Author: Scott Chafee

Scott serves on staff at King’s Grant Baptist Church in Virginia Beach.

Connecting Goes Beyond Words

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Two singers perform a song; one leaves the audience with goose bumps, the other leaves the people cold. Two professors teach the same class; for one the students stand in an hour long registration line, the other class dwindles to a few students. Two mangers work in a restaurant; for one the employees are willing to but in overtime, while the other only gets excuses why they can’t stay late. Why is this a fact? What is the difference?

You’re Actions Speak So Loudly, I Can’t Hear Your Words: Verbal and nonverbal messages are not consistent. What people see us do and the tone we use can far outweigh any words we say while we are trying to communicate.

  1. What we say accounts for only 7 percent of what is believed.
  2. The way we saying accounts for 38 percent.
  3. What others see accounts for 55 percent.

If we believe that communication is all about words, we are missing the boat and will have a hard time connecting with others.

All communication has three essential components:

  1. Intellectual – something we know.
  2. Emotional – something we feel.
  3. Action – something we do.

If we fail to include any one of the three, there will be a breakdown in communication:

  1. Something I know but do not feel, my communication is dispassionate.
  2. Something I know but do not do, my communication is theoretical.
  3. Something I feel but do not know, my communication is unfounded.
  4. Something I feel but do not do, my communication is hypocritical.
  5. Something I do but do not know, my communication is presumptuous.
  6. Something I do but do not feel, my communication is mechanical.

The Characteristics of Connection: Any message you try to convey must contain a piece of you. You must be the message you want to deliver. It is difficult to try and communicate someone else’s vision. It’s hard to get excited when you’re presenting someone’s else’s ideas. To gain credibility you have to make it your vision; discover how the vision impacts you personally.

Teachers can fall into this trap when they teach right out of the quarterly. While the message is believed, we can be dispassionate about the subject if we cannot relate it to life. We must allow the lesson to flow from our own lives. That will make a greater connection. Remember that nothing happens through you until it happens to you.

Communication Checklist:

  1. Integrity – did I do my best?
  2. Expectation – did I please my students?
  3. Relevance – did I understand and relate to my students?
  4. Value – did I add value to my students?
  5. Application – did I give my students a game plan?
  6. Change – did I make a difference today?

The Four Components of Connection: Communication goes beyond words.

Connecting visually – What People See: Sight is the most powerful sense in communication, we remember 85-90 percent of what we see but less than 15 percent of what we hear. It is helpful to bring in visual aids when teaching; a movie clip, a prop, or a photograph. We are a visual society, getting news from TV and online, watching YouTube, Facebook, PowerPoint, video games and movies. They say that we have only seven seconds to make the right first impression.

  1. Eliminate personal distractions – proper grooming and clothing will help people focus on your message more than your appearance.
  2. Expand your range of expression – actors can tell much of a story without saying a single word. If your face is going to talk for you anyway, you might as well communicate something positive.
  3. Move with a sense of purpose – Don’t wander aimlessly into the room, have confidence that you have a message to share and your students are lucky to be present today. Let them see your eagerness. Move closer to the students, and don’t allow a natural barrier get between you and the students. Let them feel your energy and excitement.
  4. Pay attention to your surroundings – Take an inventory of your room to discover any clutter or obstacles to your communication. Check the lighting, and the sounds around you.

Connecting Intellectually – What People Understand: Two things are necessary; you must know your subject and know yourself. This is the difference between a good teachers and someone who knows what he’s talking about. I read a story about an event where people were asked to recite their favorite passage of Scripture. One man read the 23rd Psalm, and the audience applauded at the performance. An elderly woman who had dosed off was asked to share her passage and she recited the same psalm, and the audience was in tears. The man was asked, “What was the difference?? He replied, “I know the psalm, she knows the Shepherd.”

You also have to know yourself. You need to have confidence in your abilities. Training is always a great way to increase your abilities and confidence. When you find yourself, you find your audience.

Connecting Emotionally – What People Feel: Great leaders and teachers win over the hearts and minds of others. Notice that we don’t win the minds, or even win the minds and hearts. The heart comes first. Teachers should not rely too much on their intellect to persuade others; logical arguments and apologetics does not work if we do not capture their hearts first. Remember that people will hear your words but they feel your attitude. It’s probably why some people have charisma and others don’t; some believe it is due to personality, John Maxwell says it is more a function of attitude. Charismatic people focus on others, are outward, pat attention to others, and desire to add value to them.

Connecting Verbally – What People Hear: To make an impact we must pay close to attention to what we say and how we say it. Pay attention to pace of speech, tone, background noise; we learn through experience how to hear more than just the words in order to connect to others.

Summary:
Connecting Principle: Connecting goes beyond words.
Key Concept: The more you go beyond the words, the greater the chance you will connect with other people.

Practical Steps:

  1. Connect verbally by giving the other person your complete attention.
  2. Connect intellectually by asking questions, listening carefully, and paying attention to what is not being said; by investing in the growth of your students.
  3. Connect emotionally through appropriate touch with boundaries; by honoring students’ efforts and rewarding hard work; and through facial expressions, humor and tears.
  4. Connect visually by setting the example so the group can see you live what you teach; and by smiling.

Connecting is All About Others

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John Maxwell tells the story of traveling in South America and using a tour guide to point out various sites. It appeared the man was not too excited about showing off the wonderful ruins and landscape; perhaps he was all too familiar that he lost the wonder of such ancient history. You’ve probably heard a similar speech, perhaps even at a theme park attraction; the memorized speech. Sometimes what they have to say is much more important than the people they are hired to serve. Any questions can be an inconvenience to the guide, a situation that does not place any value on the tourists.

A Good Guide Draws Others In: Those who don’t get it will often see themselves as the center of the conversation. What they have to say is more important than those to whom they are speaking. Do we see the parallel to teachers yet? We have a message to share, but the message is not the most important part of the small group experience, it’s all about the people.

Self-centered Teachers Seem to Share a Common Philosophy: “Ram it in – jam it in, students’ heads are hollow. Cram it in – slam it in, there is more to follow.” Good teachers, leaders and speakers don’t see themselves as experts with passive audiences they need to impress. Nor do they see their interests as most important. They see themselves as guides and focus on helping others to learn.

Sometimes when we deal with people we want them to hurry up and finish telling us their problem so we can give the solution. Perhaps we are not really listening because we are consumed with formulating our response to what they are saying. I saw a cartoon that has a man talking to a co-worker in an office setting, and he says, “There is no I in TEAM, but there is an M and an E, and that spells ME.” It’s really hard to get others interested and involved when we are me focused. When a leader attempts to cast a vision, he has to be focused on others.

Zig Ziglar once said, “If you will first help people to get what they want, they will help you get what you want.” Interaction with others is essential to communication. It is best to focus on others instead of our own needs.

It’s Not About Me: Connecting is never about us, it is about the person with whom we are communicating. We must change the focus from inward to outward.

Immaturity: When we are young, we do not see the big picture, that comes with maturity. Donald Miller says immaturity is like thinking life is a movie in which you are the star. That which we do is often all about us. Maturity is the ability to see and to act on behalf of others. Immature people don’t think about someone else’s point of view.

Property Law as Viewed by a Toddler – by Michael W. Hernandez:

  1. If I like it, it’s mine.
  2. If it’s in my hand, it’s mine.
  3. If I can take it from you, it’s mine.
  4. If I had it a while ago, it’s mine.
  5. If it looks like it’s mine, it’s mine.
  6. If I saw it first, it’s mine.
  7. If I can see it, it’s mine.
  8. If I think it’s mine, it’s mine.
  9. If I need it, it’s mine.
  10. If I say it’s mine, it’s mine.
  11. If you don’t stop me from playing with it, it’s mine.
  12. If you tell me I can play with it, it’s mine.
  13. If it will upset me too much when you take it from me, it’s mine.
  14. If I can play with it better than you, it’s mine.
  15. If you are playing with it and put it down, it’s mine.
  16. If it’s broken, it’s yours.

Remember that maturity does not come with age; sometimes age comes alone.

Ego: Sometimes teachers can develop an unhealthily strong ego, which is a disproportionate sense of their own self-importance. Professional speakers and pastors need to be on guard because they might be looking for compliments after the message is over; positive strokes that say I did good or to validate my performance or competence. Maxwell says that no one can connect with others with this sort of attitude.

Failure to Value Everyone: As teachers we are to make this a priority, to value those in our classes. To succeed in life, we need to learn how to work with and through others. Maxwell tells the story of a Japanese businessman who was asked the most important trade language. Expecting to hear “English,” the response came, “The language of my customer.” Having a good product or service is not enough. Knowing your product but not your customers is like having something to sell but no one to buy.

As teachers, we must speak a language that clearing communicates the message. You can also talk to others until you’re blue in the face but people know in their if your really care about them. Are you a teacher who if fully invested in your class? Do you team teach? If so, are you also in the room the weeks you don’t teach? How do your students know that you really are invested in them if you drive by one week and then are out of their world for the next few weeks?

Insecurity: This is a sure fire reason that people will spend more time on themselves than on others. Ken Blanchard has developed a model of leadership based on the greatest leader ever to walk the planet, Jesus. He says that if a leader is Edging God Out, he will lead in one of two ways. He will either lead out of pride or out of fear. Fear manifests itself as insecurity. It says, “If these people only knew that I am not really qualified or capable to lead this group or teach on this topic, they would not follow me.”

A Matter of Connection: I read about a coffee business that changed it’s focus. While many people might believe that they are in the coffee business serving people, they are really in the people business serving coffee. That’s a great image and change of perspective.

Three Questions People are Asking About You: The point is, we must be able to communicate the attitude of selflessness.

Do you care for me? Your most important life experiences likely involve those who care about you the most. Mutual concern creates connection between people. When we learn to care about others, we learn to connect with them. Connecting with others by caring for them goes beyond profession.

  1. Business: “You can’t make the other fellow feel important in your presence if you secretly feel that he is nobody.” (Les Giblin, former national salesman of the year)
  2. Politics: “If you would win a man to your cause, first convince him that you are his sincere friend.” (Abraham Lincoln)
  3. Entertainment: “Some singers want the audience to love them. I love the audience.” (Luciano Pavarotti)
  4. Ministry: “ I get a speech over with because I love people and want to help them.” (Norman Vincent Peale)

Calvin Miller says, when most people listen to others speak, they are silently thinking:

  1. I am lonely wanting a friend.
  2. I am weeping and want of laughter.
  3. I am sigh in search of consolation.
  4. I am wound in search of healing.
  5. If you want to unlock my attention, you have to convince me that you want to be my friend.

People live better when they care about one another.

Can You Help Me? There is an old saying in sales: “Nobody wants to be sold, everyone wants to be helped.” By helping others we often can help ourselves. As we lift others we receive a blessing and are then lifted up. In sales, I read that we are to focus on benefits rather than features. A feature may be irrelevant to the needs and interests of your audience. A benefit, by definition, is always relevant.

It is a difficult task to create a thirst for learning in your students. Many times we focus on the features (theology and theory) rather than the benefit (guidance in life, peace in your relationships, strength to withstand temptation, purpose and mission). People are bombarded with information and features. To get their attention you need to show you can help.

Can I Trust You? Have you ever bought a car? How was that experience? Much of the industry is designed to keep customers off balance, skeptical and suspicious. Trust is vital to life; it’s more important than love in relationships. Businesses want to create raving fans. These are customers who are loyal to the company or the brand. They recommend the store to their friends. If someone has a positive buying experience, they will even come back from out of state to someone they trust. When the members of our classes become raving fans, we have connected with them.

Summary:
Connecting Principle: Connecting is all about others.
Key Concept: Connecting begins when the other person feels valued.

Practical Steps:

  1. Be a good listener when with other people.
  2. Ask good questions to discover what they value.
  3. Discover shared values and build the relationship based on those values.
  4. Acknowledge people’s strengths and potential contribution.
  5. Invite input and allow others to lead in their area of strength.
  6. Express appreciation for others.
  7. Do something special for your people.

Connecting Increases Your Influence

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In February, King’s Grant is taking a bold step toward developing leaders and securing potential leaders. For three consecutive Wednesday evenings at 6:00, beginning February 2, I will have the opportunity to guide the student and adult leadership in the art and science of connecting with other people. As a text, I will use John Maxwell’s book called, Everyone Communicates, Few Connect: What the Most Effective People do Differently.

Connecting Can Make You or Break You: People cannot succeed in life without communicating effectively. It is not just about working harder. It’s not enough to just do a great job, to be successful you need to learn how to really communicate with others.

Connecting is the Key: Good communication and leadership is all about connecting. If you connect with others, you will have stronger relationships, improved community, increased teamwork, increased influence and your effectiveness will grow.

Connecting is the ability to identify with people and relate to them in a way that increases your influence with them.

Connecting is Critical for Leaders: The best leaders are always the best connectors. The Harvard Business Review stated that the number one criteria for advancement and promotion for professionals is the ability to communicate effectively.

Presidential historian Robert Dallek says there are five qualities that enable them to achieve things that others don’t: vision, pragmatism, consensus building, charisma and trustworthiness. Four of these are related to the ability to communicate on multiple levels.

  1. Vision is the ability to describe what they are doing.
  2. Consensus is the ability to persuade others to come along with them.
  3. Charisma is the ability to connect on a personal level.
  4. Trust is the ability to demonstrate credibility, doing what they say they will do.

The Courage to Change: Reinhold Nieburh is famous for making popular the Serenity Prayer; “God grant me the serenity to accept the things we cannot change, the courage to change the things we can, and the wisdom to know the difference.”

  1. There are things that we can change, but often don’t know how to change.
  2. Often our coping skills are greater than our connecting skills.
  3. We need to make a difference, not just know how to make a difference.
  4. We need courage to change things rather than simply accept the status quo.

It Starts with Your Attitude: The ability to connect with others begins with understanding the value of people.

High Achievers:

  1. Care about people as well as profits.
  2. View subordinates optimistically.
  3. Seek advice from those under them.
  4. Listen well to others.

Average Achievers:

  1. Concentrate on production.
  2. Focus more on their own status.
  3. Are reluctant to seek advice from those under them.
  4. Listen only to superiors.

Low Achievers:

  1. Are preoccupied with their own security.
  2. Show a basic distrust of subordinates.
  3. Don’t seek advice.
  4. Avoid communication and rely on policy manuals.

To Be Effective, We Must Connect: We can always learn to get better at what we do, and to do this we must connect better.

Principles of Connecting:

  1. Focus on others.
  2. Expand your connecting vocabulary beyond just words.
  3. Develop your energy for connecting.
  4. Gain insight on how great communicators connected.

Practical Skills of Connection:

  1. Finding common ground.
  2. Making your communication simple.
  3. Capturing the interest of people.
  4. Inspiring people.
  5. Being authentic.

Summary:
Connecting Principle – Connecting increases your influence in every situation.
Key Concept – The smaller the group, the more important it is to connect.

Practical Steps:

  1. Talk more about other people and less about yourself.
  2. Look for ways to be of service to others.
  3. Look for ways to compliment others.
  4. Look for ways to add value to others.
  5. Don’t take credit when the group succeeds; don’t cast blame when it doesn’t.
  6. Find ways to celebrate together.

Let others know that your time with them is your highest priority that day.

An Anchor in the Storm

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Paul is now getting ready to head to Rome. With his history, we cannot expect this to be smooth sailing. Notice in Acts 27:2 that Luke must have joined him, the terminology changes from “they” to “we.” There was this centurion named Julius that appears to show great kindness to Paul during his trip to Rome (Acts 27:3). While we primarily know that Paul was a spiritual man, this story reminds us that he was also a practical man. He spent time on the sea and knew the time was not right for travelling (Acts 27:9, 10).

Like a good disaster movie, the owners put profits before safety. They disregard sound judgment and set sail anyway; we can almost predict that things were not going to progress as planned. There came a tremendous storm, a northeaster that swept down from the island (Acts 27:13, 14, 15).

The spiritual lesson I see is that many times we can suffer because of someone else’s poor decisions. While is it true that we often find difficulty and create storms as a direct result of our own rebellion, or through some form of spiritual warfare, the most difficult storms can be those that result from poor judgment of others. If this happens, we will in all likelihood get stuck in bitterness and unforgiveness.

So what can we do when the storms of life are upon us?

Don’t pull up the anchor (Acts 27:13): the crew was ill advised to set sail but weighed anchor anyway. Christ is our anchor (Hebrews 6:19, 20). When sailing is calm and peaceful, we become less attentive to him. We are not as aware of our need until the storm rage. Don’t let calm breezes and smooth sailing give you a false sense of security; stay anchored in Christ.

Don’t give way to the storm (Acts 27:15): when we are suffering due to the poor decisions of someone else, we tend to feel helpless. Don’t give way to the storm in your life, but give way to our Master.

Do throw some cargo overboard (Acts 27:18): the storm got worse and they threw cargo overboard to keep the ship afloat. Raging storms have a way of identifying a lot of unneeded old stuff we are hanging on to. When upset by someone else, we tend to bring up old hurts and memories of times we were wronged. Storms are complicated enough; get rid of some old cargo.

Do throw the tackle overboard (Acts 27:19): after the cargo the necessary gear was being tossed overboard, stuff like ropes, pulleys, oars, masts and planks. These are all man-made provisions to weather a storm. Storms are not pleasant but they can serve a purpose. They can help us see which provisions we are trusting for our relief.

Never give up hope (Acts 27:20): Luke uses the word “we” identifying those who had lost all hope. He wrote one of the gospels, he witnessed miracles, so how could he give up hope? For me, this is a reminder that even the strongest believer can lose hope when the storm rages. The word “gave up” is the same as “cutting lose” in Acts 27:40. Psalm 62:5 is a word of comfort during these times. God is our ultimate security.

Listen for God to speak (Acts 27:23, 24): listen for the Master during the storm; God will not be silent. When the passengers lost hope, Paul stood to testify to God’s faithfulness. God may not send an angel to speak audibly, but he may send a friend, neighbor, pastor of other believer. Always remember the words of Job 40:6, “then the Lord spoke to Job out of the storm.”

Lessons from Primitive Figures

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I started a lesson this past Sunday in the little “post card” called Jude. It’s just one chapter, and the fourth shortest letter in the New Testament, but there is a lot to consider as we strive to understand it. I was recently reading from Warren Wiersbe and will bring this up in class this weekend.

Three Illustrations from Jude (Jude 5-7)

Like Peter, Jude reached back into Old Testament history and gave three examples of God’s victory over those who had resisted his authority and turned from the truth. Peter referred to the fallen angels, Noah, and Lot (2 Peter 2:1-9), following the historical order. He also emphasized God’s deliverance of the righteous and His judgment of the ungodly. Jude, however, did not mention Noah and the Flood, but instead used the nation Israel as his example.

The point Jude was making is that God judges apostates. Therefore, the false teachers who had crept into the church would also one day be judged. Their seeming success would not last; God would have the last word.

Israel (Jude 1:5). Both Paul (1 Corinthians 10) and the author of Hebrews (Hebrews 3-4) used the experiences of Israel to illustrate important spiritual truths. The nation was delivered from Egypt by the power of God and brought to the border of the Promised Land, but the people were afraid and did not have the faith to enter and possess the land (Numbers 13-14). Moses, Joshua, and Caleb tried to encourage the people to obey God by faith, but the people refused. In fact. the leaders of the tribes even wanted to organize and go back to Egypt, their place of bondage.

This was rebellion against the will and the Word of God, and God cannot tolerate rebellion. As a result, everybody in the camp twenty years and older was destined to die at some time in the next forty years. Their unbelief led to their extermination.

Keep in mind that Jude was using a historical event as an illustration, and we must not press every detail. The entire nation was delivered from Egypt, but that does not mean that each individual was personally saved through faith in the Lord. The main point of the account is that privileges bring responsibilities, and God cannot lightly pass over the sins of His people. If any of Jude’s readers dared to follow the false teachers, they too would face the discipline of God. “Wherefore let him that think he stands, take heed lest he fall” (1 Corinthians 10:12).

The fallen angels (Jude 1:6). We studied this illustration in 2 Peter 2:4, but Jude seems to add a new dimension to it by associating the fail of the angels with the destruction of Sodom and Gomorrah (Jude 7, “since they in the same way”). Some Bible students believe that Jude was teaching not only a revolt of the angels against God, but also an invasion of earth by these fallen angels. They point to Genesis 6:1-4 and claim that “the sons of God” were fallen angels who assumed human bodies, cohabited with the daughters of men, and produced a race of giants on the earth. This was one reason that God sent the Flood.

As attractive and popular as this view is, I must confess that I have a difficult time accepting it. Here’s why:

  1. It is true that “the sons of God” is a title for angels (Job 1:6; 2:1; 38:7), but not for fallen angels. Would the Holy Spirit, writing through Moses, call rebellious angels “the sons of God”? I doubt it.
  2. My second problem is that angels are spirits and do not have bodies. In the Old Testament, we read of angels who appeared in human form, but this was not incarnation. How could a spirit being have a physical relationship with a woman, even if we assumed a temporary body of some kind? Our Lord taught that the angels were sexless (Matthew 22:30).
  3. Third, it appears that God sent the Flood because of what man did, not what angels did. “My Spirit shall not always strive with man.” “And God saw that the wickedness of man was great in the earth.” “And it grieved the Lord that He had made man on the earth” (Genesis 6:3, 5-6). If this “fallen angel” view is correct, God should have grieved over creating the angels.
  4. Fourth, the phrases “even as” and “in like manner” in Genesis 6:7 need not be interpreted to say that the angels did what the Sodomites did (going after strange flesh). Notice the grammatical connections in the verse, and you will get the message: “Even as Sodom and Gomorrah . . . in like manner . . . are set forth for an example.” The angels are an example of God’s judgment and so are Sodom and Gomorrah.  Furthermore, Genesis 6:4 presents a strong argument against the view that fallen angels cohabited with women and produced a race of giants. “There were giants in the earth in those days; and also after that.” This would mean that a second invasion of fallen angels had to take place! We have no record of this in Scripture.
  5. Finally, both Peter and Jude state clearly that these rebellious angels are chained in darkness and reserved for judgment. They would have to have invaded the earth prior to being arrested and chained by God. We wonder why God would have permitted them to “run loose” long enough to get the women into sin and help to cause the great Flood. The whole explanation seems a bit problematic.

The supplest explanation of Genesis 6 is that the godly line of Seth (“the sons of God”) began to mingle with the ungodly line of Cain, and this broke down the walls of separation, resulting in compromise and eventually tremendous sin. Remember to keep the main lesson in mind: the angels rebelled and were punished for their rebellion.

Sodom and Gomorrah (Jude 1:7). Both Peter and Jude state that God made these cities an example to warn the ungodly that God does judge sin (2 Peter 2:6). When you combine their descriptions, you discover that the citizens of Sodom and Gomorrah were: ungodly, filthy, wicked, unlawful, unjust, and given over to fornication. “They did not occasionally commit unnatural sexual sins: they indulged in them and gave themselves over to the pursuit of lust. The Greek verb is intensive, menaing “to indulge in excessive immorality.” This was their way of life—and death!

Strange flesh means “different flesh.” The bent of their life was constantly downward, indulging in unnatural acts (Romans 1:24-27). Those who hold the “fallen angel” interpretation of Genesis 6 make the “strange flesh” refer to angels in human form; but when did the angels invade Sodom and Gomorrah? If fallen angels are meant, how can their sin and the sin of the Sodomites apply to us today, for we have no fallen angels to tempt or seduce us? Indeed, the men at Lot’s door did want to engage in homosexual activity with his angelic guests, but the Sodomites did not know they were angels.

These cities were set forth by God as an example and warning to ungodly people today. The verb set forth means “to expose openly to public view” like a corpse lying in state. But the cities are not today in public view. It is generally agreed among archeologists that Sodom and Gomorrah are buried under the southern end of the Dead Sea. How, then, do they serve as an example? No one can read Genesis 18-19 without clearly seeing God’s hatred for sin and His patience and willingness to postpone judgment. This certainly ties in with Peter’s explanation for God’s seeming delay in fulfilling the promise of Christ’s return (2 Peter 3:8, 9).

The sin of Israel was rebellious unbelief (Hebrews 3:12). The sin of the angels was rebellion against the throne of God. The sin of Sodom and Gomorrah was indulging in unnatural lust. Unbelief, rebellion against authority. and sensual indulgence were sins characteristic of the false teachers. The conclusion is obvious: the apostates will be judged. But, meanwhile, God’s soldiers must stay on duty and see to it that these false teachers do not creep into the ranks and start to lead people astray. “Pay close attention to yourself and your teaching” (1 Timothy 4:16).

Lessons from People of Faith

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This is the third lesson from the little post card of Jude. He goes on to encourage God’s people to persevere in spite of the danger that faced them.

The Reminder to Remember the Apostles’ Warning (Jude 1:17–19)
The apostles had warned that scoffers would arise in the end times who would follow their own ungodly desires. Jude’s quotation of the apostles’ teaching is a general summary rather than a specific reference. It is the “last times” in relation to Jesus Christ’s return to reign on earth. While they may have claimed to be the truly spiritual group, the false teachers were really worldly minded and shared the viewpoint of unbelievers.

  1. The apostles had warned the coming generation about apostates, so that they would be prepared and not be taken by surprise (Acts 20:28–31; 1 Timothy 4:1, 2; 2 Timothy 3:1–5; 4:1–3; 2 Peter 2:1–3:4; 1 John 2:18; 2 John 1:7–11). God’s Word is designed to warn and protect (Acts 20:31; 1 Corinthians 4:14); as Jude 1:18 indicates, there had been continually repeated warnings (all saying to you).
  2. Last time: This term refers to the time of Messiah from His first coming until His second (2 Timothy 3:1; 2 Peter 3:3; 1 John 2:18). These characteristics will prevail until Christ returns.
  3. Mockers: As in 2 Peter 3:3, these are the scoffers at God’s future plans who pretend to know the truth but deny that judgment will ever come; choosing to follow ungodly lust.
  4. Jude’s profile of an apostate:
    1. Ungodly (Jude 1:4)
    2. Morally perverted (Jude 1:4)
    3. Deny Christ (Jude 1:4)
    4. Defile the flesh (Jude 1:8)
    5. Rebellious (Jude 1:8)
    6. Revile holy angels (Jude 1:8)
    7. Dreamers (Jude 1:10)
    8. Ignorant (Jude 1:10)
    9. Corrupted (Jude 1:10)
    10. Grumblers (Jude 1:16)
    11. Fault finders (Jude 1:16)
    12. Self seeking (Jude 1:16)
    13. Arrogant speakers (Jude 1:16)
    14. Flatterers (Jude 1:16)
    15. Mockers (Jude 1:18)
    16. Cause division (Jude 1:19)
    17. Worldly minded (Jude 1:19)
    18. Without the Spirit (Jude 1:19)

The Positive Instruction of the Readers (Jude 1:20–23)
Since believers are God’s temples under attack by hostile enemy forces, we need to build ourselves up, to strengthen ourselves spiritually, and to pray for God’s help in our warfare. We should also keep ourselves in the sphere of God’s love by abiding in Him (John 15:9–10), and we should keep our hope clearly in view since we have only a short time to remain faithful. Christians should help those who are struggling and perhaps stumbling under the influence of these false teachers and should attempt to restore those who have fallen into error. In the case of those whom heresy has completely swept away, we should have pity on them rather than condemning them without compassion. We should fear God’s displeasure and discipline if we embrace their error. We should avoid any contact with these people because of the corrupting influence they can have on us through their words and actions.

  1. Building: True believers have a sure foundation (1 Corinthians 3:11) and cornerstone (Ephesians 2:20) in Jesus Christ. The truths of the Christian faith have been provided in the teaching of the apostles and prophets (Ephesians 2:20), so that Christians can build themselves up by the Word of God (Acts 20:32).
  2. Praying in the Holy Spirit: Simply a call to pray consistently in the will and power of the Spirit, as one would pray in the name of Jesus Christ (Romans 8:26, 27).
  3. Waiting: An eager anticipation of Christ’s second coming to provide eternal life in its ultimate, resurrection form (Titus 2:13; 1 John 3:1–3), which is the ultimate expression of God’s mercy on one to whom Christ’s righteousness has undeservedly been imputed.
  4. Some (Jude 1:22, 23): They are: 1) sincere doubters who deserve compassion (Jude 1:22), 2) those who are deeper in unbelief and urgently need to be pulled from the fire (Jude 1:23); and 3) those declared disciples of apostasy who still deserve mercy, but are to be handled with much fear (Jude 1:23).

Conclusion (Jude 1:24–25)

Jude concluded his brief epistle with a formal doxology that included a prayer for his readers. His benediction (or doxology) is one of the most known in the NT (Romans 11:33–36; 16:25–27; 2 Corinthians 13:14; Hebrews 13:20, 21). He wanted to assure them of God’s ability to help them remain faithful in spite of the apostasy that threatened them. Our confidence rests in God’s ability to keep us safe and faithful. Jude returned to the theme of salvation which he had hoped to develop at the beginning (Jude 1:3).

Lessons from Present Failures

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As we continue taking a look at the little post card of Jude, we find lessons that could be right out of the news today.

Present Failures (Jude 1:8–16)
Jude next expounded the errors of the false teachers in his day to warn his readers even more strongly. Jude referred to certain Old Testament “types” (Jude 1:5–7, 11) and prophecies (Jude1:14–15, 17–18) and then interpreted them as fulfilled by the false teachers (Jude 1:8–10, 12–13, 16, 19).

He first exposed the nature of their error (Jude 1:8–9). Like dreamers living in the fancies of their own imaginations, the apostates substituted an unreal world for the real world of divine truth. Their presumption stands out boldly in comparison with Michael’s submission and reverence in dealing with another powerful angel, Satan. Michael could not reject the devil’s accusation on his own authority because he was not his judge. All he could do was ask the Lord, who alone is Judge, to condemn Satan for his slander.

Michael is the chief angel of God who especially watches over Israel (Daniel 10:13, 21, 12:1) and leads the holy angels (Revelation 12:7). Nowhere else in Scripture is this struggle over the body of Moses mentioned. Michael had to fight with Satan to do God’s will, as he did on another occasion in Daniel 10:13.

Regarding the body of Moses: Moses died on Mt. Nebo in Moab without entering the Promised Land and was secretly buried in a place not known to man (Deuteronomy 34:5, 6). It would likely be that this confrontation took place as Michael buried Moses to prevent Satan from using Moses’ body for some twisted purpose. Perhaps Satan wanted to use it as an idol, an object of worship for Israel. God sent Michael to be certain it was buried. This account was recorded in the pseudepigraphal Assumption of Moses.

Jude next explained the seriousness of the error of the false teachers (Jude 1:10–13). The things they did “not understand but reviled” probably refer to aspects of God’s revealed will that they chose to reject. What they did understand was the gratification of the flesh, and that would destroy them (Jude 1:11).

  1. Cain’s way was the way of godlessness and sensuality, violence and lust, greed and blasphemy, that led to divine judgment (Genesis 4). He rebelled against God’s way of salvation and acceptable sacrifice. Without the shedding of blood there is no forgiveness of sins (Hebrews 9:22, Ephesians 1:7). We are not able to come to God on our own terms, but on God’s terms. We cannot work to earn our salvation (Ephesians 2:8-9). The way of Cain is religion without faith, righteousness based on character and good works. His is the way of pride, man establishing his own righteousness and rejecting righteousness of God that comes through faith in Christ (Romans 10:1-4, Philippians 3:3-12). Cain ended up with everything he could desire, except God.
  2. Balaam’s error was compromise with God’s enemies and teaching the Israelites they could sin without being punished (Numbers 31:16). Balaam devised a plan for Balak, king of Moab, to entice Israel into a compromising situation with idolatry and immorality which would bring God’s own judgment on His people. The way of Balaam is using one’s gifts and ministry to make money; using the spiritual to gain the material. These false teachers were in it for greedy gain. Balaam’s error was thinking that he could get away with anything for money. This true prophet prostituted his gift. The Revelation mentions the doctrine of Balaam (Revelation 2:14), the ability to violate their special position and get away with it. A little friendship with the world can’t really hurt you. But they turned the grace of God into a license to sin (Jude 1:4).
  3. Korah’s rebellion was against God and His appointed leaders, Moses and Aaron (Numbers 16:1–35). Korah, plus 250 Jewish leaders, rejected Moses and Aaron in an attempt to impose his will upon God and the people. They rebelled against God’s leader and dared God to do anything about it. How often do we speak against God’s leaders (Titus 3:1-2)? Apostates will unquestionably meet the same end as Korah—divine judgment.

Each of these three examples shows a different aspect of unbelief. Six more illustrations, this time from nature, emphasize the seriousness of the false teachers’ error (Jude 1:12–13).

  1. “Hidden reefs” can be taken as “hidden rocks” or as “stains” or “filthy spots” (Jude 1:12). These apostates were dirt spots, filth on the garment of the church; or more likely, what God intended for the church as smooth sailing, they turned into a potential shipwreck through their presence. The “love feasts” were the regular gathering of the early church to partake of the bread and cup, plus share a common meal (1 Corinthians 11:20–30).
  2. “Feast” or “selfish shepherds” (Jude 1:12). The word translated feeding can also be shepherding. Instead of shepherding the flock, they only took care of themselves. Their actions were without fear, such arrogance. There is a difference between a true shepherd and a hired hand.
  3. “Clouds without water” (Jude 1:12, 2 Peter 2:17). Apostates promise spiritual life but are empty clouds which bring the hope of rain, but actually deliver nothing but dryness and death (Proverbs 25:14). They preach a false gospel that leads only to destruction. They promised liberty but delivered only bondage (2 Peter 2:19).
  4. “Dead trees” or “Trees without fruit” (Jude 1:12). Apostates holding out the claim of providing a spiritual feast, but instead deliver famine (Luke 13:6–9). They are not only fruitless, they are rootless. Doubly dead trees will never yield fruit and, regardless of what they say, will always be barren because they are uprooted (Matthew 7:17–20). Contrast these people with Psalm 1:1-3). True evidence of salvation is spiritual fruit (Matthew 13:1-9, 18-23). Their seed did not produce fruit. They lacked spiritual life.
  5. “Wild waves” (Jude 1:13). Apostates promise powerful ministry, but are quickly exposed as wreakers of havoc and workers of worthless shame (Isaiah 57:20). The ocean can be a peaceful place, but I would not want to be on the water during a noreaster. Like the swell of the sea, they make a lot of noise and churn up foam and debris.
  6. “Wandering stars” (Jude 1:13). This is not a fixed star, but most likely refers to a meteor or shooting star which has an uncontrolled moment of brilliance and then fades away forever into nothing. Apostates promise enduring spiritual direction, but deliver a brief, aimless, and worthless flash. Christians are to be shining lights in a dark world (Philippians 2:15).

We can see from these descriptions, we must be diligent to recognize them and keep them out of the church. They are not interested in building up the body of Christ but satisfying their own lusts. They murmur and complain, Christians are commanded not to do this (Philippians 2:14-16). They use great words to sway the ignorant, those who don’t know any better (2 Peter 2:18). They are full of hot air and use flattery to manipulate others. There is something about fallen human nature that loves to believe a lie and even follow it, no matter where it may lead.

Jude further warned of the consequences of their error (Jude 1:14–16). He quoted loosely from these non-canonical, pseudepigraphal writings (meaning, the actual author was not the one named in its title) (Jude 1:14, 9). He does these to support his points. Was this acceptable? Since Jude was writing under the inspiration of the Holy Spirit (2 Timothy 3:16; 2 Peter 1:20, 21) and included material that was accurate and true, he did nothing differently than Paul (Acts 17:28; 1 Corinthians 15:33; Titus 1:12). The point is that false teachers would be the objects of God’s judgment. Much like the former grumblers, the false teachers in Jude’s day grumbled primarily against God. They pursued their lusts for sensuality and gain (Jude 1:15, 16).

All we know about Enoch is found in Genesis 5:18-24 and Hebrews 11:5. He was the seventh from Adam to identify him as the godly Enoch from the ungodly one (Genesis 4:17) in Cain’s line. Enoch’s original message was likely about the coming Flood. False teachers mocked the prophecies of coming judgment. Enoch’s judgment had characteristics:

  1. It will be a personal judgment: God will judge the world but he will not send a famine or flood or assign an angel to take care of it, God himself will do it (James 5:9). It shows the seriousness of the event.
  2. While it is a personal judgment, God will not come alone: He will bring his holy ones (Jude 1:14), meaning the angels (Deuteronomy 33:2, Matthew 25:31) or the people of God Revelation 19:14, Colossians 3:4, 1 Thessalonians 3:13). The tables will be turned.
  3. It will be a universal judgment: It will be upon all and no one will escape. All but those in the ark died; all but Lot and his daughters died; it will be the day of judgment (2 Peter 3:7).
  4. It will be a just judgment: God will convict (convince) men of sin, declare them guilty, pass sentence and execute judgment. There will be a judge but no jury; a prosecution but no defense; a sentence but no appeal. God will have their record open; their deeds, motives and thoughts. He will recall the “hard speeches” (Jude 1:15) spoken against the Lord, words that were harsh, rough, stern and uncivil. Remember they were murmurers and complainers (Jude 1:16) unafraid to speak out against God (2 Peter 2:10) with great swelling words (2 Peter 2:18, Jude 1:16).

How long will God wait? The children ask (Psalm 94:3-4, 50:3).

Lessons from Previous Failures

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My class has begun studying the little book of Jude, which I like to call a “post card.”

Author: So who is the author? Jude identifies himself as a servant of Jesus Christ and the brother of James. The determination of his identity rests principally upon the process of elimination. The half brothers of Jesus are mentioned in Matthew 13:55 and Mark 6:3. Among those named are both James and Jude. James, the half brother of the Lord (different from both James the son of Zebedee and James the son of Alphaeus), rose to an important position in the church at Jerusalem. Jude, who was not as widely known as James, does not use an apostolic title. He simply identifies himself as the brother of the well-known James. The conclusion must be that this Jude is one of the Lord’s half brothers.

Purpose: There is no question about Jude’s purpose in writing this letter; he wanted to discuss their common salvation, but the threat of subversive teachers compelled him to write and encourage his readers “to contend earnestly for the faith” (Jude 1:3). So the entire post card is an assessment of false teachers and a strong warning to the readers. The false teachers reject Christ’s authority, but Jude stresses that Jesus is Lord, now and forever. Therefore, He is to be followed both in doctrine and deed.

It is great to talk about salvation and something positive, but occasionally a particular situation compels us to speak about a danger that God’s people need to understand. Delivering this message is not a pleasant task.

The faith delivered to the saints is the special revelation of God. Jude’s readers needed to struggle to maintain this faith free from corruption. Jude had two major concerns: that the readers would not be led astray by false teachers, and that they would instead take the initiative and contend for the faith. False teachers who advocated immorality and perverted true Christology had wormed their way into the church.

Jude denounces the immoral and apostate more strongly than any other New Testament writer.

Previous Failures (Jude 1:5–7)
The writer cited three examples of failure from the past to warn his readers of the danger involved in departing from God’s truth. Each one of these illustrations highlights a particular aspect of the false teachers’ error. It was a sin of rebellion, it was a proud departure from a position of superior privilege, and it involved immoral behavior. Jude give three examples:

  1. Jude’s first example was certain Israelites (Jude 1:5). After God redeemed Israel and liberated the nation from bondage in Egypt, the people failed to continue to believe God’s promises and to trust in His power (Numbers 14:11; Deuteronomy 1:32). God judged those who failed by destroying them in the wilderness. The Savior can also be the Destroyer.
  2. Jude’s second example was certain angels (Jude 1:6). A group of angels also did not remain in their privileged position near God but left that sphere and so incurred God’s wrath. These rebellious angels are now in bondage and await God’s judgment (see 2 Peter 2:4). These differ from Satan’s agents who are at work in the world today (demons) who have considerable freedom. The apostates in Jude’s day had also abandoned a position of great privilege and blessing, namely, the opportunity to serve and glorify God. God would also judge them severely because of their departure.
  3. Jude’s third example was certain pagans (Jude 1:7). This example shows God’s judgment on those who indulge in immorality and sexual perversion, which the false teachers of Jude’s day evidently felt free to practice. Apostasy starts with unbelief, leads to rebellion against God, and proceeds to immorality.

Leaders Must Guard Their Integrity

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As men, we must constantly be on guard in walking with integrity. People are looking even when we think they are not. More than likely, all of us have broken some sacred trust, perhaps to our wife, kids, or close friend. It’s not easy to live up to the expectations of others, but we break trust by not living up to the standard we have set for others. Hypocrisy might be an accurate word. King David is one of my favorite men in the Bible; he was so great in the eyes of God and men, but he was also so stupid at times.

The life of King David was filled with numerous triumphs, conquests, and successes. He took down Goliath all by himself with a sling and a stone. He wrote many of the psalms from which we find comfort in our times of difficulty. He led the nation of Israel and was considered by many to be its greatest leader. But he had a darker side that was eventually exposed by the prophet Nathan. Surely the sins of David would find him out.

I gave you your master’s house and his wives and the kingdoms of Israel and Judah. And if that had not been enough, I would have given you much, much more. Why, then, have you despised the word of the LORD and done this horrible deed? For you have murdered Uriah the Hittite with the sword of the Ammonites and stolen his wife. — 2 Samuel 12:8-9

David also learned a harsh lesson about the importance of trust. While sitting on his rooftop one day (2 Samuel 11:2) when he should have been at war (2 Samuel 11:1), he saw Bathsheba bathing and sent for her. This act led to adultery, the murder of Uriah the Hittite, and a cover-up of the whole situation (2 Samuel 11:14-15). Only when the prophet Nathan confronted David about his actions did the king ask God for forgiveness (2 Samuel 12:7, 8, 9, 13). However, the Lord did not let David off easy. The child he fathered with Bathsheba died (2 Samuel 12:14), there was a constant threat of murder in his family (2 Samuel 12:11-12), and his son Absalom caused David problems until he was killed in battle (2 Samuel 18:9, 14-15).

When someone is trusted with a leadership role, they are given the opportunity to use their talents, time, and influence for causes bigger than themselves. As they make good decisions while showing integrity and concern for others, they earn trust. John Maxwell says this is like putting change in your pocket. When a man betrays that trust, it becomes difficult to regain. The leader has to pay some of their change back to the people. When someone runs out of change, trust is gone. When trust is gone, the leader ceases to be a leader.

King David’s story should serve as a reminder of the importance of trust and how quickly it can disappear. Men, allow God to mold and refine your character so that your decisions will inspire others to trust your abilities.

The Godly Design for the Future

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At the end of Second Peter, there is a chapter concerning the “end of all things.” Paul was a little more upbeat when he mentions Jesus’ second coming and then we will forever be with the Lord (1 Thessalonians 4:15, 16, 17, 18). Peter is a bit more fiery by saying that when Jesus returns the heavens and the earth will melt with intense heat (2 Peter 3:7, 10). My purpose is not to have an exhaustive study about eschatology, but to look into the chapter with the eyes of application.

  1. Think of a time when you were disappointed in how God answered one of your prayers. Did there come a time when you realized that God’s answer was best for you?
  2. Why is it important for us to know what to expect in the last days? (We must also balance preparing for Christ’s return and investing in life now).
  3. Explain why God is delaying his punishment of the wicked.
  4. How can we be sure that God is in control?
  5. In light of Christ’s imminent return, describe how we should live our lives.
  6. How can believers guard their faith?
  7. In what circumstances is it tempting to give up on God? Consider these who may have been tempted:
    1. Job in his distress
    2. Sarah (Abraham’s wife) in her infertility
    3. Hosea as his wife continued to be unfaithful
    4. King David as he was hunted down by Saul
  8. What are the dangers of unrealistic expectations?
  9. How do the promises in this passage build up your faith and confidence in God?

Commentary:

Peter turned from a negative warning against false teachers to make a positive declaration of the apostles’ message in order to help his readers understand why he wrote this letter. His language had been strong and confrontational, but now he spoke with love and encouragement in gentle and endearing terms.

The Purpose of This Letter (2 Peter 3:1–2)
Peter implied that he wrote this letter soon after an earlier one, probably referring to 1 Peter. His purpose was to refresh his readers’ memories that were unflawed by evil. He gave his readers credit for not having embraced the teaching of the heretics. Again Peter put the teaching of the apostles, which came from Jesus Christ, on a level of authority equal with the writings of the Old Testament prophets.

The Scoffing in the Last Days (2 Peter 3:3–6)
The mockers’ attitude of intellectual superiority and disdain of scriptural revelation led them into immoral conduct. They denied supernaturalism and believed in uniformitarianism, the view that the world continues in the same uninterrupted patterns. In particular, the scoffers denied the promise of the Lord Jesus that He would return (John 14:1–3; Acts 1:11). God intervened in the world in the past. When He spoke, the universe came into existence (Genesis 1:6–8; Hebrews 11:3). God spoke again and the dry land separated from the waters (Genesis 1:9–10), and He spoke again and the earth flooded (Genesis 7).

The Events During the End-Times (2 Peter 3:7–10)
God has indicated that the present heavens and earth will experience another, yet-future judgment. Then God, by His word, will destroy them by fire rather than by water. It does not matter if He gave His promise yesterday or a thousand years ago. He will still remain faithful and fulfill every word. The passage of a thousand years should not lead us to conclude that God will not fulfill what He has promised; He does not forget His promises. God is waiting so people will have time to repent. This ultimate holocaust will take place at the end of the age and will result in the destruction of the universe as we know it (see Revelation 21:1).

Our Living in View of the Future (2 Peter 3:11–16)
An understanding of the future should motivate believers to live holy lives. They are to look forward to the new heavens and new earth, because righteousness will dwell there. Peter again urged his readers to “diligent” action (2 Peter 3:14; see 2 Peter 1:5, 6, 7, 8, 9, 10). He wanted them to be at peace with God, without defect or defilement, and without justifiable cause for reproach.

We should view the apparent delay of the Lord’s return as evidence of His kindness that leads people to repentance and salvation rather than as an indication that He is never coming back. Perhaps Peter had Romans 2:4 in mind when he said Paul wrote the same thing he had just said. Some people misunderstood and in some cases deliberately misrepresented the meaning of Paul’s writings, but this only added to their own guilt before God. Peter apparently regarded Paul’s writings as of equal authority with the Old Testament Scriptures (see 2 Peter 1:12–21; 3:2).

Next time we will begin the study of Jude; since the topics are similar, and besides, how many times have you ever heard a sermon or had a study on this little “post card?”