencounters with three different groups of people. Ineach case, he had opportunities to listen, consideropinions different from his own and respond.

Guide class members to examine closelyRehoboam’s conversations and their results byassigning each person to one of the three encoun-ters. Your class may prefer to gather in groupsaccording to their assigned encounters, or individu-als may prefer to work alone. Provide the followingguidelines:

Encounter 1: Read 1 Kings 12:3-5 and the relatedinformation in the Students Guide. Then exploreanswers to these questions:

fWho were the key participants in thedialogue with Rehoboam?

fWhat was the subject of the conversation?What was behind the people’s request?

fHow did Rehoboam respond? How wouldyou have responded in this situation?

Encounter 2: Read 1 Kings 12:6-7 and the relatedinformation in the Students Guide. Then exploreanswers to these questions:



fWhat was the subject of the conversation?

fDo you think the motives of the older menwere pure? If not, what was really behindtheir response?

Encounter 3: Read 1 Kings 12:8-11 and therelated information in the Students Guide. Thenexplore answers to these questions:


fWhat advice did the younger men giveRehoboam?

fHow would you have responded if you hadbeen one of the younger men? How wouldyou have responded if you had been inRehoboam’s position?

• After several minutes, ask volunteers representingeach encounter to summarize their findings. Ask avolunteer to read aloud 1 Kings 12:12-15; then ask:

fWhat was Rehoboam’s ultimate decision?

fWhat were the results of this decision?

fAt what points did Rehoboam go wrong as aleader? What might he have done differently?

Stress that as a result of Rehoboam’s actions, thekingdom fell.


• Note that transitions in power, whether they are ingovernment, business, church or families offeropportunities for teamwork, communication, humilityand sacrifice, all for the common good and sharedvision. They also can be characterized by strugglesfor control and competing interests.

Suggest that a leader’s vision is closely tied to hisor her ability to listen. “Most leaders die with theirmouths open,” Ronald Heifetz said. “Leaders mustknow how to listen—and the art of listening is moresubtle than most people think it is. But first, and justas important, leaders must want to listen. Goodlistening is fueled by curiosity and empathy: What’sreally happening here? Can I put myself in someoneelse’s shoes? It’s hard to be a great listener if you’renot interested in other people”(www.fastcompany.com/magazine/25/heifetz.html).

• Lead your class to apply in practical ways the impor-tant role listening plays for leaders. Ask them, fromtheir perspectives as both leaders and followers, todevelop a list of guidelines or suggestions for betterlistening. Write their suggestions on a board orchart. Supplement class discussion with ideas suchas these (see “Keep Your Ears Open,”www.abcnews.com):

fDevote undivided attention to what others say.Avoid jumping ahead to what you will say next.

fAsk questions of others rather than giving an-swers.

fApproach conversations with the attitude that you


can learn something from what others have to say.You don’t have to be “the teacher” all of the time.

fMaintain direct eye contact with people.

fBecome comfortable with moments of silence.Sometimes both you and the others involved needtime to think about what they and you have said.

fOccasionally repeat aloud what others have saidto confirm your understanding. Ask them if you haveunderstood correctly, and allow them to elaborateand clarify.

fRespond, don’t react. Stop and think before youspeak, especially when others are upset, critical,angry or combative. Select your words purposefullyand carefully so that you won’t later regret them.

fConclude conversations by agreeing on nextsteps, if they are necessary. Make certain everyoneunderstands expectations and conclusions.

• Close with prayer, asking God to enable you tobecome better listeners, leaders and followers,open to the advice and wisdom of others.

Failed Leaders Create False GodsLeaders Guide

1 Kings 12:25-3325Then Jeroboam built Shechem in the hill country of Ephraim,and resided there; he went out from there and built Penuel.26Then Jeroboam said to himself, “Now the kingdom may wellrevert to the house of David. 27If this people continues to go upto offer sacrifices in the house of the LORD at Jerusalem, theheart of this people will turn again to their master, KingRehoboam of Judah; they will kill me and return to KingRehoboam of Judah.” 28So the king took counsel, and made twocalves of gold. He said to the people, “You have gone up toJerusalem long enough. Here are your gods, O Israel, whobrought you up out of the land of Egypt.” 29He set one in Bethel,and the other he put in Dan. 30And this thing became a sin, forthe people went to worship before the one at Bethel and beforethe other as far as Dan. 31He also made houses on high places,and appointed priests from among all the people, who were notLevites. 32Jeroboam appointed a festival on the fifteenth day ofthe eighth month like the festival that was in Judah, and heoffered sacrifices on the altar; so he did in Bethel, sacrificing tothe calves that he had made. And he placed in Bethel thepriests of the high places that he had made. 33He went up to thealtar that he had made in Bethel on the fifteenth day in theeighth month, in the month that he alone had devised; heappointed a festival for the people of Israel, and he went up tothe altar to offer incense.

Theme: Wise leaders resist the temptation tocreate false gods for their followers to worship,instead leading them to worship God alone andtrust God with the future.

Before You Teach


Failed Leaders Create False Gods http://www.acaciaresources.com Looking at Leadership

• Refresh your memory of Sinclair Lewis’ 1927 novelElmer Gantry and plan to use the title character tohelp introduce the lesson.

As You Teach


• Begin by asking class members who have readSinclair Lewis’ novel Elmer Gantry to summarizethe story. Supplement their comments with your ownobservations and the following:

Elmer Gantry is set in the early decades of the 20th

century, well before the age of televangelism. But thecharacter Elmer and some well-known televangelistsappear to have a lot in common.

Elmer started his ministerial career as a greedyBaptist minister and later became the leader of alarge Methodist church. His ‘career’ was evidentlyonly the platform for his other pursuits: womanizingand making money. He was the classical hypocrite,practicing what he preached against and expressingsorrow for his sins only if caught. Elmer loved thethrill of public speaking and was a great self-pro-moter. He was likable enough to convince people tolisten to him and follow him.

• Suggest that the fictional Elmer Gantry was a pro-phetic forerunner to unscrupulous televangelists andother ministers who, rather than trusting and wor-shiping God alone, create and present false godsfor people to follow.

Recall for class members the rise and fall of BatonRouge-based televangelist Jimmy Swaggart in the

late 1980s. In 1987, Swaggart denounced fellowministers Jim Bakker and Marvin Gorman for theirextramarital affairs. On February 21, 1988,Swaggart admitted that he had engaged in im-proper conduct with a prostitute. Ironically, Gormanhired the private detective who took the incriminat-ing photographs of Swaggart and a known prostituteentering a motel outside of New Orleans.

Just prior to his downfall, his Swaggart Ministriesdrew in almost $100 million annually, money takenfrom the faithful who believed he was genuine andtrusted what he said.

Swaggart departed the pulpit only briefly. His JimmySwaggart Ministries Web site today boasts that theJimmy Swaggart Telecast airs in over 50 countries;his SonLife Radio airs 24 hours a day on over 60stations. In addition to being an “Anointed Minister,”the Web site claims Swaggart is one of the best-selling gospel musicians of all time, with more than15 million recordings sold worldwide. The online giftcatalog offers “weekly specials”; cassettes andCDs; music, preaching and prophecy videos; booksand study guides; teaching tapes; items for children;jewelry; and Swaggart’s own line of Bible commen-tary.

Ask:

fWhat do you think motivates ministers and otherreligious leaders, some of whom may start out withpure motives and a true sense of calling, to createtheir own false gods?

fTo what do you attribute the “success” of theseleaders?


fWhat prompts people to believe in and follow thefalse gods these leaders create?

Explore the Bible

• Introduce the character Jeroboam by reminding theclass of how he came into power:

Jeroboam was the first king of Israel’s NorthernKingdom after the Davidic kingdom divided. Theprophet Ahijah had earlier announced that Godwould take a large part of Israel from the control ofDavid’s dynasty and give it to Jeroboam. After that,Jeroboam fled to Egypt in fear of his life and stayedthere until Solomon’s death (1 Kings 11:29-40).After he returned, and following the arrogant andunwise actions of King Rehoboam, the ten northerntribes of Israel named Jeroboam their king.

• Read aloud 1 Kings 12:25-27; then ask:

fWhat was Jeroboam afraid of? Why?

Remind the class that the magnificent templeSolomon built was located in Jerusalem, in Israel’sSouthern kingdom, now ruled by Rehoboam.Jeroboam feared that if he didn’t provide his peoplein the north with some impressive worship sites oftheir own, they would transfer their loyalties to hisrival, Rehoboam. Though he would claim that thesites he constructed were for religious purposes,Jeroboam’s motives were not really that pure. Heintended to establish his own solid kingdom in theNorth.

• Ask a volunteer to read aloud 1 Kings 12:28-30.Then ask:

fWhat did Jeroboam do? Under what pretenses?

Point out that Jeroboam’s concern and motivessounded sincere to the people. He was only trying tomake life easier for them, after all. Wasn’t he beinga good and thoughtful king?

Remind the class that both Dan and Bethel werehistorically and spiritually significant for the people ofIsrael, so they would not have had any reason toquestion what Jeroboam did or suspect that it wasintended for anything other than the worship ofYahweh. At first, the golden calves probably didserve as symbols of Yahweh’s presence with thepeople. But point out verse 30 and note that “thisthing became a sin.” The golden calves grew tobecome associated with Canaanite fertility and Baalworship and would later be condemned by Hoseaas idolatry.

Stress that, instead of drawing people closer toYahweh, the golden calves drew people further andfurther away from their worship of Yahweh and led totheir worship and service of false gods like Baal.Jeroboam was afraid of the future. Instead of trustingGod, he took matters into his own hands and led hispeople down a dangerous and ungodly path.

• Read aloud 1 Kings 12:31-33. Point out that the twogolden calves Jeroboam constructed for the peoplewere only the beginning of many other violations hewould commit: non-centralized sacrifice, worship ofimages, non-Levitical priests, holding the Feast ofBooths in a different month.


Point out the phrases “that he had made” and “thathe had alone devised” (vv 32, 33), that indicateJeroboam acted alone and apart from God’s wis-dom. Jeroboam would become the sin gauge bywhich future kings of the northern kingdom would bejudged.


• Recall for the class the 1992 movie “Leap of Faith,”one of the more recent in a genre of films aboutevangelical con artists. “The Rainmaker,” releasedin 1956, starred Burt Lancaster and KatharineHepburn. “Elmer Gantry,” released in 1960, alsostarred Lancaster and was based on the SinclairLewis novel by the same name.

In “Leap of Faith,” Steve Martin plays JonasNightengale, a scheming “evangelist” who settles inRustwater, Kansas, after one of his vans breaksdown there. Rustwater is a small farming town thathas been hit hard by drought, and Jonas sees thisas his opportunity to earn a quick profit from peoplelooking for hope. Though the town’s sheriff urgeshim to move on, Jonas nonetheless stays and isable to convince the people of his powers due tohelp from some assistants who scour the town forinformation and gossip and his manager who uses aradio transmitter to provide him with cues.

Suggest that like Jeroboam, leaders today face thetemptation to create and follow false gods such asthe stock market, personal ego, power, sex, control,leisure, wealth and any number of other things. Asboth films and recent history reveal, spiritual leadersare not immune from creating and following suchlifeless but harmful gods.

Remind the class that followers have a responsibil-ity, too, to know God and God’s ways well enough tounderstand when they are being misguided.

• Close with prayer, acknowledging that God alone isworthy of our trust for the future.

Failed Leaders Reject Truthful Messages http://www.acaciaresources.com Looking at Leadership

Failed Leaders Reject Truthful MessagesLeaders Guide

1 Kings 22:1-404He said to Jehoshaphat, “Will you go with me to battle atRamoth-gilead?” Jehoshaphat replied to the king of Israel, “Iam as you are; my people are your people, my horses are yourhorses.” 5But Jehoshaphat also said to the king of Israel,“Inquire first for the word of the LORD.” 6Then the king of Israelgathered the prophets together, about four hundred of them,and said to them, “Shall I go to battle against Ramoth-gilead,or shall I refrain?” They said, “Go up; for the LORD will give itinto the hand of the king.” 7But Jehoshaphat said, “Is there noother prophet of the LORD here of whom we may inquire?” 8Theking of Israel said to Jehoshaphat, “There is still one other bywhom we may inquire of the LORD, Micaiah son of Imlah; but Ihate him, for he never prophesies anything favorable about me,but only disaster.” 9Then the king of Israel summoned anofficer and said, “Bring quickly Micaiah son of Imlah.” … 14ButMicaiah said, “As the LORD lives, whatever the LORD says tome, that I will speak.” … 34aBut a certain man drew his bow andunknowingly struck the king of Israel between the scale armorand the breastplate. … 37aSo the king died …

Theme: Wise leaders understand the value ofcritics and truthful messages, and downplay theadulation of the crowds.

Before You Teach


As You Teach


• Lead your class to think about the value of criticsand criticism by relating the following:

Tom Iseghohi grew up in Nigeria where he helpedhis mother run a construction business. After receiv-ing his MBA, in 1989 he joined Ford Motor Com-pany, working in their finance operation. After only 2½ years, he joined Pepsi-Cola in a position thatoffered him diverse assignments from sales toproduct engineering. By 1997, he reported directlyto that company’s chief financial officer.

Iseghohi left Ford because it was, at the time, noplace for someone with an entrepreneurial spirit,unafraid to challenge the status quo, push the enve-lope and ask the hard questions.

He eventually returned to Ford. “I was convinced thatFord’s top leaders were serious about change,” hesaid. “They understood what it took to attract some-one like me. Talented people don’t want an easyslam-dunk; they want a challenge. They’re passion-ate about winning, and they want the people aroundthem to share that passion. To be a successfulentrepreneur, you must accept risk. You have to becomfortable standing on the precipice asking, ‘Whynot?’” (“Grassroots Leadership-Ford Motor Co.,”www.fastcompany.com/magazine/33/ford.html).

Suggest that at this point in its history, Ford MotorCompany had evidently learned not only to listen tocriticism but also to value it, not just from its custom-ers and competitors, but from employees as well.

• Apply the above example from the business world tothe arenas in which Christian leaders and followershave influence.


Ask:

fWhat is your first reaction when someone offers“constructive criticism” to you?

fIn which areas of your life are you most apt to beopen to criticism (family, relationships, work,church, etc.)?

fIn which areas of your life do you find it mostdifficult to listen objectively to criticism?

fHow often do you offer an opposing opinion orconstructive criticism?

fWhat is the normal reaction of those to whom youexpress an opposing opinion or offer criticism?

• Stress that one of the things wise leaders guardagainst is the seduction of hearing only good news.Instead, they learn to listen to their critics and evalu-ate their opinions. To do that, they surround them-selves not with people who will tell them only whatthey want to hear, but with women and men who areunafraid to speak frankly and openly about theirconvictions. They listen to the people like TomIseghohi who dare to ask “Why?” or “Why not?”Whether we are a leader or a follower, we have aresponsibility both to listen to criticism objectivelyand to offer it in a spirit of furthering the commongood.

Leadership expert Ronald Heifetz of Harvard Univer-sity warns that grandiosity is the enemy of leaderswho want to listen effectively. “Leaders need tocheck their sense of self-importance,” he said.Grandiosity does not always arise from bad inten-

tions, however. “It usually grows out of the normalhuman need to feel important. I don’t know anyhuman being who doesn’t want to feel important,who doesn’t want to matter to other people. Andthose of us who have a strong need to be needed …spend our lives solving other people’s problems. Itmakes us feel needed … But that orientation cre-ates its own kind of problem. The more we demon-strate our capacity to take problems off otherpeople’s shoulders, the more authority we gain intheir eyes—until, finally, we become a senior execu-tive or a CEO. And, by then, the tracks have beenlaid so deeply inside our brain that it becomes hardto stand back, hard to listen, hard to learn fromothers” (“The Leader of the Future,”www.fastcompany.com/magazine/25/heifetz.html).

Explore the Bible

• Introduce the text by relating the following informa-tion about King Ahab:

King Ahab ruled over Israel’s Northern Kingdom fortwo decades. He was married to Jezebel, aPhoenician who was an enthusiastic Baal worshiperand who energetically pushed this worship into thelives of the Israelites. Ahab was both a militaryleader of some renown and a leader in the construc-tion of cities, but his rule was noted more for thehavoc wreaked by the Baal-worship introduced byhis wife.

Point out that the Northern Kingdom had enjoyedunder Ahab three years of peace (1 Kings 22:1), butAhab rather quickly and without discussion or de-bate decided that it was again time to go to war, thistime over Ramoth-gilead.


Read aloud 1 Kings 22:4-5. Note that Ahab enlistedJehoshaphat, the king of Judah, to help him in thisventure. Jehoshaphat met Ahab on Ahab’s turf andat his request and seemed to be in a secondaryposition to Ahab. Jehoshaphat quickly agreed to gointo battle with Ahab, with only one request: hewanted Ahab to get a message from the Lord aboutthe idea.

Suggest that the people of the Northern Kingdomprobably fell quickly in behind Ahab and his decisionto go to war, though the text does not indicate that hecounted the cost of his aggression. As their leader,he was able to stir their national pride and convincethem that this war was the right thing to do.

Lead your class to discuss Ahab’s decisions to thispoint by asking:

fWith whom did Ahab consult about his decisionto go to war?

fAt what point did the idea of the counsel of Godenter the picture?

fWhy do you think Ahab agreed to consult theprophets about his decision?


fWhat was the advice of the 400 prophets Ahabgathered for consultation?

fWhat do you think their motives were in rubber-stamping the king’s decision?

fWhy do you think Jehoshaphat pressed Ahab toask for another prophet’s opinion?

fWho in this situation showed godly wisdom andleadership?

Note Ahab’s reaction to the idea of consulting withthe prophet Micaiah. Then call attention to 1 Kings22:13-18. Note verse 13 and point out that themessenger who had been sent to retrieve Micaiahtried to persuade him to go along with what the other400 prophets had said. Then ask:

fWhat was Micaiah’s response to the messenger?

fHow do you interpret Micaiah’s reply to the king’squestion about the decision to go into battle?

fHow did Ahab take Micaiah’s reply?

Suggest that Micaiah was in a no-win situation.Ahab didn’t believe him when he sarcasticallysuggested he would win the battle, nor did he be-lieve him when he told him the truth about the battle.Still, he spoke “the word of the LORD.”

• Note that Ahab had Micaiah put into prison while hewent off to fight his battle, perhaps in an attempt tosilence him from speaking out against the war. Still,Ahab remembered what Micaiah had said. On theoutside chance that he might be right, Ahab gotJehoshaphat to wear his distinguished-lookingkingly garb, while he dressed as a common soldier.The Syrian soldiers had been instructed to trackdown and kill Israel’s king. Ahab thought he wassafe.


Point out how Ahab’s unhappy story ends. Theenemy soldiers spotted who they thought was theking because of the royal attire, but when they gotcloser, they realized it was not Ahab, so they re-treated. Meanwhile, “a certain man … unknowingly”(v 34) struck Ahab with his arrow. Ahab died as aresult.


• Note that had Ahab been a wise leader, he wouldhave learned to listen to the voices of critics likeMicaiah and his life would have been spared. Hisdecision-making process was flawed from theoutset. He consulted with no one, not even God. Hedid not entertain any opposing views. When pressedto seek “a word from the LORD,” he gathered his“yes-men,” those he knew would support his deci-sion. He went headstrong into battle in spite of thebrave warning from God’s prophet, the lone voice ofdissent.

Remind the class that we can learn leadershiplessons not only from Ahab but also fromJehoshaphat. It was he who advised seeking God’sguidance in the important and costly decision aboutgoing to war.

• Admit that taking criticism and listening to dissent-ing voices is seldom easy. Yet in those voices oftenlies a grain of truth, or sometimes the whole truth, asin the case of Micaiah.

Lead your class members to develop some guide-lines for both offering and accepting criticism. Askthem first to put themselves in the position of beingthe one who will receive the criticism and suggest

how they would want to hear information that mightcontradict their opinion, be perceived as negative orprove that they are wrong.

Next, ask them to put themselves in the position ofone who will offer criticism and suggest ways theymight do that positively and effectively.

Write class members’ suggestions and guidelineson the board, supplementing them with ideas suchas these:

Accepting Criticism

• Expect criticism when you are in a leadershipposition. Every decision will likely make somepeople happy and others unhappy.

• Assume that the person offering the criticism issincere and wants to help. Get to know people wellenough that you know where they are coming fromwith their criticisms and opinions.

• Listen carefully to make certain you understand thenature of the criticism, feedback, input or opinion.

• Learn to weigh criticism objectively. Assume at firstthat it is neither right nor wrong. Listen even to thelone voice of dissent, but also listen to the experi-ences and opinions of others, as well as your own,to test the validity of the one dissenting opinion.

• Invite constructive criticism. Give people permis-sion to offer differing viewpoints and opinions.Create a climate in which constructive feedback isan anticipated occurrence.


• Admit it when you’re wrong.

• Avoid seeking revenge. Be tolerant.

• Avoid becoming passive in your acceptance ofcriticism. Dialogue with the person. Maintain yourself-confidence.

Offering Criticism

• Be specific and clear. Avoid being vague.

• If you raise a problem, offer a solution.

• Offer criticism sincerely and in an effort to improvethings.

• Avoid personal attacks. Address issues andsituations, not personalities.

• Express both what you like and what you don’t like,what you see as positive as well as the negative youperceive.

• Avoid automatically assuming you are right and theother person is wrong. Sometimes you may both beright.

• Close with prayer, asking God to enable you toavoid the temptation of playing to the crowds. Praythat as you both lead, you will have the wisdom tolisten to critics who speak the truth. Pray that as youfollow, you will have the courage to be the lone voiceof dissent when it means revealing the truth.

Experiencing BurnoutLeaders Guide

1 Kings 191Ahab told Jezebel all that Elijah had done, and how he hadkilled all the prophets with the sword. 2Then Jezebel sent amessenger to Elijah, saying, “So may the gods do to me, andmore also, if I do not make your life like the life of one of themby this time tomorrow.” 3Then he was afraid; he got up and fledfor his life, and came to Beer-sheba, which belongs to Judah;he left his servant there. 4But he himself went a day’s journeyinto the wilderness, and came and sat down under a solitarybroom tree. He asked that he might die: “It is enough; now, OLORD, take away my life, for I am no better than my ancestors.”5Then he lay down under the broom tree and fell asleep. Sud-denly an angel touched him and said to him, “Get up and eat.”6He looked, and there at his head was a cake baked on hotstones, and a jar of water. He ate and drank, and lay downagain. 7The angel of the LORD came a second time, touchedhim, and said, “Get up and eat, otherwise the journey will be toomuch for you.” 8He got up, and ate and drank; then he went inthe strength of that food forty days and forty nights to Horeb themount of God. 9At that place he came to a cave, and spent thenight there. Then the word of the LORD came to him, saying,“What are you doing here, Elijah?” 10He answered, “I have beenvery zealous for the LORD, the God of hosts; for the Israeliteshave forsaken your covenant, thrown down your altars, and killedyour prophets with the sword. I alone am left, and they areseeking my life, to take it away.” 11He said, “Go out and stand onthe mountain before the LORD, for the LORD is about to passby. Now there was a great wind, so strong that it was splittingmountains and breaking rocks in pieces before the LORD, butthe LORD was not in the wind; and after the wind an earthquake,but the LORD was not in the earthquake; 12and after the earth-quake a fire; and after the fire a sound of sheer silence. 13WhenElijah heard it, he wrapped his face in his mantle and went outand stood at the entrance of the cave. Then there came a voiceto him that said, “What are you doing here, Elijah?” 14He an-swered, “I have been very zealous for the LORD, the God ofhosts; for the Israelites have forsaken your covenant, throwndown your altars, and killed your prophets with the sword. I alone

Experiencing Burnout http://www.acaciaresources.com Looking at Leadership

am left, and they are seeking my life, to take it away.” 15Then theLORD said to him, “Go, return on your way to the wilderness ofDamascus; when you arrive, you shall anoint Hazael as kingover Aram. 16Also you shall anoint Jehu son of Nimshi as kingover Israel; and you shall anoint Elisha son of Shaphat of Abel-meholah as prophet in your place. 17Whoever escapes from thesword of Hazael, Jehu shall kill; and whoever escapes from thesword of Jehu, Elisha shall kill. 18Yet will I leave seven thousandin Israel, all the knees that have not bowed to Baal, and everymouth that has not kissed him.” 19So he set out from there, andfound Elisha son of Shaphat, who was plowing. There weretwelve yoke of oxen ahead of him, and he was with the twelfth.Elijah passed by him and threw his mantle over him. 20He left theoxen, ran after Elijah, and said, “Let me kiss my father and mymother, and then I will follow you.” Then Elijah said to him, “Goback again; for what have I done to you?” 21He returned fromfollowing him, took the yoke of oxen, and slaughtered them;using the equipment from the oxen, he boiled their flesh, andgave it to the people, and they ate. Then he set out and followedElijah, and became his servant.

Theme: Wise leaders recognize their vulnerabilityto burnout.

Before You Teach


As You Teach


• Read aloud the following scenarios in succession,without comment. If you prefer, photocopy themahead of time and distribute them among classmembers to read.

Scenario 1John took the fast track through high school, gradu-ating at the age of 16. With a college diploma inhand by the time he was 19, he immediately enteredgraduate school, where he quickly earned his MBA.Courted by a number of Fortune 500 companies, hesoon accepted a high-level position in one of them,where he climbed the corporate ladder with thesame speed he had completed his education. At theage of 30, he manages a large staff, occupies acoveted corner office, reports directly to the CEOand commands a six-figure salary. Normally quitehealth- and fitness-conscious, lately he has sleptthrough his 4:30 A.M. alarm that would send himracing to the gym. In spite of the extra sleep, he canbarely drag himself out of bed each morning. Onceat work, he has difficulty concentrating and often fallsasleep during meetings.

Scenario 2Margaret wistfully watched her youngest child leavefor college but quickly set about redecorating herhouse and continuing the full slate of civic andvolunteer responsibilities she had held for a numberof years. When her widowed mother’s health beganto decline quickly, she moved her into her home andassumed full responsibility for her care. After herhusband’s long-time administrative assistant retired,she began working half-days at the business herhusband owns. A school board member’s suddenjob transfer left a vacancy, and numerous friends andsupporters coerced her into running to fill that posi-tion. She won by a wide margin and added yetanother responsibility to her already overcrowdedresume. Lately she finds herself wide awake at 2A.M., unable to go back to sleep, pacing the floor orstaring at the clock. Her appetite has all but disap-


peared, and friends regularly comment that a strongwind will blow her away. She frequently finds herselfapologizing to her husband for a snappy commentor sarcastic remark.

Scenario 3Donald had worked for the same company for over40 years, joining them directly out of college. He wasa loyal, dedicated employee who seldom missedwork due to illness and rarely took all of his availablevacation. What times he was not at work, it seemed,he was at the church he and his wife had joinedshortly after they married. He served as a deacon,chair of the personnel committee, member of thebuilding and grounds committee and sang in thechoir. After his wife died suddenly following a stroke,he threw himself even more completely into his joband church responsibilities. When his company wasbought out by a larger interest, things at work grewincreasingly uncomfortable for him and some of theolder workers. Finally he accepted the newcompany’s offer for early retirement, took his sever-ance package and went home to an empty house.He has difficulty deciding what to do each day, andevenings are almost unbearable. He has gone on acouple of day trips with the senior adult group fromchurch, but he feels out of place without his wife andcompanion of 40 years. There’s only so much main-tenance work he can do at home and at church, anddaytime television seems silly and mindless to him.His children are nearby, so they visit regularly, butthey are busy with their own children and jobs.Occasionally he wonders if it would matter much ifhe were no longer around.

• After all three scenarios have been read, ask:

fHow would you characterize each of these people?

fDo they have anything in common? If so, what?

fIf you were in a position to advise each of them, whatwould you suggest that they do?

Suggest that while each of these individuals is at adifferent age and stage in life and each has a differentset of circumstances, each seems to be plummeting ona downward spiral toward burnout and possible depres-sion. Note that leaders in every arena are subject toburnout. Wise leaders recognize their vulnerability andtake steps to guard against it.

Explore the Bible

• Set the stage for the study of 1 Kings 19 by brieflyreviewing the events in Elijah’s life leading up to thispoint. Use the information in the Students Guide andthe related scripture to recall events such as:

Elijah’s prediction of the drought (1 Kings 17:1-7);

Elijah’s miracle at the home of the widow ofZarephath (1 Kings 17:8-16);

Elijah’s miracle in reviving the widow’s son (1 Kings17:17-24);

Elijah’s message to Ahab (1 Kings 18:1-17);

Elijah’s victory over the prophets of Baal (1 Kings18:20-40);

The end of the drought (1 Kings 18:41-46).


• Read aloud 1 Kings 1:1-3a. Note Jezebel’s re-sponse to Ahab’s account of the events at MountCarmel and Elijah’s response to her message.Remind the class that Jezebel likely meant what shesaid. She earlier had prophets of the LORD killed(18:4,13).

Ask a volunteer to read aloud 1 Kings 19:3b-7 andlead the class to discuss the sequence of events byasking such questions as:

fWhat was Elijah’s mental and emotional state?

fWhat did he ask of God?

fWhat did he mean when he said, “I am no betterthan my ancestors” (v 4)?

fWhat did God do for Elijah?

Note that Elijah displayed many of the classicalsigns of depression: he ran from his problems;wanted to die; slept a great deal; had to be told toeat and expressed feelings of failure. Also point outthat, in spite of Elijah’s deep self-pity, God met hisneeds and gave him what he needed.

• Ask class members to locate 1 Kings 19:8-18 intheir Bibles and follow along as you read aloud andask them to comment on various verses. Supple-ment their input with the following observations asnecessary:

Verse 8: Elijah’s destination was Horeb, which isanother name for Mount Sinai, where Moses hadearlier encountered God in an unmistakable way.

Verse 9: God knew Elijah was there and spoketo him by name.

Verse 10: Elijah’s self-pity continued, and hisperception of reality was skewed. He was notalone in his faithfulness to God, and his assertionthat the people had killed God’s prophets wasunsubstantiated.

Verses 11-12: God provided a number of signsnormally associated with the power and visibleappearance of the divine, yet Elijah did not findGod in any of these. Then there was silence.

Verses 13-14: Elijah knew he was in God’spresence. God spoke to him again, just as hehad in verse 9. Elijah replied to God in exactlythe same way he had earlier.

Verse 15: God gave Elijah clear instructionsabout what he should do next.

• Ask a volunteer to read aloud 1 Kings 19:19-21.Point out that though what Elijah did seems strangeto us, Elisha evidently understood the gesture andknew that it meant that he was being entrusted withprophetic leadership. He would eventually takeElijah’s place.

Point out that God knew what Elijah needed through-out this difficult time in his life and continually met hisneeds. Though Elijah engaged in self-pity much ofthe time, God still talked with him and listened tohim, leading him out of his depressed state andshowing him how the prophetic work would continueunder new leadership.



• Suggest that leadership is difficult not only for lead-ers but also for followers. Leaders who stay thecourse for the long haul do what is necessary tomaintain personal stamina and passion and helpinstill those values in the people they lead.

Harvard University’s Ronald Heifetz asserts thatleaders “need a sanctuary, a place where they cango to get back in touch with the worth of their life andthe worth of their work” (www.fastcomapny.com/magazine/25/heifetz.html). By this he does notnecessarily mean a physical place, or even anextended sabbatical leave. “I’m talking about practi-cal sanctuaries—daily moments that function assanctuaries,” he said.

Heifetz explained that he has a rabbi friend whosends a daily email message containing interpreta-tion of one word from the Bible. As he reads hisother email messages each day, he also takes timeto read this message. “It roots me in a differentreality, a different source of meaning.”

Each person must find his or her own particular“sanctuary,” Heifetz believes, and we must avoid thetemptation to treat these as expendable luxuries.They are instead necessities.

“I live in Boston,” he said. “No one would live inBoston without owning a winter coat. But countlesspeople think that they can exercise leadershipwithout partners or without a sanctuary. To stay aliveas leaders—to tend the wounds that we inevitablyreceive when we raise tough questions—requires

maintaining these structures in our lives”(www.fastcompany.com/magazine/25/heifetz.html).

• Close with prayer, thanking God for divine provisionand continuing presence in your lives. Ask God tohelp you prioritize your lives and balance them tomanage stress and avoid burnout, making you moreeffective leaders and followers.

Passing Along the Leadership Mantle http://www.acaciaresources.com Looking at Leadership

Passing Along the Leadership MantleLeaders Guide

2 Kings 2:1-181Now when the LORD was about to take Elijah up to heaven bya whirlwind, Elijah and Elisha were on their way from Gilgal.2Elijah said to Elisha, “Stay here; for the LORD has sent me asfar as Bethel.” But Elisha said, “As the LORD lives, and as youyourself live, I will not leave you.” So they went down to Bethel.3The company of prophets who were in Bethel came out toElisha, and said to him, “Do you know that today the LORD willtake your master away from you?” And he said, “Yes, I know;keep silent.” 4Elijah said to him, “Elisha, stay here; for theLORD has sent me to Jericho.” But he said, “As the LORDlives, and as you yourself live, I will not leave you.” So theycame to Jericho. 5The company of prophets who were atJericho drew near to Elisha, and said to him, “Do you know thattoday the LORD will take your master away from you?” And heanswered, “Yes, I know; be silent.” 6Then Elijah said to him,“Stay here; for the LORD has sent me to the Jordan.” But hesaid, “As the LORD lives, and as you yourself live, I will notleave you.” So the two of them went on. 7Fifty men of thecompany of prophets also went, and stood at some distancefrom them, as they both were standing by the Jordan. 8ThenElijah took his mantle and rolled it up, and struck the water;the water was parted to the one side and to the other, until thetwo of them crossed on dry ground. 9When they had crossed,Elijah said to Elisha, “Tell me what I may do for you, before Iam taken from you.” Elisha said, “Please let me inherit adouble share of your spirit.” 10He responded, “You have asked ahard thing; yet, if you see me as I am being taken from you, itwill be granted you; if not, it will not.” 11As they continuedwalking and talking, a chariot of fire and horses of fire sepa-rated the two of them, and Elijah ascended in a whirlwind intoheaven.12Elisha kept watching and crying out, “Father, father!The chariots of Israel and its horsemen!” But when he could nolonger see him, he grasped his own clothes and tore them intwo pieces. 13He picked up the mantle of Elijah that had fallenfrom him, and went back and stood on the bank of the Jordan.14He took the mantle of Elijah that had fallen from him, andstruck the water, saying, “Where is the LORD, the God of

Elijah?” When he had struck the water, the water was parted tothe one side and to the other, and Elisha went over. 15When thecompany of prophets who were at Jericho saw him at a distance,they declared, “The spirit of Elijah rests on Elisha.” They came tomeet him and bowed to the ground before him.16They said to him,“See now, we have fifty strong men among your servants; pleaselet them go and seek your master; it may be that the spirit of theLORD has caught him up and thrown him down on some moun-tain or into some valley.” He responded, “No, do not send them”17But when they urged him until he was ashamed, he said, “Sendthem.” So they sent fifty men who searched for three days but didnot find him. 18When they came back to him (he had remained atJericho), he said to them, “Did I not say to you, Do not go?”

Theme: Wise leaders know both when to acceptthe mantle of leadership and when to pass it alongto someone else.

Before You Teach


• Review the following online article as you prepareconcluding comments that will help class membersapply the truths of this scripture:

“Executive Coaching,” (www.ethicsdaily.com/article_detail.cfm?AID=3168).

As You Teach


• Begin by relating the following analogy from GordonMacKenzie, longtime creative director at Hallmark,from his book Orbiting the Giant Hairball:


“My last boss at Hallmark, a fellow by the name ofBob Kipp, sat at the wheel of one of the corporatespeedboats. I was at the end of a towline on waterskis. We spent our time together skimming acrossthe great Lake Hallmark. Kipp was so sure of whohe was and why he was where he was and wherethe power was that he was not threatened at allwhen I would ski around in a wide arc until I was upeven with the boat and sometimes even past it. Heknew I was not going to start pulling the boat withhim in it. It just doesn’t work that way. The powerremains in the boat. But, in allowing me to ski pasthim—in a sense, allowing me to lead—he wouldunleash in me an excitement about our enterprisethat served our shared goals” (“Unleashing theLeaders Around You,” www.christianitytoday.com).

• Suggest that developing new leaders and subse-quent leadership transitions, whether they are inbusiness, education, church, civic or volunteerarenas, are delicate at best and often fraught withland mines. Resentment, unwillingness to let go, oldloyalties, rivalry, lack of respect, manipulation,unresolved issues and numerous other realitiespresent both old and new leaders, as well as thosethey lead, with opportunities either to respond withgrace and creativity or with resistance and anger.

Engage the class in discussion about leadershiptransitions they have navigated by asking suchquestions as:

fWhat were the circumstances of the leadershipchange?

fWhat did the tenured leader do to prepare for thetransition?

fWhat could he or she have done better?

fWhat did the new leader do to initiate a clear, newbeginning?

fWhat could he or she have done better?

fHow did the followers in the situation respond tothe tenured leader? To the new leader?

fWhat were the results of the leadership transi-tion? Smooth? Rocky?

fWas the organization or group able to moveahead? Was it set back?

Following this discussion, read aloud this statementfrom Gordon MacKenzie: “If you are in a position ofpower and want to lead well, remember: Allow thoseyou lead … to lead … when they feel the need. All willbenefit.”

Stress that wise leaders know both when to acceptthe mantle of leadership and when to pass it alongto someone else. They take deliberate steps toensure a smooth transition and success for theirsuccessor.

Explore the Bible

• Recall for the class Elijah’s experiences at Horeband following, as God made clear to him that it wastime for him to anoint a successor in his propheticministry. Note that 1 Kings 2 opens with the accountof Elisha, his successor, preparing to say good-byeto him.


Ask someone to read aloud verses 1-8; then ask:

fWhat can you conclude about the relationshipbetween Elijah and Elisha?

fWhy do you think Elisha was reluctant for Elijahto leave him behind? Why did he insist on continu-ing to go along with him?

fWhat was the response of the other prophets inthe company? Why do you think Elisha’s responsewas so different?

Note what Elijah did with his mantle in verse 8 andrecall what he did with his mantle when he tappedElisha as his successor. Suggest that Elijah’smantle was for him a symbol just as Moses’ rod andstaff were for him.

• Read aloud 1 Kings 2:9-12 and note that before heleft, Elijah asked Elisha if there was anything hecould do for him. Then ask:

fWhat did Elisha request of Elijah?

f How did Elisha know whether he would begranted his request?

Note that “the double portion” is the portion of theinheritance reserved for the eldest son. In makingthis request, Elisha was asking to be treated asElijah’s sole heir. His request showed respect andappreciation for his mentor and reveals humility.

• Call attention to 1 Kings 2:13-18. Note again thefunction of the mantle. Elisha symbolized the transi-tion between Elijah and himself by picking up

Elijah’s mantle. When he struck the water with it, thewater parted and he was able to cross to where theother prophets were. Note verse 15 and point outthat even from a distance, the other prophets couldtell that Elijah’s power and role had been transferredto him, and they recognized him immediately asElijah’s successor.

Ask a volunteer to read aloud 2 Kings 2:16-17; thenask:

fGiven their response to Elisha when they sawhim coming toward them, why do you think theother prophets insisted on going to search forElijah?

fWhy do you think Elisha relented and agreed tolet the prophets go and search for Elijah?

• Using information from the Students Guide, reviewthe suggestions for making smooth transitions fromBill Bridges’ book. Note especially what he sug-gests in the three separate processes of The End-ing/Saying Good-bye, Shifting into Neutral and TheBeginning/Moving Forward.

Suggest that Elijah and Elisha navigated a smoothleadership transition because they said a propergood-bye, spent adequate time in the neutral zoneand marked a specific ending and new beginning.


• Lead class members to apply the examples of Elijahand Elisha in their arenas of influence by introducingsome of the ideas from Jeff Woods in his article“Executive Coaching” (www.ethicsdaily.com).


Note that “coaching is future-oriented rather thanfocused upon the past. Coaching differs from train-ing in that coachees learn from their own mistakesrather than mistakes made by previous learners. …Unlike mentoring, coaching does not result in asymbiotic relationship. Coaching focuses all of itsefforts on bringing out the best in the coachee. …Coaching works, because all of its energy is gearedtoward the individual seeking to develop” (“Execu-tive Coaching,” www.ethicsdaily.com/article_detail.cfm?AID=3168).

• Ask class members to give examples of times theywere in a role similar either to a coach or acoachee. Then ask:

fWhat did you or your coach do that was mosthelpful?

fWhat could you or your coach have done moreeffectively?

fWhat opportunities do you currently have toserve as a coach for someone who has leadershippotential? How do you plan to encourage thatperson to develop to their full potential?

• Close with prayer, asking God to help you know bothwhen to accept new leadership responsibilities andwhen to turn responsibilities over to someone else.

Making Risky DecisionsLeaders Guide

2 Kings 5:1-191Naaman, commander of the army of the king of Aram, was agreat man and in high favor with his master, because by himthe LORD had given victory to Aram. The man, though amighty warrior, suffered from leprosy. 2 Now the Arameans onone of their raids had taken a young girl captive from the landof Israel, and she served Naaman’s wife.3She said to hermistress, “If only my lord were with the prophet who is inSamaria! He would cure him of his leprosy.” 4So Naaman wentin and told his lord just what the girl from the land of Israel hadsaid. 5And the king of Aram said, “Go then, and I will sendalong a letter to the king of Israel.” He went, taking with himten talents of silver, six thousand shekels of gold, and tensets of garments. 6He brought the letter to the king of Israel,which read, “When this letter reaches you, know that I havesent to you my servant Naaman, that you may cure him of hisleprosy.” 7When the king of Israel read the letter, he tore hisclothes and said, “Am I God, to give death or life, that thisman sends word to me to cure a man of his leprosy? Justlook and see how he is trying to pick a quarrel with me.” 8Butwhen Elisha the man of God heard that the king of Israel hadtorn his clothes, he sent a message to the king, “Why haveyou torn your clothes? Let him come to me, that he may learnthat there is a prophet in Israel.” 9So Naaman came with hishorses and chariots, and halted at the entrance of Elisha’shouse. 10Elisha sent a messenger to him, saying, “Go, wash inthe Jordan seven times, and your flesh shall be restored andyou shall be clean.” 11But Naaman became angry and wentaway, saying, “I thought that for me he would surely come out,and stand and call on the name of the LORD his God, andwould wave his hand over the spot, and cure the leprosy! 12Arenot Abana and Pharpar, the rivers of Damascus, better thanall the waters of Israel? Could I not wash in them, and beclean?” He turned and went away in a rage. 13But his servantsapproached and said to him, “Father, if the prophet hadcommanded you to do something difficult, would you not havedone it? How much more, when all he said to you was, ‘Wash,and be clean’?” 14So he went down and immersed himselfseven times in the Jordan, according to the word of the man

Making Risky Decisions http://www.acaciaresources.com Looking at Leadership

of God; his flesh was restored like the flesh of a young boy,and he was clean. 15Then he returned to the man of God, heand all his company; he came and stood before him and said,“Now I know that there is no God in all the earth except inIsrael; please accept a present from your servant.” 16But hesaid, “As the LORD lives, whom I serve, I will accept nothing!”17Then Naaman said, “If not, please let two muleloads of earthbe given to your servant; for your servant will no longer offerburnt offering or sacrifice to any god except the LORD. 18Butmay the LORD pardon your servant on one count: when mymaster goes into the house of Rimmon to worship there,leaning on my arm, and I bow down in the house of Rimmon,when I do bow down in the house of Rimmon, may the LORDpardon your servant on this one count.” 19He said to him, “Go inpeace.”

Theme: Wise leaders act boldly in the face ofrisk.

Before You Teach


As You Teach


• Ask class members who have seen the 1993Steven Spielberg movie, “Schindler’s List,” to recallits storyline, particularly details related to the titlecharacter, Oskar Schindler. Supplement their com-ments with the following information as necessary:

“Schindler’s List” tells the story of Oskar Schindler,an aspiring German industrialist. Born into a Catho-lic family in Austria-Hungary, he was raised withmoney and privilege. At an early age, Schindler

developed a reputation for womanizing and harddrinking. Even after he married Emilie Pelzl in 1928,he purportedly almost always had a mistress or two.

After joining the Nazi party, he and Emilie eventuallymoved to Krakow, Poland, which by 1941 hadbecome occupied by the Nazis. Schindler took overthe apartment of a Jewish family and also gainedcontrol of a Jewish-owned factory in a get-rich-quickscheme.

Factory employees were classified as “essentialworkers” and were therefore exempt from “resettle-ment” in concentration camps. Itzhak Stern, anaccountant at the factory, conceived of a way to saveJewish lives by employing musicians, academi-cians, rabbis and others at the factory. Aware ofwhat Stern was doing, Schindler looked the otherway and permitted it to happen.

As the Nazis began to exterminate Jews, Schindlerpromised to protect his factory workers. Even after aNazi commandant, Amon Goeth, brutally liquidatedthe ghetto to which the Jews had been confined andsent the surviving Jews into forced labor, Schindlerbribed Goeth to allow him to re-establish the factorywithin the walls of the labor camp. The factory workcontinued there much as it had.

Though he never really gave a clear explanation forwhy he protected and saved the lives of so manyJews, Schindler reportedly said, “I knew the peoplewho worked for me. When you know people, youhave to behave towards them like human beings”(www.chasingthefrog.com/reelfaces/schindlerslist.php).


One of the Jews whose life Schindler saved said,“The movie didn’t show all the little things he did; hecame around and greeted you. I had food, protec-tion, and hope.”

Another said, “I don’t know why he was so good tous, but I would say, ‘Thank you very much,’ becausehe saved my life.”

• Note that following the war, Oskar Schindler lost hisGerman citizenship. He went to Argentina with hiswife, his mistress and a group of the Jewish factoryworkers, where they bought a farm. In 1958, he leftthat group behind—including his wife and mis-tress—and returned to Germany. He spent the restof his life traveling between Germany and Israel andliving on handouts from many of the Jews whoselives he had helped save, because his numerousbusiness ventures failed. He died in 1974.

Then ask:

fWas Oskar Schindler a wise leader? Why or whynot?

fWhat risks did he take?

fWhat did his choices cost him personally?

Stress that Oskar Schindler hardly lived the life of asaint and was not immune from personal problems,yet he did act boldly and take significant risks tosave the lives of hundreds of Jews. He had no wayof knowing what results his actions would have.

Suggest that leaders often face choices filled withrisk where decisions are not clear-cut. Such was the

case in the story of Naaman, a powerful man with aterrible problem.

Explore the Bible

• Read aloud 2 Kings 5:1-4. Using the text and infor-mation in the Students Guide, provide a profile ofNaaman. Note that he was “a great man … a mightywarrior,” and that God had used him to bring victoryto Aram. That placed him in high standing withAram’s king.

Point out that Naaman’s military victories had comeat the expense of the Israelites, yet it was Yahweh,Israel’s God, who had blessed him with these victo-ries. Then ask:

fWhat was Naaman’s problem?

fDo you find it unusual that a slave girl dared tospeak up like she did?

fWhat did the slave girl advise?

fWho was the real leader here?

fDoes a person have to be an acknowledgedleader in order to lead?


fDoes it seem unusual to you that the king wouldlisten to and act on what a slave girl said?

fWhat was the Israelite king’s reaction to the letterfrom Aram’s king? Why did he react this way?


fWhat important point in the slave girl’s advice didthe Aramean king overlook?

fWhy did the Israelite king appear equally fool-ish?

• Call attention to the sequence of events in 2 Kings5:8-14:

Elisha intervened with the king (v 8);

Naaman went to Elisha’s house (v 9);

Elisha did not receive Naaman personally, insteadsending a messenger to tell him what to do (v 10);

Naaman responded in anger, yet acknowledged thatElisha’s God could cure his leprosy (v 11-12);

Naaman’s servants intervened and convinced him todo what Elisha said to do (v 13);

Naaman did as Elisha ordered and was healed (v14).

Lead the class to respond to what happened byasking such questions as:

fWhat was Elisha’s motive in intervening with theking?

fWhy did Elisha send a messenger out toNaaman, rather than going out to meet him him-self?

fWhy do you think Elisha prescribed such anunusual method for the cure?

fDo you think Elisha intended to make Naamanangry? Why or why not?

fWho were the real leaders here? Elisha?Naaman? Naaman’s servants? All of them? Why?

fWho took the greatest risks?

Read aloud 2 Kings 5:15-19 and note the results ofthis incident for Naaman and for Elisha. Note thatwhile the episode closed positively—Naaman wascured; Elisha proved that God was powerful and incontrol; Naaman acknowledged Israel’s God as theone true God; Elisha rejected “payment” that wouldhave obligated him to those in power—things werenot wrapped up neatly.

Naaman wanted to worship Israel’s God alone, buthe had to be “patriotic” and follow the Aramean kinginto pagan temples to worship the god Rimmon.Elisha evidently gave him the nod to do so. We alsodo not know whether Naaman would continue theborder raids on Israel, whether the Israelite girl whosuggested the source for Naaman’s cure remaineda slave and whether Naaman kept true to his prom-ise to worship God alone.


• Remind the class that good leaders take risks.Naaman listened to his wife’s slave girl and to hisservants. The slave girl and the servants boldlyspoke up, disregarding their lowly station. Elisharisked making Naaman angry in order to proveGod’s power. Each of them refused to allow thepositions in which society, culture and circumstancehad placed them to prevent them from taking some


risks and exercising leadership. None of them knewthe outcome of their decisions, yet each acteddecisively.

• Relate the following incident:

Barely six weeks into the job as President of theUnited States following John F. Kennedy Jr.’s assas-sination, Lyndon B. Johnson called Roy Wilkins,executive secretary of the NAACP. He urged Wilkinsto begin taking deliberate and purposeful action onthe civil rights issue. He also gave Wilkins adviceabout how to talk with Everett Dirksen, the senateminority leader.

Johnson knew that he was supposed to be thepresident for all of the people. He could not do forthe Civil Rights Act of 1964 what people like Wilkinsand Martin Luther King Jr. could do. But he couldfollow through once they generated a sense ofurgency and political will among the people.

What he did was risky and took courage. By callingattention to this issue, he created discomfort for a lotof people. But he believed the time was right and thecause was just (www.fastcompany.com/magazine/25/heifetz.html).

• Close with prayer, asking God to enable you to listento advice from people regardless of their social orcultural position. Pray that God will give you thewisdom to act boldly and take the risks necessary tohelp fulfill the divine plan.

Running After WealthLeaders Guide

2 Kings 5:19b-2719But when Naaman had gone from him a short distance,20Gehazi, the servant of Elisha the man of God, thought, “Mymaster has let that Aramean Naaman off too lightly by notaccepting from him what he offered. As the LORD lives, I will runafter him and get something out of him.” 21So Gehazi went afterNaaman. When Naaman saw someone running after him, hejumped down from the chariot to meet him and said, “Is every-thing all right?” 22He replied, “Yes, but my master has sent me tosay ‘Two members of a company of prophets have just come tome from the hill country of Ephraim; please give them a talent ofsilver and two changes of clothing.’” 23Naaman said, “Pleaseaccept two talents.” He urged him, and tied up two talents ofsilver in two bags, with two changes of clothing, and gave themto two of his servants, who carried them in front of Gehazi.24When he came to the citadel, he took the bags from them, andstored them inside; he dismissed the men, and they left. 25Hewent in and stood before his master; and Elisha said to him,“Where have you been, Gehazi?” He answered, “Your servanthas not gone anywhere at all.” 26But he said to him, “Did I not gowith you in spirit when someone left his chariot to meet you? Isthis a time to accept money and to accept clothing, olive or-chards and vineyards, sheep and oxen, and male and femaleslaves? 27Therefore the leprosy of Naaman shall cling to you,and to your descendants forever.” So he left his presenceleprous, as white as snow.

Theme: Wise leaders turn from the temptation ofgreed.

Before You Teach


Running After Wealth http://www.acaciaresources.com Looking at Leadership

• Obtain from newspapers, news magazines andnews Web sites examples of greed from varioussectors of society. Use these in place of or in addi-tion to the suggestions for introducing or concludingthe lesson.

As You Teach


• Lead the class to think about the temptation togreed that many leaders face. Ask them to recallfacts surrounding the well-publicized rise and fall offormer televangelist Jim Bakker. Supplement thediscussion with the following information as neces-sary:

In the mid-1980s, Jim Bakker was adored by mil-lions as head of a multi-million dollar religiousempire consisting of Heritage USA, PTL and theInspirational Network. In order to build HeritageUSA, a combination Christian retreat center andamusement park, he and then-wife Tammy Faye hadto raise a half million dollars every day. Theyachieved this through soliciting donations on theirwidely popular television shows where Bakkerpreached a prosperity gospel of optimism, healthand wealth.

Viewers responded more than generously, evenafter the park was built. At its peak, Heritage USAdrew 6 million visitors annually, and the Bakkersenjoyed a lavish lifestyle filled with all the amenitiesmoney could buy. Their fund-raising often tookpriority over their child-raising, and they tried tocompensate by lavishing their children with gifts.

“They got everything they wanted because we felt soguilty about having to work so much—all they had todo is name a gift,” Tammy Faye said (“Scandal andRedemption,” www.abcnews.com).

Bakker’s empire came crashing down in 1987 afterreports surfaced about his affair with a churchsecretary. Legal troubles closely followed. He wasconvicted in 1989 of mail and wire fraud related tofundraising efforts at PTL and was sentenced to 45years in federal prison. While in prison, he andTammy Faye divorced. He was released afterserving five years, during which time he says hemade considerable changes in his life and his wayof thinking.

In a 1997 interview, he recalled that he used to teachpeople not to pray “Thy will be done when they wanta new car,” but instead just to “claim it. I preachedthat God wanted everybody to be rich and prosper-ous, with no pain and no problems—a Pollyannagospel. … I had taught people to fall in love withmoney. The deceitfulness of riches and the lust forother things had choked out the Word of God in mylife and in the lives of my family members and co-workers” (“Jim Bakker Interview,” www.pbi.ab.ca/servant/archive/1997win/BAKKER_INTERVIEW.HTM).

He admits that prior to his downfall, he “preachedselectively” and “skipped over things.” He says hetried to rationalize away ideas like the love of moneybeing the root of evil. “What I did was proof texting.… I took success books and put scriptures to them.”

• Point out that Bakker is certainly not the first publicfigure or person in leadership to fall to the tempta-


tion of greed. News accounts regularly reveal detailsabout CEOs, coaches, educators, politicians—people in every sector of society—who have allowedgreed to motivate their decisions and cloud theirjudgment. Many now face the consequences of theiractions, including courtroom trials, bankruptcy, jailtime, breakup of family and loss of respect andinfluence.

High-profile and high-powered leaders often run inaffluent circles, surrounded by wealthy people andlavish material possessions. Some believe that theirpositions entitle them to additional wealth andthings. And some followers are loyal to leadersprimarily because of what the relationship can do forthem personally.

• Make two columns on a board or chart. Label one,Money; label the other, Greed. Ask class membersto suggest outcomes or results of each. List theirideas in the appropriate column. Include sugges-tions such as these:

Money GreedConvenience Poor stewardshipPower InequityInfluence Unfair distribution of

resourcesComfort ResentmentFreedom from worry JealousyPursuit of personal interests DishonestyPhilanthropy Unfulfilled need to amass

moreOpportunity Misplace priorities

Lead class members to consider where the fine lineexists between having enough money and becominggreedy. Ask them such questions as:

fWhen are the conveniences, power and influ-ence of money a good thing for leaders? When dothey become destructive?

fWhat causes leaders to become greedy?

Explore the Bible

• Introduce the main characters in this biblical text:Naaman, Elisha and Gehazi. Ask class members torecall the sequence of events that brought Naamanand Elisha together (2 Kings 5:1-19).

Identify Gehazi as Elisha’s servant, but note that thisdesignation was not the same as “slave.” Gehazi,because of his association with Elisha, enjoyed acertain degree of privilege and influence. He re-tained personal dignity and some autonomy andwas not considered Elisha’s “property.” Instead, heassisted the prophet Elisha in his ministry.

Read aloud 2 Kings 5:19b-20 and note that thisincident takes place immediately followingNaaman’s cure from leprosy. Naaman had evidentlybegun his return home, and Elisha was apparentlynowhere around. Note that Gehazi accused “Elishathe man of God” with letting “that Aramean off toolightly.” Gehazi thought, for whatever reason, thatElisha should have accepted the gifts Naamanoffered him in return for curing his leprosy.

Ask:


fWhy was it so important that Elisha refuse pay-ment from Naaman?

Remind the class of the prophetic tradition in whichElisha stood. He, Elijah and others of God’s proph-ets stood in stark contrast to many false prophets ofthat day who told people only what they wanted tohear and were handsomely rewarded as a result.Elisha was determined to serve God purely out ofobedience to God’s direction and expected nocompensation for what he did.

• Ask a volunteer to read aloud 2 Kings 5:21-24. Thenask class members to list in order the rapid se-quence of events: Gehazi went after Naaman, lied tohim, received from Naaman twice as much as heoriginally asked and hid what Naaman had givenhim.

Remind the class that Naaman felt indebted toElisha and would have jumped at the chance to helphim. Gehazi knew this and took advantage of thatfact for his own personal benefit. Then ask:

fWhat did Gehazi’s actions reveal about him?

fHow did Gehazi’s actions affect Elisha and hisministry?

fWhat did Gehazi’s actions say to Naaman aboutGod and God’s grace?

fWhat did Gehazi’s actions say to Naaman abouthow Elisha’s needs were met?

Point out how Gehazi’s greed had a wide-rangingeffect. What he chose to do reflected not just his

personal values and attitudes but also reflected onElisha and affected Elisha’s ministry and influence.They also affected Naaman’s understandings ofGod and God’s ways, no doubt causing confusionfor one who had only moments before acknowl-edged Israel’s God and committed to worship God.Gehazi knew how wrong his actions were as evi-denced by his attempts to hide the silver andclothes.

• Bring Gehazi’s story to a conclusion by readingaloud 2 Kings 5:25-27. Then ask:

fHow do you think Elisha knew what Gehazi haddone?

fWhat were the consequences for Gehazi?

fWhat significance do you attach to the fact thatGehazi’s deeds resulted in his being afflicted withleprosy?

Point out that Gehazi, like others caught in the cycleof greed, sought under false pretenses things whichwere not rightfully his. One sin led to another, and hisgreed destroyed his reputation and his relationshipwith Elisha. It also harmed Elisha’s ministry. Ulti-mately, his greed cost him his health.


• Challenge class members to identify the characterand movie which introduced this mantra: “Greed isgood. Greed is right. Greed works.”

Lead them to recall the 1987 movie “Wall Street,”which starred Michael Douglas as a ruthless stock-


broker named Gordon Gekko. For Gekko, greedwas good, right and worked. He also said, “I makenothing, I own.”

Gekko amassed his fortunes as a Wall Street stock-broker using illegal insider information. CharlieSheen plays a younger broker who goes to work forGekko, eventually running his portfolio in a way thatincriminates him but keeps Gekko out of trouble.Sheen’s character, Bud Fox, soon finds his worldspiraling out of control as he breaks laws, pushesaway his family and even betrays his father’s job.Fox is ultimately arrested on insider trading charges,but he gets his revenge in the end.

As one movie reviewer noted, “Wall Street showsjust what can happen when greed enters the picture.Good men can go bad when money is all that mat-ters” (www.movieprop.com/tvandmovie/reviews/wallstreet.htm).

Another reviewer noted that though the movieshowed the extent of the culture of greed in the1980s, not much has changed since then. In fact,what was considered outrageous and dishonorablethen is now accepted as a fact of life on Wall Street.

• Ask your class to respond to such questions as:

fIs money always “the name of the game” in termsof leadership? Is this more true in some arenasthan others?

fWhat difference should faith in Christ make for aChristian leader and how he or she views and usesmoney?

fWhat is the purpose of money and wealth?

fHow can leaders recognize the difference inthemselves and in those they lead between healthyinitiative and dangerous greed?

• Close with prayer, asking God to give you wisdom touse monetary resources wisely and turn from thetemptation of greed.

Pursuing Rightness Consistently http://www.acaciaresources.com Looking at Leadership

Pursuing Rightness ConsistentlyLeaders Guide

2 Kings 221Josiah was eight years old when he began to reign; he reignedthirty-one years in Jerusalem. His mother’s name was Jedidahdaughter of Adaiah of Bozkath. 2He did what was right in thesight of the LORD, and walked in all the way of his father David;he did not turn aside to the right or to the left. 3In the eighteenthyear of King Josiah, the king sent Shaphan son of Azaliah, sonof Meshullam, the secretary, to the house of the LORD, saying,4“Go up to the high priest Hilkiah, and have him count the entiresum of the money that has been brought into the house of theLORD, which the keepers of the threshold have collected fromthe people; 5let it be given into the hand of the workers who havethe oversight of the house of the LORD; let them give it to theworkers who are at the house of the LORD, repairing the house,6that is, to the carpenters, to the builders, to the masons; andlet them use it to buy timber and quarried stone to repair thehouse. 7But no accounting shall be asked from them for themoney that is delivered into their hand, for they deal honestly.”8The high priest Hilkiah said to Shaphan the secretary, “I havefound the book of the law in the house of the LORD.” WhenHilkiah gave the book to Shaphan, he read it. … 11When theking heard the words of the book of the law, he tore his clothes.… 19because your heart was penitent, and you humbled yourselfbefore the LORD, when you heard how I spoke against thisplace, and against its inhabitants, that they should become adesolation and a curse, and because you have torn your clothesand wept before me, I also have heard you, says the LORD.

2 Kings 231Then the king directed that all the elders of Judah and Jerusa-lem should be gathered to him. 2The king went up to the houseof the LORD, and with him went all the people of Judah, all theinhabitants of Jerusalem, the priests, the prophets, and all thepeople, both small and great; he read in their hearing all thewords of the book of the covenant that had been found in thehouse of the LORD. 3The king stood by the pillar and made acovenant before the LORD, to follow the LORD, keeping hiscommandments, his decrees, and his statutes, with all his heart

and all his soul, to perform the words of this covenant that werewritten in this book. All the people joined in the covenant. …22No such Passover had been kept since the days of the judgeswho judged Israel, even during all the days of the kings of Israeland of the kings of Judah. … Before him there was no king likehim, who turned to the LORD with all his heart, with all his soul,and with all his might, according to all the law of Moses; nor didany like him arise after him.

Theme: Wise Christian leaders consistently dowhat is right and understand that their faithful-ness may call for sacrifice.

Before You Teach


• Note that this lesson covers two chapters from 2Kings. Carefully select those verses to which you willcall attention during class.

• Thoroughly read the example suggested for thelesson’s introduction and become familiar with it sothat you can tell it in your own words. While it issomewhat long, it offers a refreshing and timelyillustration in a culture where CEOs are often knownmore for what they can get by with than for what theydo that is morally and ethically upright.

As You Teach


• Begin by relating the following example:


Baxter International is a multi-billion dollar companythat employs 48,000 people. It sells IV bags,biopharmaceuticals and drug-delivery systems fortreatment of millions of patients each year, peoplesuffering from life-threatening illnesses like hemo-philia, infectious diseases and cancer. At its helm aschief financial officer is Harry Kraemer, a graduateof Northwestern’s Kellogg School of Management. Adevout Catholic, people admire and respectKraemer as much for his values and family commit-ments as for his business acumen.

Under Kraemer’s leadership, Baxter Internationalovercame some difficult situations shortly after hearrived in 1993. In response to them, he successfullyled company employees to adopt and live up to aset of “shared values”: respect, responsiveness andresults.

The company had another opportunity to prove itscommitment to these values in 2001. Several pa-tients undergoing dialysis had become suddenly illand died. The common factor in all of the cases wasthe dialysis filters, which had been manufactured bya company Baxter had acquired the previous year.

All sorts of things can go wrong in manufacturingdevices like those Baxter sells. Most all of them areused in life-and-death situations, so when a patientdies, it is sometimes difficult to determine if thedeath occurred as a result of the existing illness ordue to another factor.

Kraemer’s response in this situation was, “Let’smake sure we do the right thing.”

Baxter spared no time and no expense investigatingthe suspicious filters. It assembled people world-wide with expertise in quality, manufacturing, toxicol-ogy, marketing, communications, clinical affairs andother areas. Exhaustive research turned up nothing.Then a quality engineer in Sweden noticed some-thing unusual that might have been a contributingfactor.

Baxter’s Harry Kraemer owned up to the situationwhich led to this crisis, told the truth and took re-sponsibility when he could’ve easily passed thebuck and assigned blame elsewhere. His companywas hit with losses estimated at $189 million.

“I’m not a very smart guy,” Kraemer said, “so let’skeep it simple. Think of any problem you need todeal with. There are a million pieces of informationthat can get involved in a decision. But let’s getabove the tree line and ask some simple questions.What is the issue? What are the alternatives? Whatare the pros and cons? What is the best solution?Life is complex, but you can boil the morass down tothinking simply” (“Harry Kraemer’s Moment of Truth,”www.fastcompany.com/magazine/64/kraemer.html).

That’s not all. Kraemer asked Baxter’s board ofdirectors to cut his performance bonus by at least40% for that year, and he suggested that his topexecutives take a 20% cut.

“We violated the physicians’ trust. It wasn’t inten-tional, but our product failed. We have to rebuild thattrust,” he said.

Though the company’s stock took a hit in the wakeof the crisis, it soon recovered. In the year following,


Kraemer reflected on all that had happened andsaid: “Of course we’ll do the right thing. As opposedto what?”

• Suggest that it is just that attitude—doing the rightthing and only the right thing, regardless of theoutcome—that causes wise leaders to distinguishthemselves from the rest. Many leaders, whether inbusiness, government, education, sports, entertain-ment or other arenas, justify cutting deals and ignor-ing ethical standards because “everybody else isdoing it.” Their actions are morally tolerable to mostpeople because they are widely accepted andpracticed. Yet there is another model: consistentlypursuing rightness.

Donald P. Jacobs, dean emeritus at the KelloggSchool, said of Harry Kraemer: “There are relativelyfew people in the world like Harry. (He) lives his lifethe way most of us would like to live our lives. WhatHarry says he believes in you can put it in the bank.The way he treats his coworkers is the way he’d likepeople to treat him. “

Explore the Bible

• Connect Harry Kraemer’s story to Josiah’s bypointing out that the two faced similar issues, includ-ing rebuilding trust and guiding people to share thesame vision and values.

Note that all leaders face these challenges. In addi-tion, Josiah faced the daunting task of recoveringhis people’s lost heritage and rediscovering thevalue of God’s redemptive acts in their history andon their behalf. He had to somehow inspire andinstill hope after years of corruption and cynicism.

He had to overcome the people’s resistance tochange, get people to come together and agree tolive according to the covenant. He had to make surehis example was consistent and upright.

Point out that Josiah inherited the results of thechoices and sins of the leaders before him. Theirdisobedience had long-term consequences thatextended for generations. Josiah was instrumentalin bringing about much-needed reforms, but he didso at great risk. And as righteous as he was, hecould not stem the tide of destruction those sins setinto motion.

Josiah was a righteous king. Scripture says of him,“Before him there was no king like him … nor didany like him arise after him (2 Kings 23:25). In spiteof the word of doom Judah had received, he stuck tohis system of reforms and consistently did the rightthing in God’s sight. Because he did, history haslooked upon him as a godly example.

• Call attention to selected verses from 2 Kings 22:1-7. Note that Josiah was very young when he as-cended to Judah’s throne (v 1). Point out that he “didwhat was right in the sight of the LORD” and “did notturn aside to the right or to the left” (v 2).

One of the most important things Josiah did wasinstruct that the temple be restored (vv 3-7). Afteryears of neglect and abuse, which included idolatry,its condition was shameful and completely unac-ceptable for the worship of Yahweh.

• Read aloud selected verses from 2 Kings 22:8-13and lead the class to discuss what happened byasking such questions as:


fWhat did Hilkiah discover during the templerenovation?

fHow did he know of its significance?

fWhat was his response?

fWhat was Josiah’s response to Hilkiah’s discov-ery, and what did it symbolize?

• Note 2 Kings 22:14-20 and call attention to Hulduh’sprophecy and what it meant. Point out that whenJosiah became aware of the discovery of the scrollof the law, he ordered that the message of Godconcerning it be delivered through a prophet. Thatwas Hulduh’s role. While she predicted Judah’sdownfall following Josiah’s death, she also pre-dicted for him a peaceful death and indicated thathe would not live to see Judah fall.

• Ask a volunteer to read aloud 2 Kings 23:1-3. Notethat Josiah and the people publicly subscribed to thecovenant’s stipulations, which led to further reforms.

Point out selected verses in 2 Kings 23 whichindicate Josiah’s leadership in dismantling objectsof idolatry and pagan worship sites.

Note the significance of 2 Kings 23:21-13 andJosiah’s leadership in renewing Passover, whichhad not been observed for years.

Also note that contrary to Hulduh’s prophecy, Josiahdied in battle, though Judah was still intact as anation at that time.

Suggest that Josiah’s example reminds us thateffective, moral leadership rarely occurs in avacuum. Josiah was able to lead the necessaryreforms once the lost scroll was found and thepeople rediscovered their history and renewed theircovenant with God. A wise leader, he was unafraidto acknowledge the long-term cycle of disobedienceand sin and take drastic measures to end thosepractices. Still, his faithfulness could not bring deliv-erance to the nation. God judged the nation accord-ing to divine standards.


• Relate to the class the following observations fromEthicsDaily.com columnist Jeff Woods:

He noted that following September 11, 2001, “manyAmericans shifted their heroes from athletes tofirefighters, from musical artists to relief workers.Part of the shift was in response to the tremendouscourage displayed by such workers in the midst of acrisis” (“Courageous Church Leaders Walk a Tight-rope,” www.ethicsdaily.com/article_detail.cfm?AID=2169).

One kind of courage, he said, does involve thinkingclearly, making rational decisions and respondinghopefully during a crisis. But he also identifiedanother kind of courage, one that “stems frommaking a statement or performing an act in themidst of an ongoing struggle rather than in the midstof a newly formed crisis. This form of courage canbe a bit more complicated.”

Courage, Woods believes, “involves doing theminority thing. It means taking the minority stance. It


involves saying what few will say, doing what no oneelse will do, defending those no one else will defendand helping those others have passed by. Whilemany people may have thought about respondingbefore, the one who does it first is the one laden withcourage and thus labeled courageous.”

• Recall the example of Harry Kraemer and ask theclass if they believe this description of courage fitshim. Then suggest that it certainly fits Josiah, and itshould be applicable to all leaders.

• Close with prayer, asking God to help you, as youboth lead and follow, to consistently do what is right,even when others hold to unethical standards andsystems seem inherently corrupt. Ask God to giveyou the courage to do the minority thing when it isthe right thing.

Check out these other undatedadult Bible study curricula from

Acacia Resources!

• Courageous Churches

• Living Wisely, Living Well:Lessons from The Proverbs

• Doing the Will of God:Studies in Matthew

To download a free sample lesson, visit our Web site atwww.ethicsdaily.com.

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