Bible Study LUKE · Hammadi finds. Jesus said to her, “I am the resurrection and the life. He who believes in me, though he may die, he shall live. The New King James Version (NKJV)

By Madelon Maupin, MTS

- Workbook -

Bible Study: LUKE

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Cover image: Supper at Emmaus, Rembrandt, 1628

(See Luke 24)


Map of Roman Empire . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 4

Biography . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 5

Bible Study Guidelines . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 6

Bible Translations . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 8

Introduction to Luke . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 10

Table of Contents

Chapter 1 . . . . . . . . . . 12

Chapter 2 . . . . . . . . . . 16

Chapter 3 . . . . . . . . . . 18

Chapter 4 . . . . . . . . . . 20

Chapter 5 . . . . . . . . . . 22

Chapter 6 . . . . . . . . . . 24

Chapter 7 . . . . . . . . . . 26

Chapter 8 . . . . . . . . . . 28

Chapter 9 . . . . . . . . . . 30

Chapter 10 . . . . . . . . . . 32

Chapter 11 . . . . . . . . . . 34

Chapter 12 . . . . . . . . . . 36

Chapter 13 . . . . . . . . . . 38

Chapter 14 . . . . . . . . . . 40

Chapter 15 . . . . . . . . . . 42

Chapter 16 . . . . . . . . . . 44

Chapter 17 . . . . . . . . . . 46

Chapter 18 . . . . . . . . . . 48

Chapter 19 . . . . . . . . . . 50

Chapter 20 . . . . . . . . . . 52

Chapter 21 . . . . . . . . . . 54

Chapter 22 . . . . . . . . . . 56

Chapter 23 . . . . . . . . . . 58

Chapter 24 . . . . . . . . . . 60

Your Insights about Luke . . . . . . . . . . . . . . . . . . . . . . . . 62


The Gospel According to Luke was written sometime after 70 CE and before 95 CE,

with most putting it in the 85-95 CE range. We know that it was written after the

Temple of Jerusalem was destroyed by the Romans in 70 CE but before the final

Gospel According to John was written in the last decade of the 1st century.

Considered Christianity’s first historian, Luke roamed the Empire firsthand, from

Israel to Asia Minor to Rome. Scholars are not in agreement from which city this

Gospel was written, but we know the Mediterranean was never far away. Luke’s vivid

sea voyages, storms and shipwrecks in both this Gospel and his 2nd volume of Acts,

tells us he was well-acquainted with the Great Sea that was the ‘middle of the earth’ ,

the Latin translation of Mediterranean.

Map courtesy of Manna Maps


Madelon has a Master of Arts in Theological Studies (with

an emphasis on Biblical Studies) from San Francisco Theo-

logical Seminary and a BA in religion from Principia

College, where she teaches in their lifelong summer learn-

ing program. She received a certificate from The Balkan

Institute, Thessalonica, Greece, for studies in Greek lan-

guage and culture, and has lectured extensively for Prin-

cess Cruises as their ship’s Cultural Historian for cruises to

Biblical lands.

Madelon enjoys sharing her love of the Bible through talks

on a variety of Biblical books and subjects for churches

and organizations worldwide through her company, Bible

Roads as well as occasionally leading trips to Biblical

lands.

Sharing the Bible with young people is a special interest

and Madelon has been privileged to provide Bible work-

shops at Church Youth Summits as well as camps, and

serving Adventure Unlimited/DiscoveryBound as a mem-

ber of its Board of Trustees for many years.

She lives in Newport Beach, California, with her husband,

George Birdsong, where she enjoys writing articles for

Christian magazines. Madelon is committed to ecumeni-

cal dialogue, serving on the Faith and Order Commission

of Southern California and was until 2017, a Trustee of the

New Theological Seminary of the West. She closed an ac-

tive leadership consulting firm of 20 years in Southern Cal-

ifornia in 2013 to devote her full time to sharing her love of

the Scriptures and helping others deepen their under-

standing.

Her website (www.BibleRoads.com) has many resources

for Bible Study, including CDs and MP3 versions of talks

Bible study workbooks, online courses and free, down-

loadable resources to share with your group. If you have

any questions, or want to learn more how to start your

own Bible study group, we’d love to hear from you.

[email protected]

Biography


Bible Study Guidelines

Ways to approach Bible study

1. By Bible Book—Select a book (or letter) of the Bible you would like to study,

and read it chapter by chapter, perhaps with one member of the group writing

questions ahead for each member to answer and share. Or find a Bible Study

workbook, such as Bible Roads produces, that already has study questions for

you. Consider how often you will meet and where. I would recommend no

more than one chapter per hour of discussion or you might be going too fast to

really cover it all. (See ‘Ways to Approach a Discussion, n.p.)

2. Thematically: Take a theme such as found in Luke 24 (when Jesus is walking to

Emmaus). Studying a subject like the fulfillment of Old Testament prophesy, a

group could look those up and share your findings with your Study Group.

3. Study Chronologically - Begin with the various groups of Biblical figures that

are linked, such as the Patriarchs in the Torah; or the Major Prophets (Isaiah,

Jeremiah, Ezekiel); the Minor Prophets (Amos, Hosea, etc.); the Kings of Israel,

the Kings of Judah, the fall of each kingdom and deportations; the return to

Jerusalem; Paul’s Letters; the Pastoral letters, etc.

4. Select Characters – Joseph’s life story, David’s, Jesus’ or Paul’s.

5. Also:

By a book – Distinctions between the Gospels; book of John;

By gender: women characters

By age: teenagers in the Bible

By a word: light, grace, promise, etc..

Ways to make the Bible your own

1. Memorize a Psalm, or verses regularly

2. Study in a contemporary or idiomatic translation

3. Commit to reading four pages a day (or any one year reading program)

4. Commit to reading a favorite Biblical book each month

5. Use a good atlas, tracing journeys, understanding topography


Ways to do Bible Study Individually or with a Group

1. After reading a chapter, give it a title.

2. Select your favorite verse and/or one that reflects the theme.

3. Identify an idea that is meaningful to you and why. Explain how you would ‘bring

it forward, i.e. apply that verse to your life today.

4. Make a note of anything that is confusing or not understood clearly.

5. Write a summary of your favorite passage in light of the whole chapter.

Ways to Approach a Bible Study Discussion in a Group Setting 1. After you determine which Bible book your group will study, and how often you

will meet (1x/mo? 2x/mo? Etc.), select someone as facilitator and possibly rotate

that role each time.

2. Use a workbook like Bible Roads or another to provide study questions chapter by

chapter. Send those out ahead to give shape to each one’s study.

3. Read 1-2 verses aloud, going around the circle, announcing from which translation

you’re reading. You might want to repeat the verses in another translation if help-

ful. Share what you learned about these verses or what came to you.

4. Summarize the overall theme of the chapter either at the beginning or the end to

give a “30,000’ view” to capture the big themes.

5. Participants might want to establish gentle ground rules, such as everyone commits

to being prepared, having read and studied and thought about the chapters.

Bible: A library of 66

books (‘biblia’ = book); 2 Testaments, both in 4 parts.

Old Testament (39 books)

• The Law, or Pentateuch - (1st 5 books, Genesis to Deuteronomy)

• History – (12, Joshua to Esther)

• Poetry, Wisdom - (5, Job to Song of Solomon)

• Prophesy – (17, Isaiah to Malachi)

New Testament (27 books)

• Gospels (4, Matthew to John)

• History (1, Acts)

• Letters (21, Romans to Jude)

• Revelation (1, Revelation)

Bible Organization


Amplified Bible—By using synonyms and definitions in this translation, a word is

amplified by placing the extended meanings in parentheses. This allows readers to

gain a fuller sense of the meaning of each verse. It is one of the few translations done

by a woman, Frances Siewert (1881-1967) and published by The Lockman Foundation

in 1987. Sample from John 11:25— 5Jesus said to her, I am the Resurrection and the Life.

Whoever believes in (adheres to, trusts in, relies on) Me, (as Savior) will live even if he dies.”

The Common English Bible (CEB) - A bold new translation designed to meet the

needs of a broad range of people and written at a 7th grade reading level, thus known

for its accessibility. It was prepared by a robust cross section of translators from 24 de-

nominations in 2010. Jesus said to her, "I am the resurrection and the life. Whoever believes

in me will live, even though they die.

The King James Version (KJV) — Translated in 1611 by 47 male scholars using the

Byzantine family of manuscripts, Textus Receptus. This remains as a beloved version

of the Bible due to its majestic language and sweeping poetry and prose. It has been

the most reliable translation for over three centuries, but its Elizabethan style Old Eng-

lish is difficult for modern readers, especially youth. More contemporary translations

have addressed the KJV’s mistranslation due to increases in scholarship and awareness

of early manuscripts after the 20th century discoveries of the Dead Sea Scrolls and Nag

Hammadi finds. Jesus said to her, “I am the resurrection and the life. He who believes in me,

though he may die, he shall live.

The New King James Version (NKJV) — 130 translators, commissioned by Thomas

Nelson Publishers, produced this version from the Byzantine family (Textus Receptus)

in 1982. This is a revision of the King James version, updated to modern English with

minor translation corrections and retention of traditional phraseology, but with an

effort to have more inclusive gender references. Jesus said to her, “I am the resurrection

and the life. He who believes in Me, though he may die, he shall live.

The Message Bible – This popular and paraphrased translation by Eugene Peterson,

himself both a Hebrew and Greek language scholar, was written to help this former

pastor communicate the vitality and directness of Scripture he felt parishioners were

Missing. Peterson explains: “Writing straight from the original text, I began to

attempt to bring into English the rhythms and idioms of the original language.” Pub-

lished in 2002 by NavPress, The Message is popular with every educational level.

Bible Translations - Brief Descriptions


The Message Bible (continued)

I am, right now, Resurrection and Life. The one who believes in me, even though he or she dies,

will live. “

The New International Version (NIV) — Over 100 translators completed this work in

1978 which was composed from Kittle’s, Nestle’s and United Bible Society’s texts,

which include the Alexandrian Family codices. This is considered an “open” style

translation. It is a good, easy to read version often favored by evangelical Christians.

Jesus said to her, “I am the resurrection and the life. The one who believes in me will live, even

though they die;

The New Living Translation (NLT) - Their translators faced the challenge to create a

text that would make the same impact in the life of modern readers that the original

text had for original readers. In the New Living Translation, this is accomplished by

translating entire thoughts (rather than just words) into natural, everyday English. The

end result is a translation that is easy to read and understand and that accurately com-

municates the meaning of the original text. Jesus told her, “I am the resurrection and the

life. Anyone who believes in me will live, even after dying.

The New Revised Standard Version (NRSV) – The most widely ‘authorized’ by

Protestant churches, the NRSV was published in 1989 and stands out among many

translations. It is highly recommended for use in most Christian seminaries and col-

lege classes today because of its scholarship. Its translation committee consists of 30

men and women among America’s top scholars, representing a broad range of

Protestant denominations as well as Roman Catholic, Greek Orthodox and Jewish

scholars. The Harper Collins Study Bible Edition is known for its outstanding study

notes, including excerpts from the recently discovered Dead Sea Scrolls.

Jesus said to her, “I am the resurrection and the life. Those who believe in me, even though they

die, will live.

J.B. Phillips New Testament—J.B. Phillips (1906-1982) was a well-known Anglican

who was committed to making the message of truth relevant to today’s world. This

translation was originally begun for his youth group within the Church of England

and later published because of popular demand. Published by HarperCollins 1962.

I myself am the resurrection and the life,” Jesus told her. “The man who believes in me will live

even though he dies, and anyone who is alive and believes in me will never die at all. Can you

believe that?”


The author of this “Gospel According to Luke” is thought by most scholars to be the

physician, Luke, who also accompanied Paul on one of his missionary journeys. This

well-educated Gentile is the only non-Jewish writer in all of the Bible’s 66 books, yet

wrote almost one-quarter of the New Testament when you combine his two volumes,

Luke and Acts.

Considered the New Testament’s primary, if not only, historian, Luke puts the

Christian story in an authentic context that provides stability and grounding for what

many were ready to dismiss as a fantastical tale, too filled with miracles to have

reality. Yet the places Luke describes, along with those in power, are named and re-

named, as if Luke is daring us to believe this Jesus of Nazareth did not live.

Although not an eyewitness to Jesus’ ministry, the author’s ability at story-telling

makes us feel we are right there on the shores of the Galilean Sea, or in Jerusalem in

the Temple when the angel mutes the obedient Zacharias. We can almost see the awe

of the young girl, Mary, wise beyond her years, as she grapples to understand the Ho-

ly Spirit is giving her this almost incomprehensible gift of a son. We rejoice with Eliza-

beth over the astonishing end of her long barrenness, and smile that Zechariah’s pa-

tient service to the Temple still found him astounded when God’s angels speak to him

directly.

The humility of the shepherds, receptive to the call of that heavenly host , set the tone

for the disenfranchised throughout Luke’s Gospel account that will respond to the call

of discipleship. We stand in awe that a first century professional —this doctor named

Luke—can so capture the woman’s voice in history, particularly in such a patriarchal

era. With compassion but not pity, Luke brings concrete support to women’s right to

discipleship and followership of the Messiah — whether poor widows, aging mothers-

in-laws, or spiritually discerning seekers like the Magdalene.

The author’s tender and intimate retelling of Jesus’ birth from his mother’s standpoint

Background on Luke’s Gospel


makes us feel he almost had a 21st century microphone, asking ‘what was it like to

learn you were with child, not having known Joseph yet?’ We glimpse the spiritual-

mindedness of this young girl and her ability to hold and cherish what God is reveal-

ing to her, particularly in her remarkable hymn of praise deemed as Mary’s

“Magnificat’ (see Luke 1:46-55). And we recognize the voice of the Old Testament,

Hannah, Samuel’s mother, in Mary’s prayer of praise. Here is Luke reminding us of

the spiritual roots of the New Testament story, an origin he never wants the reader to

forget.

As we read chapter by chapter that builds the story to its ultimate conclusion of resur-

rection and ascension, we grasp Luke’s insistence on perceiving the universality of

Jesus Christ whose origin predates Adam and thus is father to the entire human race.

That means everyone, not just Jew but Gentile, can be part of the grace of this magnifi-

cent witness to God’s great love.

In addition to his role as historian, Luke is a theologian. It is through his parables, for

example, that we glimpse God’s universality and inclusiveness, such as the Father in

the Prodigal son, embracing the younger son who wandered. Luke helps the reader

see that this Gospel story is about God’s larger purpose to love, save and bless man-

kind. Luke addresses a whole series of themes to illustrate this key point of God’s all-

inclusive love:

How God is ready to save mankind

That Scriptural prophesy is fulfilled in both births of John and Jesus

That Spirit plays the key role in these world-shattering events

That the poor will be redeemed

That women have a very special role in the Gospel story

That there are witnesses of these events, distinguished by their spiritual

receptivity

Blessings to you as you dive deeply into your study!


1. The Prologue is such an important part of this Gospel. Unpack what it says to

you about the author, the story, the reader, its purpose. Identify who the

author is referring to as his predecessors and what will be the plan or

arrangement of this work. How will this inform your reading of subsequent

chapters?

2. Find the ‘if/then’ construction in verses 1-4. Which sentences are the ‘if’

portions and which are the ‘then’ parts? What meaning does this have for

you, the reader? What do you think the author is trying to convey?

3. Note the word, ‘fulfilled’ in v. 1. What does it tell you about the point of view

of this author? What does this say about the way the church might address

the secular world—as dominant in Luke’s century as it is in our own?

4. Why does Luke start his Gospel with the birth of John (the Baptist) instead of

Jesus? What is he trying to underscore for us?

“I too decided...to write an orderly account for you…” (Luke 1:3).

Chapter 1 - Questions


“Birth of St. John the

Baptist”, sculptor

unknown; 1525,

Gilded wood, Art

Institute of Chicago.

Chapter 1 - Notes


(Chapter 1 is so important that there are two sets of questions for it since it sets up

the themes to come.)

5. How do you already start to see the theme of the importance of women in

this opening chapter?

6. Who are Old Testament parallels to Zechariah and Elizabeth? Is that coinci-

dence? If not, what is Luke trying to help us see?

7. Discuss the role of ‘time’ in this opening chapter. Note what events are as-

signed a time period and what increasingly happens to the passage of time.

Have you had experiences that mirror this?

8. What is the relationship between the way Zechariah and Elizabeth waited for

a child and Israel awaiting a Messiah? What other comparisons is Luke setting

out for us to observe in this opening chapter?

“My soul magnifies the Lord, and my spirit rejoices

in God my Savior” (Luke 1:46).

Chapter 1 - Questions (cont’d.)


Chapter 1 - Notes

“Adoration of the Magi”

Jacopo and Francesco

Bassano, c. 1565, Museum of

the Academy of Arts,

Petrograd.



Glory to God in the highest…” (Luke 2:14).

1. What was Caesar Augustus known for, or trying to be known for, during his reign?

What contrast is Luke helping the reader make between Caesar and this newborn

baby?

2. We have a romanticized view of shepherds but do some research in how they

were truly regarded during the first century. What is Luke telling us then by the vari-

ous figures he includes in this birth story?

3. How did Mary and Joseph honor Jewish law in Jesus’ birth and ritual observances?

(Hint: There are at least four!) Do you have any ritual observances, or does your

faith community?

4. Notice the geography of Luke. It is almost theological in importance to him.

Where does the Gospel begin? Where does the family travel? Pay attention to

WHERE the story in Luke is always taking place.

5. How did each group mentioned get to “Bethlehem”, literally and figuratively? How

do WE get to ‘Bethlehem’?


Chapter 2 - Notes

“The Twelve-year-old Jesus Teaching

in the Temple”, Ludovico Mazzolini,

1524. Oil on poplar wood.

IGemaldegalerie, Berlin.


1. What time period has elapsed as Chapter 3 opens? What happened to Jo-

seph?

2. What two key characters are introduced that are in direct opposition to one

another?

3. What role does the baptizer fulfill in Luke’s Gospel (as opposed to the others)?

Hint: what does this have to do with Luke as historian?

4. Since genealogy is no claim to salvation, what is? What is your proof in the

text for your answer?

“Every tree therefore that does not bear good fruit

is cut down and thrown into the fire“ (Luke 3:9).



Chapter 3 - Notes

John the Baptist,

Frans Pourbus I,

1545-1581

Antwerp


1. The introductory portion is over and Jesus’ ministry begins here. What event

leads his public ministry and why? How can you relate this to your life?

2. Luke used a text from Isaiah to describe John the Baptist’s ministry and anoth-

er to describe Jesus’ ministry. What do you glean from this? What is the au-

thor trying to tell us?

3. What is the reason for the rejection of Jesus by his neighbors? (Be careful—

think about this. It isn’t as obvious as it might seem.)

4. Who resists Jesus’ healing efforts in the story of the man with the unclean spir-

it? Who is speaking and what does this imply?

5. Compare and contrast the two back to back healings in this chapter (from vs.

31-41).

“It is written, ‘worship the Lord your God,

and serve only him’” (Luke 4:8).



Chapter 4 - Notes

“Temptation of Christ in the Wilderness”,

Juan de Flandes

16th century


1. Until now, Jesus has acted alone but in this section he is calling others to join

him. Itemize the stories in this chapter, one after another, and see how each

one is tied to this calling.

2. Go back and review what work Jesus has been about and how Luke charac-

terizes who he is and what God is about. Would you answer the call? Does

Luke build a sufficient case for these fishermen to give up everything to follow

Jesus? (Hint: Look at the relationship between Jesus preaching and asking

Simon to sail out to catch fish. Given what happened, is it plausible to you

that they left their nets to follow him?)

3. What can we learn about discipleship from this beginning story of the fisher-

men being called? What does it tell us about God’s grace? (Hint: think of their

qualifications (or no qualifications) and where their calling took place.)

4. In this chapter, Luke 5, Jesus implies there is a strong connection between for-

giveness and healing. How do our lives confirm or challenge this?

“Be made clean…” (Luke 5:13).



Chapter 5 - Notes

“Hurlbut’s Life of Christ for Young and Old“

1915 Book illustration

Jesse Lyman Hurlbut, author.

New York Public Library


1. Review the first five chapters and notice how one of Jesus’ major roles is as a

healer. Now we launch into a section where he is teaching. Compare and

contrast his first block of teaching, ‘the Sermon on the Plain’ to the Matthew

version, ch. 5.

2. Compare especially Matt. 5:48 to Luke 6:36, what one could say is the

climactic verse in both versions. What strikes you about their difference and

how does this difference reflect on Luke’s overall Gospel?

3. How is Luke’s version of the Sermon tougher on the listener/reader, than

Matthew’s version?

4. The calling of the twelve disciples concludes Luke’s section devoted both to

discipleship and controversy with the Pharisees. Why would these two big ideas

be clustered together? What is Jesus, through Luke’s structure, telling us about

the old and the new?

“Blessed are you who are poor, for yours is the Kingdom of God”

(Luke 6:20).



Chapter 6 - Notes

“From Bethsaida to Mt. of Beatitudes”

(in distance) with plain in between

where perhaps Luke’s reference

refers.

From historic lecture booklet on Israel.

Archives, Oregon State University


1. What kind of role model is the Centurion and specifically for what kind of

believers? How does this story relate to Luke’s own background and what

he outlined as his purpose in the Gospel so far?

2. Reread Luke 3:18-22. Where is John the Baptist at Jesus’ own baptism in

this Gospel? How does that relate to the inquiry of John the Baptist told in

Luke 7:18-23? (Hint: be alert not to interpret this in the way you may have

always considered it!)

3. What is the significance of the choice of a woman as the paradigm of a

sinner whom Jesus forgives in this chapter?

4. Identify other female characters in this Gospel. How does this woman

relate to them (from question #2)?

“Go and tell John what you have seen and heard…” (Luke

7:22).



Chapter 7 - Notes

“A sinful woman anoints Christ’s feet”

Cathedral Church of St. Patrick,

Charlotte, North Carolina


1. In the opening verses of chapter 8, which three groups are identified as

following Jesus? How does this idea of following underscore the theme of

this chapter of both hearing and doing God’s work?

2. Identify the pairings of male and female throughout this chapter and earlier

ones. What is Luke trying to tell us about Jesus’ ministry?

3. How do you interpret Jesus’ explanation of the parables, that begin in this

chapter? (see Luke 8: 9,10)

4. Luke told us in his Prologue that he was going to present an ‘orderly’ account.

So why does the Parable of the Sower LEAD the parables to come? Why is it

sometimes referred to as the parable of all parables?

“Now the parable is this: the seed is the word of God” (Luke 8:11).



Chapter 8 - Notes

“The Sower and the Seed”,

Stained glass. Saint Brelade, Jersey

https://commons.wikimedia.org/wiki/Jersey


1. This chapter focuses on the disciples being sent out to do what Jesus has

been doing: proclaiming the kingdom and healing. Compare Luke 9:1-6

with Mark 6:6-13. What do you notice?

2. Look up the Greek for ‘sent’ in v. 2. What does ‘apostello’ mean? Only in

Luke’s Gospel do the twelve explicitly become ‘apostles’. Why? How is this in

keeping with the overall mission of Luke’s Gospel?

3. What role does the telling of the Transfiguration have in the Gospel at this

point in the story? How is it a turning point in Luke’s story structure? What is

closing and what is about to begin?

4. How are the disciples who witness the Transfiguration portrayed? What detail

does Luke include that we don’t find in Matthew and Mark’s renditions?

5. Describe how the Transfiguration is more about a sacred calling than a sa-

cred place? What events in the story indicate this?

“...and he sent them out to proclaim the kingdom of God and to heal”

(Luke 9:2).



“The Transfiguration”,

Raphael (1483-1520),

Dulwich Picture Gallery

London, England.

Chapter 9 - Notes


1. You’ve entered another section, from Luke 9:51—19:28. How would you de-

fine this section and what kind of material do you find here? (Hint: where is

the action headed and what occurs in these chapters and why?)

2. What’s the difference between Luke 10:1 and Luke 9:1-2. Who got sent and

where? What is Jesus trying to accomplish in these two distinct missions?

3. What are some of the elements of the mission of the 72 that can apply to your

work in church today? What was required then and now?

4. In the Good Samaritan parable, is the lawyer trying to evade the law or obey

it? What is his motive in engaging with Jesus — to learn or to put down? How

does this relate to how we engage with Christ?

5. Who is ‘other’ in your neighborhood? How big is your neighborhood? What

have you done lately to live this parable in your own life?

“Which of these three do you think was a neighbor…” (Luke 10:36).



Chapter 10 - Notes

“The Good Samaritan”,

Han Wezelaar, sculptor, 2009,

The Netherlands.


1. Compare these passages in Luke: 3:21-22; 5:16 and the opening here in

chapter 11. What is the subject and what are you learning about it in Luke?

2. Compare Luke’s version of the Lord’s Prayer with the more familiar one in

Matt. 6:9-12. What do you notice follows Matthew’s prayer vs. what immedi-

ately follows Luke’s prayer. (Hint: an assurance of what in Luke?)

3. What is the evidence in this chapter of the growing opposition to Jesus and

his teachings? Why is it placed here in the Gospel, as opposed to earlier?

(Remember, Luke is writing an ‘orderly’ account.)

4. How do you interpret the ‘sign of Jonah’ section from v. 29-32. Who is the

equivalent of the ancient Ninevites in Jesus’ day? How is this in keeping with

some of the themes that Luke is promoting throughout this Gospel?

”At least because of his persistence he will get up

and give him whatever he needs” (Luke 11:8).



“Christ is tempted by Sa-

tan”, engraved drawing by

Jacob de Wit after Peter

Paul Rubens. 1711-12, Bower

Bible. Dutch

Chapter 11 - Notes


1, Jesus’ teachings dominate this part of the journey to Jerusalem. Why does he

identify hypocrisy as such an important sin to avoid?

2. What is Jesus asking of the disciples in vs. 8—12? Do you do this? Why or why

not? In what situations now in your life, could you be obedient to the

Master’s teachings more in this area?

3. Who are the characters in the ’rich fool’ parable? (Hint: who has speaking

roles?) What is unusual about this and what does it mean?

4. Juxtapose the rich fool parable with the passage immediately following (vs.

22-32). What is the subject of it all? Is this theme in keeping with what you’re

reading in Luke so far? What is the spiritual quality Luke is calling forth for Jesus’

followers to practice in these sections?

“Beware of the yeast of the Pharisees…” (Luke 12:1)



Chapter 12 - Notes

“Parable of the Rich Fool, ”

Rembrandt, 1627,

Kaiser Friedrich Museum,

Berlin, Germany.


1. What point was Jesus making when asking about who were the worst

sinners and what is his meaning of ‘repent’?

2. What does the fig tree symbolize in 13:6-7, and why did he allow only

three years for it to be fruitful? (Notice geographically WHERE you are

and what is nearby. Does that inform your answer?)

3. Do you see a relationship between the parable of the mustard seed

and the parable of the yeast? (Notice juxtaposition in Luke. He often

puts his meaning in what is next to a verse or story.)

4. What does salvation mean to you and how does this chapter inform or

enrich your understanding of this most basic of Christian terms? (Try to

answer with only Biblical language, as if talking to another Christian

who doesn’t know your background.)

5. Why is it so important for Jesus to be in Jerusalem? Describe the Jesus

of Luke 13:31 to end of chapter. Is he different from the way you nor-

mally think of the Master Christian? What characteristics stand out?

“Indeed, some are last who will be first,

and some are first who will be last” (Luke 13:30).



Chapter 13 - Notes

Etching by Jan Luyken,

Bowyer Bible,

Bolton, England.

Photo:

Harry Kossuth, 2009


1. One Commentary calls this chapter: “Lessons in Kingdom Etiquette”.

What ‘lessons’ are you learning from this chapter that relate to our citi-

zenship in the Kingdom?

2. What does the meal setting tie together, in this chapter? Which stories

and healings? Why?

3. How does the opening story (with the man healed of dropsy) illustrate

an ethical dilemma between two rights, vs. a right vs. wrong? Look at

it from the Pharisees’ viewpoint. Yet what is Luke telling us by Jesus

healing the man? What is true religion?

4. What is Jesus addressing in this social occasion of a meal? What is his

message to the guests and the host, and is it different? How does this

story change your own social habits, or does it?

5. What does “radical hospitality’ mean to you and what is involved in

practicing it?

“But they all alike began to make excuses…” (Luke 14:18)



“Christ heals a man with dropsy”

Emile Rouargue, 1795-1865.

French, Iconographic Collections

Chapter 14 - Notes


1. What do the three parables of Chapter 15 have in common? How do

their collective theme fit with the early themes identified for this Gos-

pel? As a result, what are you learning about God?

2. What are the similarities between the first two parables and the con-

trasts? Is this part of Luke’s ‘orderly’ account?

3. Who do you most identify with in the parable of the Prodigal and his

brother: The Father, the elder son or the younger son? Can you think of

times in your life when you have been able to identify with a different

character? What have you learned from this parable that is new for you?

4. Select a brief title or name for chapter 15.

“Son, you are always with me, and all that is mine is yours” (Luke 15:31).



Chapter 15 - Notes

“Prodigal Son” etching,

Rembrandt, 1636.


1. Where do you see evidence of a theme of ‘one’s wealth must be han-

dled wisely’ appear in this chapter? (Hint: how do the first and last

parables in this chapter begin?!)

2. What options does the fired steward eliminate and what option does

he choose for going forward in supporting himself financially?

3. Do you admire the shrewd (or ‘dishonest’ steward or find his actions

dishonest? For what reason? Why is he held up in admiration by the

property owner?

4. How do you interpret Jesus’ comment after this parable in v. 8-9?

(Note: take heart; many think this is the most enigmatic of all of the

parables of Jesus!)

5. What are your insights from the final parable of “The Rich Man and Laz-

arus” How does this affect your daily life? See if you can divide the

parable into 3 acts, then pay attention to the dialogue in act 3. How

do you interpret Abraham’s response in 16:29, to the rich man?

If they do not listen to Moses and the prophets, neither will they

be convinced even if someone rises from the dead” (Luke 16:31)



“Rich man and Lazarus”,

Jan Erasmus Quellinus,

Pushkin Museum.

Chapter 16 - Notes


1. Research what an ancient ‘millstone’ is. How does it illustrate the point

of the opening verses that there will be no escape from the conse-

quences of blocking or discouraging another’s response to God’s call?

2. What similarities do you find between 2 Kings 5:1-14 and the story of the

healing of the lepers in this chapter?

3. Look up v. 12 in an NIV translation (New International Version) and

compare it to the KJV version of the same verse. What is the distinction

you see the NIV translator making on Luke’s behalf that refers to these

ten men?

4. How do you understand their ‘request for mercy’? What would that

have meant typically but what could it mean here?

5. Where does the one leper who returns place the emphasis of his grati-

tude? What can you learn about this?

“Jesus asked, ’Were not all ten cleansed?

Where are the other nine?” (Luke 17:17



Ten lepers (with warning clappers) approach Christ the healer

Chapter 17 - Notes


1. How is the parable of the widow and unjust judge a lesson on prayer,

which is how Jesus introduces it? What is the key point for you?

2. Do a little research on the roles of widows and judges. Why did Jesus

choose these two characters based on what you found? (Hint: see Ps.

82:3-4; Jer. 5:28-29; Deut. 24:17-18; Num. 22:22-24.)

3. In the next parable, of the Pharisee and Tax Collector, what further les-

son does Jesus teach about prayer? (Hint: Gen granular about the

elements of the Pharisee’s player as a ‘negative object lesson.)

4. Compare Luke 18:31-33 to Luke 9:22, 44-45. Why does Luke follow

these Jerusalem-bound, painful passages with a comment on how little

the disciples understood? What made these disciples change? Com-

pare to Luke 24:45-46.

5. How do these passages from #4 help you heal hostility in your own life?

How does hostility to Christianity appear today in the world? Do these

passages help you respond? How?

“Truly I tell you, whoever does not receive the kingdom of God

as a little child will never enter it” (Luke 18:17)



“Suffer the little children to

come to me”, Carl Block.

Chapter 18 - Notes


1. How do the actions and character of Zacchaeus contrast with the rich

ruler in the previous chapter (18:9-14)

2. How does the parable in 19:11-27 contrast the coming of the Kingdom

of God with the way normal political kingdoms are established?

3. Note the scene shift in this new section (19:28-40). From what/where (in

immediate prior chapters, 9:51-19:27) to what/where now?

4. What elements does Jesus’ entry share with that of the entrance pro-

cession of a Roman conqueror? (Note: See Zech. 9:9-10).

5. How do you explain Jesus’ weeping (vs. 31-34)?

6. Now that you know Luke is all about writing an ‘orderly account’ (in

prologue), what new insight do you have about Jesus cleaning the

Temple in vs. 45-46.

“See, we are going up to Jerusalem, and everything that is written

about the Son of Man by the prophets will be accomplished” (Luke 18:31).



“Jesus and Zacchaeus,

Sycamore Tree”,

James Tissot, 1836-1902.

Chapter 19 - Notes


1. Note the three groups that are confronting Jesus. Who are they and

where does their authority lie? (Example: the scribes is one group and

their authority comes from their educational backgrounds.)

2. What is the 2-part dilemma the authorities find themselves in when Je-

sus turns the question on them? What are the consequences of their

anser? What does this tell about where Jesus’ authority lies?

3. In the ‘Parable of the Wicked Tenants’, which characters represent

which categories of individuals in the first century? What does the par-

able mean to you and how could you apply it to today?

4. What is te motive behind the questions of Jesus about taxes? What are

the authorities trying to do?

5. What is your biggest takeaway from this chapter regarding authority?

“...Neither will I tell you by what authority I am doing these things” (Luke 20:7)



“The Pharisees question

Jesus”, by James Tissot

(1836-1902)

Painted between 1886-1894

Brooklyn Museum

Chapter 20 - Notes


1. In the spirit of Luke writing an ‘orderly account’, what do you notice as

the link between the closing of chapter 20 and the opening of this

chapter? Who is the focus and what is Jesus point? (Hint: See Luke

2:36-38).

2. Discuss two visions of the future that are presented in 21:7-19.

A) One focused on prophesies that don’t pay attention to how you live

now;

B) The other focused on how you follow Jesus’ example now, which will

inevitably bring challenge and even persecution. What are examples

you’ve seen of each of these?

3. The destruction of Jerusalem, foretold in 17:20-24 had in fact, almost

certainly already happened. (Note: The Jerusalem Temple was de-

stroyed by the Romans in 70 CE.) How do you explain such harsh lan-

guage and prophesy? See if looking at the conversations that come

before give you insight, i.e. the disobedience of the Pharisees to follow-

ing God, by exploiting widows, etc.

4. The coming of the Son of Man (17:25-28) discusses cataclysmic events

in the heavens and earth and yet ‘my words wil not pass away’ (Luke

17:33). Explain how you interpret such passages in your own prayer

“Truly I tell you, this poor widow has put in more than all of them”

(Luke 21:3).



Map of ancient

and modern Jeru-

salem, from text-

book & atlas of

ancient geography,

1854. Author:

Lyman Coleman

Chapter 21 - Notes


1. Notice how in each section of this chapter, the identity of Jesus continues to

be interpreted. What is the evidence for this throughout chapter 22?

2. Who and/or what elements are introduced to show that Jesus’ death will be

imminent? Who is reintroduced and what occurs? (Hint: See vs. 3-6).

3. Does Judas have ‘free will’ or is he part of some larger drama in which he has

no choice but to play the role he does? (Note: Sorting this out is important

since many Christians find this part of the passion story troubling, i.e. that Ju-

das had no choice but to betray the Master.)

4. Review what the Passover meal means to the Jews and what significance it

takes on for Christians, after this chapter. How do you ‘take communion’ and

participate in “The Lord’s Supper’ today, especially given that this is one of

the most sacred ceremonies of many Christians?

5. Review Ex. 12:5-9 for an understanding of the Passover Lamb. How does Je-

sus take on this role? What does this kind of sacrifice mean to you and how

do you keep it fresh, given the lifelong familiarity of this story? How do you

spiritualize this story to have deep meaning to you as a follower of Christ Je-

sus?

“‘Make preparations for us there.’ So they went and found everything as he had

told them; and they prepared the Passover meal” (Luke 22:12, 13)



“The Last Supper”,

Colijn de Coter, circa 1500

Tempera on Panel

National Museum in Warsaw

Chapter 22 - Notes


1. Compare Mark 14:53-72 with this chapter’s events. Can you see how Luke

built on Mark’s rendition of the story but adds many additional points? What

are some of those additional details in Luke, not included in Mark’s account?

2. See Luke 23:6-12, an example of an exchange that doesn’t occur in Mark.

Why would the ‘hot potato’ action between Pilate and Herod be important

to Luke, given what you’ve learned of his themes, etc.?

3. Only in Luke is found the conversation of Jesus with the two thieves (see Luke

23:39-43). In Matthew and Mark, both thieves revile Jesus. How is this conver-

sation in keeping with Luke’s overall themes?

4. One of the thieves repents and believes. What does repentance mean to

you and why does it come as the first step in this conversation with the thief?

5. What is the relationship between the church in the latter part of the 1st centu-

ry and the fact that Pilate declares Jesus innocent three times? (Find those

three references.) Does Luke pin the crucifixion on the Jews too much?

Note: This Gospel has been at the heart of those who blamed the Jews for

Jesus’ death.

“Daughters of Jerusalem, do not weep for me, but weep

for yourselves and for your children…” (Luke 23:29).



“Christ before

Pilate”,

Mihaly

Munkacsy

1844-1900

Chapter 23 - Notes


1. All four gospels report that the tomb is discovered — and empty, but

there are differing accounts of the resurrection appearances.

2. Compare Luke 24:4 to what happens in Matt. 28:1-2. Does it bother

you that these kinds of details differ? How do you answer another

Christian on this subject? Also compare Luke 24:4 to Deut. 19:15 and

see if there is a relationship between this OT passage and two angels

vs. one.

3. See Luke 24:19, the way Cleopas and his friend describe Jesus. Why is

this inadequate and do you think it’s behind Luke’s rendering of this

beautiful appearance story, the most developed in any of the Gospels

and unique to Luke? In other words, what does Luke want us to grasp

about Jesus’ identity that these two followers haven’t yet?

4. Do some research to identify the passages Jesus would have been re-

ferring to in Luke 24:27, starting with ‘Moses’, i.e. __________________

5. Go through the five key verbs in Luke 24:30 and consider how they

might deepen your sense of this remarkable resurrection sighting and

meal.

“Why do you look for the living among the dead?

He is not here, but risen” (Luke 24:5).



“Road to Emmaus”,

Duccio Di Buoninsegna

1308-11,

Sienna, Italy.

Chapter 24 - Notes


Your Insights about Luke


Pulling it Forward


Copyright ©2016 Bible Roads

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Bible Study LUKE · Hammadi finds. Jesus said to her, “I am the resurrection and the life. He who believes in me, though he may die, he shall live. The New King James Version (NKJV)