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Adventist International Institute

of Advance Studies

UNIT PLAN: DOCTRINE OF ATONEMENT

A Unit Plan

Presented in partial fulfillment

of the requirements of the course

GSEM 608 Advance Method of Teaching Bible

by

Andrews Chhakchhuak

March 2017

TABLE OF CONTENTS

Goals ...................................................................................................... 1

Scope ...................................................................................................... 1

Sequence.................................................................................................. 1

Topic Summary.................................................................................. 1

Lesson 1: Needs for Atonement............................................................... 2

Advance Organizer, Lecture Material................................................ 3

Lesson 2: Plan for Atonement.................................................................. 6

KWL Material.................................................................................... 7

Lesson 3: Theories of Atonement............................................................ 9

Jigsaw Material.................................................................................. 10

Lesson 4: Metaphor of Atonement/Salvation.......................................... 13

Graffiti Material................................................................................. 14

Lesson 5: Practical Application .............................................................. 15

Role Playing Material........................................................................ 16

Feelings Material............................................................................... 17

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Unit Plan on Doctrine of AtonementBachelor Arts in Theology

Goals

The goals of this unit plan are as follows:1. To help student understand and identify human needs for salvation.2. To help student recognize what the Godhead has to suffer in the plan

of salvation.3. To discover and evaluate different theories of atonement.4. To help student grasp the meaning of each of the salvific metaphor in

the Bible.5. To help student experience salvation, result in practical application.

Scope

Doctrine of Atonement have to do with what God has done, is doing, and will be

doing in reconciling man to Himself. The scope is wide and this unit plan with five

lessons alone is not enough to cover all the necessary topic. But it will cover the most

basic theology of atonement.

Sequence

The unit is plan in such a way that the students will be able to see the atonement

from the root to its climax - the cross. The sequence are put in an orderly way from the

problem to the plan – solution – and the experience.

Lesson Topic Teaching Strategy

Purpose of Strategy

1 Need for Salvation Advance Organizer

Allows student to see the whole picture of what will happen in the class, served as introductory lesson.

2 Plan for Atonement KWL Assessing Prior knowledge with additional knowledge from reading

3 Theories of Atonement Jigsaw Cooperative Learning

4 Metaphor of Atonement Graffiti Assessing prior knowledge from reading and cooperative sharing

5 Practical Application Role Play and Feelings

For application of the doctrine in student’s life.

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LESSON 1

Subject: Doctrine of Atonement Level: Undergraduate StudentTopic: Introduction, Needs for Atonement

Time: 90 minutes.

No of Students: 40

Materials: Advance Organizer chart, Lecture Material

Instructional Objectives:By the end of the class, students will be able to1. Categorize and organize different topics under the doctrine of salvation. 2. Formulate the whole picture of the lesson and list where each lesson belong under doctrine of salvation. 3. Evaluate and explain human need for salvation.

Introduction: Short Introduction: “Today is our first class in the doctrine of atonement. Doctrine of atonement is a wide topic, in this course we might not be able to deal with all of the subject in the wide range but we will deal with the most essential and necessary topic in understanding the atoning work of Christ. I will use advance organizer to see the whole picture of what we will be covering in this class.”

Presentation:

Teacher’s Activity Students’ Activity1. The teacher presents the advance

organizer chartsStudents observe and listen

2. The teacher explains each categories in a brief way

Students observe and listen

3. The teacher lists the learning objectives for this lesson (need for salvation)

Students observe and listen

4. The teacher ask the student to turn to their neighbor and discuss why there is need for salvation

The Students group themselves and discuss

5. The teacher asks for their answer Students Answer.6. The teacher evaluates their answer

and presents the lecture materialStudents listen.

7. The teacher gives time for discussion: question and answer

Students participate: ask questions and give insights on the lesson.

Assignments:1. Research on the doctrine of original sin and evaluate it. 2. Be ready for quick quiz next class.

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Doctrine of Atonement

Needs for Atonement

Result and Reality of Sins

Nature of Sins

Salvific Needs Because of Sins

Plan for Atonement

God's Decision in Eternity

God's Justice and Mercy

Theories

Classic View

Subjective View

Objective View

Metaphor of Atonement

Propitiation

Redemption

Justification

Reconciliation

Practical Implications

ADVANCE ORGANIZER MATERIAL

LECTURE MATERIAL

1. The Reality and Results of Sin Sin is the ultimate human problem, for which divine salvation is the only solution. Beginning in pride and the desire to be like God (Gen. 3:4; Isa. 14:120; Zee. 28:1–19), sin is a universal actuality (1 Kings 8:46; 2 Chron. 6:36; Job 4:17; Ps. 14:1–3; Eccl. 7:20; Isa. 9:17; Dan. 9:11; Rom. 3:9–11, 23; 5:12, 19; 1 John 1:8, 10). It has resulted in universal condemnation and death (Rom. 5:14–18; 6:23; James 1:15).

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2. The Nature of Sin Since salvation is so directly connected with the reality of sin, the meaning of sin must be clarified so the nature of salvation may be more clearly apprehended.

a. Sin as deed. The first and most immediate way in which sin manifests itself is as a misdeed. The scriptural indictment of humanity’s sinful actions is described in Romans 1:183:20. Even supposed righteous deeds are as unclean rags (Isa. 64:6).

b. Sin as depravity of the heart. However, sin is more than a misdeed. It may end in an action, but it begins in the inclination of the heart. Scripture testifies that sin is a perversion of a person’s heart and will, moral nature, and innermost being. The depth of the heart’s pollution is graphically described in Genesis 6:5; Isaiah 1:5, 6; 29:13; Jeremiah 11:8; 16:12; Matthew 7:1823; and James 1:14, 15; 4:1, 2.

c. Sin as enslaving power. The Bible describes sinful actions as the product of living under the rule of an alien, evil, and enslaving power such as is described in Romans 5–8. Always occurring in the singular except in Romans 7:5, sin is pictured as a king or lord (Rom. 5:12–14, 21) to whom humans yield themselves in obedient service (Rom. 6:6, 12, 13). Like a harsh tyrant or wicked taskmaster, sin holds people in slavery (verses 6, 16–18, 20; 7:14) and pays them wages (Rom. 6:23). Like a demon it can dwell in a person (Rom. 7:17, 20), deceive that person (verse 11), as the serpent deceived Eve (Gen. 3:13), and even effect death in the person (Rom. 6:16, 23; 7:11, 14). Its suppression of mankind can be produced by the imposition of its own law (Rom. 7:23; 8:2) or, by subversively working its destructive purposes through God’s law (Rom. 7:8, 11, 13; cf. 1 Cor. 15:56). It can lie dormant or suddenly spring to life, stirring the sinful passions to action (Rom. 7:5–9).

Sin as a power stands opposed to God (Rom. 6:23) and, like a criminal, is condemned by God (Rom. 8:3). To speak of sin as a power expresses the paradox that sin is something we do, and yet which precedes and determines our doing. In sinning it is we who sin, yet not we ourselves (Rom. 7:17, 20). Thus, in what we do, we are really acting out the power of sin which controls us.

3. Salvific Needs Because of Sin

When sin is considered to be an act of wrongdoing, the sinner is called upon to repent, confess, be baptized, and receive forgiveness of sins and cleansing from guilt (Acts 2:38; 2 Peter 3:9; 1 John 1:9). This is the experience of justification. When sin is regarded as the evil inclination of the heart or will, the sinner needs a new heart and right spirit (Ps. 51:10). God promises to supply these very gifts (Eze. 11:19; 36:26). This speaks to the issues of regeneration, conversion, and sanctification. When sin is

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viewed as an enslaving, death-dealing power—a radicalizing of the concept of sin as an evil heart—what is necessary is more than repentance, forgiveness, or a change of heart. An exchange of lordships from that of sin and death to that of Christ and life is required (Rom. 6). Only under Christ’s lordship is there true freedom. In summary, the sinner’s needs vis-à-vis the three aspects of sin are forgiveness, renewal, and freedom under a new Lord. These lie at the heart of the biblical message of salvation

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LESSON 2

Subject: Doctrine of Atonement Level: Undergraduate StudentsTopic: Plan for Atonement Time: 90 minutes.

No. of Students: 40

Materials: White board marker, expository passage titled “Plan for Atonement”

Instructional Objectives:By the end of the class, students will be able to1. Explain/describe what they know about the divine plan for atonement.2. Ask questions on what they want to know about divine plan for atonement.3. Read the lesson to verify, answer and to find new information4. Verify and answer what they are learning

Introduction: Short Introduction: “Last class, we discussed about the need for atonement for human. We will have short quiz today as announced. But before that, today, we will learn an important aspects of Atonement. The reaction of God towards sin and towards our need of atonement. Today we will learn about the “plan for atonement”

Short Quiz: Take your pen and paper. Answer the following questions in 3 to 5 sentences.

1. What is the result of sin in man?2. Can human have natural tendency to do good. If yes, why? If no, why

not?

Presentation:

Teacher’s Activity Students’ Activity1. The teacher will introduce and

explain the procedure of KWL2. The teacher will draw the KWL

chart on the paper. Will also states and write the topic of the lesson.

The students will observe

3. The teacher will ask the student what they already know about the topic and write their respond in the K column

The students will think and respond the teacher what they know about the topic

4. The teacher will ask the students what they want to know about the topic and records the student respond in the W column

The students will think and respond the teacher what they want to know about the topic

5. The teacher will ask the student to read the materials silently

The students will read the materials silently

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6. The teacher will ask the student for ideas to verify K item through their reading

The students will verify and share

7. The teacher will ask the student and write their answer to the questions of W items in L column

The students will tell the teacher,the answer to the W item they found from the reading

8. The teacher will ask the student to share new ideas they learn from reading the material, and add them to L column

The students will share new ideas they learn

9. The teacher will assign follow up research assignment to the items not verified or answer in the K and W column.

The students will take notes on the assignment.

Assignment:1. Things that are not verified in the K and W column.

KWL CHART

What I KNOW What I WANT to know What I LEARN

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KWL Reading Materials (40x)

A. God’s Decision in EternityThe salvation of humankind does not result from a divine afterthought or

improvisation made necessary because of an unexpected turn of events after sin arose. Rather, it issues from a divine plan for man’s redemption formulated before the founding of this world (1 Cor. 2:7; Eph. 1:3, 14; 2 Thess. 2:13, 14) and rooted in God’s everlasting love for humanity (Jer. 31:3).

This plan encompasses eternity past, the historical present, and eternity future. It includes such realities and blessings as election and predestination to be God’s holy people and bear likeness to Christ, redemption and forgiveness, the unity of all things in Christ, sealing with the Holy Spirit, reception of the eternal inheritance, and glorification (Eph. 1:3–14). Central to the plan is the suffering and death of Jesus, which was not an accident of history nor the product of merely human decision, but was rooted in God’s redemptive purpose (Acts 4:27, 28). Jesus was in truth “the Lamb slain from the foundation of the world” (Rev. 13:8, KJV).

Cohering with the reality of a plan are Jesus’ statements as to why He came into the world. He came to fulfill the law (Matt. 5:17), to call sinners (Matt. 9:13), to be a friend of outcasts (Matt. 11:19), to seek and save the lost (Luke 19:10; cf. 1 Tim. 1:15), and to serve others and give His life as a ransom for them (Mark 10:45). All that He does is in His Father’s name (John 5:43) and according to His will (verse 30). As the revealer of God (John 1:14, 18; 14:7–10), He brings people to God (verse 6) and to the eternal life or salvation that God grants to everyone who has faith in Him (John 3:15–17; see Great Controversy I. A).

B. God’s Justice and Mercy

After the fall of man, Satan charge against the character of God continues, He charge that “no man could keep the law…. Satan questioned the love and justice of God.” Satan’s charge of God in dealing with sinners was quite fundamental, because God is both just and merciful. The charge was very problematic for God, What solution could God provide as He is the “same God who is a God of mercy and who in virtue of His mercy desires to save human souls, is also of justice and in virtue of His justice must punish sinners. . . . to violate His own nature (of either mercy or justice is) to destroy the moral order of the universe.” In the Great Controversy, “Satan had declared” as Ellen White penned, “that the law of God could not be obeyed, that justice was no consistent with mercy, and that, should the law be broken, it would be impossible for the sinner to be pardoned. . . . if God should remit the punishment of sin, He would not be a God of truth and justice.” At this juncture, one notice that the justice and mercy of God lies at the very core of the issues in Great Controversy. When man fall into sin and broke the law of God, Ellen White continues, “Satan claimed that the human race must be forever shut out from God’s favor. God could not be just, he urged, and yet show mercy to the sinners.”

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LESSON 3

Subject: Doctrine of Atonement Level: Undergraduate StudentsTopic: Theories of Atonement Time: 90 minutes

No. of Students: 40.

Materials: Jigsaw Pieces for 40 Students.

Instructional Objectives:By the end of the class, students will be able to1. Describe the major theories of atonement.2. Compare and examine the strength and weakness of each theory. 3. Evaluate each theory and choose the most proper view of atonement.

Introduction: Short Introduction: “Yesterday, we learned about the plan for atonement. Today we will learn about the solution that God plan for human atonement. There are many theories of atonement (view on Cross), today, we will discuss the five main theory.”

Presentation:

Teacher’s Activity Students’ Activity1. Group the students into three and

give the jigsaw set.Reads their item silently

2. Instructs those with the same item to assemble.

Discuss the material to become expert.

3. Walks around observing students’ participation.

4. Call back the expert group to the home group

Share what they learn one by one with their home group members.

5. Ask Questions Answer.

Assignments:1. Find out at least 2 other theories of atonement not discuss in class.2. Submit 1 page evaluation of the strength and weakness of each theory. 3. Read George Knight, The Cross of Christ: God’s Work for Us. Hagerstown, MD:

Review and Herald, 2008, pp. 61-79 for next class.

JIGSAW MATERIALS

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1. Christus Victor

Christus Victor theory is also sometimes known as classic theory of atonement. The basic notion of this theory is that Christ is victorious over the forces of evil through His death on the cross. Christus Victor is “the predominant image of the early church.” The conflict-victory aspects of atonement is common especially in the second to fourth century but it was termed as Christus Victor only in the twentieth century by Gustaf Aulen in his reemphasizing of the ancient Christ as Victor theory. Aulen claims, “its central theme is the idea of atonement as a divine conflict and victory; Christ – Christus Victor- fights against and triumphs over the evil power of the world, . . . and in him God reconciles the world to himself.”

Christus Victor exist in several forms. According to Finland, it is divided into two subgroup: (1) The “cosmic battle” version and (2) Ransom Theory. The “cosmic battle” version of the Chistus Victor stresses Christ’s resurrection and his defeat of evil. The victory of Christ is view in the background conflict between the good and evil. This idea flourish starting from the second century. Green and Baker suggest to view this based on the cross in the context of the second century. According to them, the Christian church asserted that Christ was Lord while living in the dominant social structure where Caesar was declared as Lord. Moreover throughout these second to third centuries there was widespread persecution of the Christian. Therefore, it was not hard for them to view the cross of Christ in a conflict-victory motif or a “cosmic battle” Christus Victor model. Christ as the victor in the conflict was the good news to them.

2. The Ransom Theory

Ransom Theory is perhaps the most popular in the first one thousand years, as a result it is often time describe as the classic theory. In this theory, as the result of the fall of man, Satan had humanity in his power. The atonement is the work of God. The theory claims that God the father handed Christ over to Satan as a ransom prize but Christ in His divinity overpowered Satan by his resurrection from the death and thus gain victory over Satan.

The ransom theory in itself also have many nuances. Not all the proponents who hold ransom theory agree with each other. While majority of the proponents agree that the ransom was paid to Satan, they differs in their description of the manners of Christ’s victory over Satan. For instance, Origen would claim that Satan had to let go of Christ and lost his ransom payment because the goodness of Jesus was too much for him and he could not stand having Jesus by his sight, in other words, Jesus conquered Satan through Satan’s own miscalculation and his self-deception. On the other hand, Gregory of Nyssa describes Christ victory in conquering the devil through trickery; Gregory propose that God deceived and tricked Satan into thinking that he got the good bargain by taking Jesus as ransom payment, not knowing of the divinity of Christ hidden under His human flesh.

3. Moral Influence Theory

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Moral Influence theory in its simplest form “is the claim that the atonement is principally a demonstration of the love of God, its power residing in a moral and subjective change in us as we contemplate what Christ did.” The most famous exponent of this view was Peter Abelard (1076-1142), a French philosopher-theologian. For Abelard, the cross of Christ has its subjective effect, the cross should stimulate the believer to repentance and to obedience. Since its focus is on the subjective change, it is often time called as subjective theory of atonement.

The advocates of this view holds that Christ’s atoning death was merely a revelation and manifestation of God’s love that will move the believers to repentance and that Christ’s death “was in no way to pay ransom to Satan nor to satisfy divine justice but solely to provide such a moving expression of God’s love that it would melt the sinner’s enmity against God.” The most extreme form of this view proclaims that Christ’s death as a satisfaction is unnecessary. In rejecting both ransom theory and Anselm’s satisfaction theory, Abelard propose that, “The purpose and cause of the incarnation was that he might illuminate the world by his wisdom and excite it to the love of himself.”

In simple conclusion, the moral influence theory main predicate was that human being is capable to improve themselves morally and thus, the doctrine of original sin and total depravity is not acceptable in moral influence theory. Due to this reason, the forgiveness of sins in this model do not depend on the result of Christ’s death, but it depends on human. Stott observes, in this view, “when we love Him, we are forgiven.”

4. Governmental TheoryThe main proponent of governmental model Hugo Grotius, was a lawyer and thus,

not surprisingly holds that the law was vital and law breaking which he equate as sin is to be taken seriously. Grotius view God as the governor of the universe and the purpose of the atoning death of Christ was to safeguard His moral government. Governmental theory does not lack in discussing the wrath of God. God’s wrath and punishment is necessary in order to prevent the corruption of human’s mind. In this sense, God uses punishment to promote the common good and His wrath serves as an example or even a warning to human beings not to be corrupted.

God as Governor and Lawmaker, can opt to relax and change his standards; forgiving the sinner through his grace due to the fact that as a Lawgiver, he was not bound by his law. God could even eliminate his law and solve the sin problem just by forgiving sinners. However, according to Grotius, God chose to not violate his law but instead to safeguard his law by punishing Christ. Letham gives three reasons why God chose to punish Christ: (1) he chose this way out of goodness (2) because of His wrath against sin and (3) because of His wisdom in upholding his law and its authority.

The work of Christ is necessary to meet the requirement of the law and Christ death highlights the terribleness of sins and emphasize the law must be preserved.The governmental theory is in a way both subjective and objective: objective because Christ’s death was seen as satisfying the justice of God and subjective because it is view as an agent to prevent humanity from sinning. In this theory, both the sinfulness of God and his holiness were kept but since Grotius did not believe in transferable punishment from one person to another, Christ did not suffer human’s punishment but rather He suffer to make punishment unnecessary in his demonstration that will lead man to turn

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away from sin and thus preserve God’s government. Grotius summarize his governmental theory:

5. Penal-Substitution-Satisfaction Theory

This theory is primarily objective model. Often times “penal-substitution” and “satisfaction” theory have been viewed as two different views. But this paper would categorize them as one theory due to their very close objective relation, especially in terms of emphasizing the justice of God in His love. The advocates for this theory, as Whidden states, “strongly assert that the foundational reason for the death of Christ was so that He would bear the penalty for sin and thereby satisfy effectively the justice of God’s holy love. . . . the sinner’s substitute met the requirement of divine justice, it is then, and only then that God can justly be enable to forgive sinners.”

This theory is perhaps the most prevalent and most popular model of atonement in the evangelical circle. The main idea of this theory goes like this: “God’s justice demands the penalty for the transgression of His will, and Christ’s death was the penalty that is substituted for the sinner’s just reward” and thereby satisfy God’s justice love and divine wrath.

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LESSON 4

Subject: Doctrine of Atonement Level: Undergraduate StudentsTopic: Metaphor of Atonement Time: 90 minutes

No. of Students: 40.

Materials: Graffiti Material: 4 colored paper sheets. 4 pen

Instructional Objectives:By the end of the class, students will be able to1. Explain and discuss in a group each metaphor of salvation.2. Examine and evaluate each metaphor in its biblical sense. 3. Apply the principle learned and in a better understanding of salvation.

Introduction: Short Introduction: “Today we will learn very important aspects in atonement and salvation. I hope you read your assignment on George Knight, Cross of Christ. Our lesson will be based from that chapter. Today we will study about the metaphor and language of the bible when it talk about salvation and atonement. Since we all have known something about this lesson, we will do graffiti today.”

Presentation:

Teacher’s Activity Students’ Activity1. Explains the procedure Listen

2. Group student into groups of 4. 10 member in 1 group.

Student listen and group according to the teacher’s request.

3. Numbers the group 1, 2, 3, 4 Group themselves in a circular format around the room

4. Gives a question sheet and a pen to each group5. Gives signal for group to read the question and discuss and answer their sheet (5 minutes)

Read the question, discuss and answer

6. Gives next signal to transfer the paper to next group. (5 minutes)

Students transfer the paper to next group and discuss the question they receive and answer

7. Gives next signal to transfer the paper to next group (5 minutes)

Students transfer the paper to next group and discuss the question they receive and answer

8. Gives next signal to transfer the paper to next group (5 minutes)

Students transfer the paper to next group and discuss the question they receive and answer

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9. Gives signal to transfer the paper to the original group.

The original group review and summarizes the points of their original question (1-2 minutes)

10. Gives time to report Select representative and reports to the whole class (8 minutes)

11. Give Clarification to unclear items.

Assignment:1. Write a personal reaction of the lesson today. What new things you learn?

Graffiti Materials

Questions

1. Discuss and Explain the biblical idea of propitiation?

2. Discuss and Explain the biblical idea of Redemption?

3. Discuss and Explain the biblical idea of Justification?

4. Discuss and Explain the biblical idea of Reconciliation?

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LESSON 4

Subject: Doctrine of Atonement Level: Undergraduate StudentsTopic: Personal Application Time: 90 minutes

No. of Students: 40.

Materials: 1) Reading materials for role play – A Bible. 2) Random Cards containing students name3) Reading material for “Feelings”

Instructional Objectives:By the end of the class, students will be able to1. Dramatize the parable of the lost son in Luke 15. 2. Examine and evaluate each character in the parable3. Discuss and identify the lesson from the parable4. Assess the feeling of the character in the story “The Room”5. Value the lesson learned in this class (as a whole: from day 1 to 5) and apply it in their life.

Introduction: Short Introduction: “This past 4 classes we have been discussing about the atonement and the work of Christ in reconciling us to himself. Today as it is the last day will be very special. We will have role play as learning strategy. The main aim of this class today is to be able to apply this doctrine of atonement in our own life.”

Presentation:

Teacher’s Activity Students’ Activity1. Explains Role Playing strategy Listen

2. Select participants (4) –the lost son, the father, the elder son, the narrator.

Participants responds while others observe

3. Set the stage: Delineate the action sequence and reiterate roles.

Starts the play: Narrator narrates from Luke 15:11-32, the actors acts.The rest observe the action.

4. Lead the discussion and evaluation of the acting, principal focus of the play, the moral lesson.

Student shares their idea.

5. Share experience and generalize

6. Ask student to turn to their neighbor and to relate the story in actual experience

Draw life lesson from the story and relate to Christ’s atoning work and God’s love.

7. Teachers ask to share their ideas by using random cards that contain their

Student shares

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name

Teacher:“Now we have learned valuable lesson from the parable of the lost son. Before we

end this class there is one special thing that we are going to do. It is called ‘feelings’ it is to out ourself in the shoes of the character in the story that we will read and listen”

Teacher’s Activity Students’ Activity1. Teacher explains “Feelings”2. Gives reading material to each students Takes the reading material3. Ask the student to go through the reading while one students reads it loud and clear.

Students readStudent reads it loud and clear

4. Group the student into 10 group – 4 members in each group

Group themselves

5. Teacher ask 5 groups to discuss and analyze the feeling of the narrator while other 5 groups discuss the feeling of Jesus

Students discuss

6. Ask the each groups what they learned from the feelings of the character and share it to the whole class.

Shares their idea.

7. Ask student how can we apply this in the doctrine of atonement

Students respond

8. Concludes the story and the class.

Role Play Material:

The Parable of the Lost Son Luke 15:11-32

11 Jesus continued: "There was a man who had two sons. 12 The younger one said to his father, 'Father, give me my share of the estate.' So he divided his property between them.

13 "Not long after that, the younger son got together all he had, set off for a distant country and there squandered his wealth in wild living. 14 After he had spent everything, there was a severe famine in that whole country, and he began to be in need. 15 So he went and hired himself out to a citizen of that country, who sent him to his fields to feed pigs. 16 He longed to fill his stomach with the pods that the pigs were eating, but no one gave him anything.

17 "When he came to his senses, he said, 'How many of my father's hired men have food to spare, and here I am starving to death! 18 I will set out and go back to my father and say to him: Father, I have sinned against heaven and against you. 19 I am no

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longer worthy to be called your son; make me like one of your hired men.' 20 So he got up and went to his father.

"But while he was still a long way off, his father saw him and was filled with compassion for him; he ran to his son, threw his arms around him and kissed him.

21 "The son said to him, 'Father, I have sinned against heaven and against you. I am no longer worthy to be called your son. b'

22 "But the father said to his servants, 'Quick! Bring the best robe and put it on him. Put a ring on his finger and sandals on his feet. 23 Bring the fattened calf and kill it. Let's have a feast and celebrate. 24 For this son of mine was dead and is alive again; he was lost and is found.' So they began to celebrate.

25 "Meanwhile, the older son was in the field. When he came near the house, he heard music and dancing. 26 So he called one of the servants and asked him what was going on. 27 'Your brother has come,' he replied, 'and your father has killed the fattened calf because he has him back safe and sound.'

28 "The older brother became angry and refused to go in. So his father went out and pleaded with him. 29 But he answered his father, 'Look! All these years I've been slaving for you and never disobeyed your orders. Yet you never gave me even a young goat so I could celebrate with my friends. 30 But when this son of yours who has squandered your property with prostitutes comes home, you kill the fattened calf for him!'

31 "'My son,' the father said, 'you are always with me, and everything I have is yours. 32 But we had to celebrate and be glad, because this brother of yours was dead and is alive again; he was lost and is found.'"

“Feelings” Material

In that place between wakefulness and dreams, I found myself in a room. There

were no distinguishing features in this room save the one wall covered with small index

card files. They were like the ones in libraries that list titles by author or subject in

alphabetical order. But these files, which stretched from floor to ceiling and seemingly

endlessly in either direction, had very different headings. As I drew near the wall of files,

the first to catch my attention was one that read "Girls I Have Liked". I opened it and

began flipping through the cards. I quickly shut it, shocked to realize that I recognized the

names written on each one.

And then without being told, I knew exactly where I was. This lifeless room with

its small files was a crude catalog system for my life. Here were written the actions of my

every moment, big and small, in a detail my memory couldn't match. A sense of wonder

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and curiosity, coupled with horror, stirred within me as I began randomly opening files

and exploring their content. Some brought joy and sweet memories; others a sense of

shame and regret so intense that I would look over my shoulder to see if anyone was

watching.

A file named "Friends" was next to one marked "Friends I Have Betrayed". The

titles ranged from the mundane to the outright weird. "Books I Have Read", "Lies I Have

Told", "Comfort I Have Given", "Jokes I Have Laughed At". Some were almost hilarious

in their exactness: "Things I've Yelled at My Brothers." Others I couldn't laugh at:

"Things I Have Done in My Anger", "Things I Have Muttered Under My Breath at My

Parents". I never ceased to be surprised by the contents. Often there were many more

cards than I expected. Sometimes fewer than I hoped.

I was overwhelmed by the sheer volume of the life I had lived. Could it be

possible that I had the time in my 20 years to write each of these thousands or even

millions of cards? But each card confirmed this truth. Each was written in my own

handwriting. Each signed with my signature. When I pulled out the file marked "Songs I

Have Listened To", I realized the files grew to contain their contents. The cards were

packed tightly, and yet after two or three yards, I hadn't found the end of the file. I shut it,

shamed, not so much by the quality of music, but more by the vast amount of time I knew

that file represented.

When I came to a file marked "Lustful Thoughts", I felt a chill run through my

body. I pulled the file out only an inch, not willing to test its size, and drew out a card. I

shuddered at its detailed content. I felt sick to think that such a moment had been

recorded.An almost animal rage broke on me. One thought dominated my mind: "No one

must ever see these cards! No one must ever see this room! I have to destroy them!" In an

insane frenzy I yanked the file out. Its size didn't matter now. I had to empty it and burn

the cards. But as I took it at one end and began pounding it on the floor, I could not

dislodge a single card. I became desperate and pulled out a card, only to find it as strong

as steel when I tried to tear it.

Defeated and utterly helpless, I returned the file to its slot. Leaning my forehead

against the wall, I let out a long, self-pitying sigh. And then I saw it. The title --- "People

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I Have Shared the Gospel With". The handle was brighter than those around it, newer,

almost unused. I pulled on its handle and a small box not more than three inches long fell

into my hands. I could count the cards it contained on one hand. And then the tears came.

I began to weep. Sobs so deep that the hurt started in my stomach and shook through me.

I fell on my knees and cried. I cried out of shame, from the overwhelming shame of it all.

The rows of file shelves swirled in my tear-filled eyes. No one must ever, ever know of

this room. I must lock it up and hide the key.

But then as I pushed away the tears, I saw Him. No, please not Him. Not here.

Oh, anyone but Jesus. I watched helplessly as He began to open the files and read the

cards. I couldn't bear to watch His response. And in the moments I could bring myself to

look at His face, I saw a sorrow deeper than my own. He seemed to intuitively go to the

worst boxes. Why did He have to read every one?

Finally He turned and looked at me from across the room. He looked at me with

pity in His eyes. But this was a pity that didn't anger me. I dropped my head, covered my

face with my hands and began to cry again. He walked over and put His arm around me.

He could have said so many things. But He didn't say a word. He just cried with me.

Then He got up and walked back to the wall of files. Starting at one end of the room, He

took out a file and, one by one, began to sign His name over mine on each card.

"No!" I shouted rushing to Him. All I could find to say was "No, no," as I pulled

the card from Him. His name shouldn't be on these cards. But there it was, written in red

so rich, so dark, so alive. The name of Jesus covered mine. It was written with His blood.

He gently took the card back. He smiled a sad smile and began to sign the cards. I don't

think I'll ever understand how He did it so quickly, but the next instant it seemed I heard

Him close the last file and walk back to my side.

He placed His hand on my shoulder and said, "It is finished." I stood up, and He

led me out of the room. There was no lock on its door. There were still cards to be

written.

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