Letters to Timothy & Titus

Building Spiritual Leaders

Copyright © 2002-2003 by M. W. Andrews; all rights reserved.

This material may be used and distributed freely as long
as the copyright information is included as shown here.

Last revision: 7 July 2003

Go to Lesson 1 2 3 4 5 6 7 8 9 10 11 12 13 14

^Outline

1	Titus 1:1-9	A Foundation for Leadership
2	Titus 1:5-16	Choose Dependable Leaders
3	Titus 2:1-14	The Power of Example
4	Titus 2:15-3:11	The Power of Followership	Maxim #1 (Titus 3:5-7)
	Titus 3:12-15	The Power of Caring
5	1 Tim 1:1-20	The Essence of Leadership	Maxim #2 (1 Tim 1:15)
6	1 Tim 2:1-15	Spiritual Followership
7	1 Tim 3:1-16	Spiritual Leadership	Maxim #3 (1 Tim 3:1)
8	1 Tim 4:1-16	We Are All Examples	Maxim #4 (1 Tim 4:8-9)
9	1 Tim 5:1-25	We Are All Responsible (Part 1)
10	1 Tim 6:1-21	We Are All Responsible (Part 2)
11	2 Tim 1:1-18	The Needs of a Leader
12	2 Tim 2:1-26	The Work of a Leader	Maxim #5 (2 Tim 2:11-13)
13	2 Tim 3:1-17	The Integrity of a Leader
14	2 Tim 4:1-22	The Charge to Leaders

^{Explanation of style}

Titus 1:1-4 Red text Blue text Various symbols (some of these symbols may not appear in this study)

There is an abundance of questions and information provided in this study guide – more, in fact, than will fit in typical class periods. The purpose of this “excess” is to provide the teacher with options that best suit the needs and direction of the class. The teacher can trim the material to correspond with the desired length of the class and the interests of the group. Since the colored text helps identify elements that lead to the main themes, the colors can be used as a guide for what to include. Scriptures along the left margin should be read in class before proceeding with the questions and comments. Parentheses indicate that the reading is optional. Major points to emphasize A portion of the questions that emphasize the main themes. These could be distributed before class to help class members prepare their thoughts. [1] Endnote reference; click on the number to see the reference. Ñ “Key” point of explanation or interpretation s Question to ask your discussion group; possible answers or considerations sometimes follow in a list below the question. © Application question – useful for going deeper into each person’s walk with Christ. ( Quote that helps amplify the point or help class members think about it. @ Historical reference. þ Relevant map with link to click on. µ Relevant photo with link to click on. ™ Relevant art work with link to click on. ¥ Text slide with link to click on. A box with an arrow points to a question (and possible answers) that could be listed on a flipchart or similar tool.  This format encourages class members to share more of their thoughts about the question. A box (without an arrow) containing text represents a fundamental principle in the lesson that should be written or projected where all students can see it.  This helps them retain the central message while other supporting points are being discussed.

^{Lesson 1}

Introduction

Acts 20:17-38	Ñ The timeframe for these letters has been a subject of much debate. Titus and 1 Timothy were written during a mission journey, and the most likely choices for the date are the following: [1] a) Around the time that Paul visited Ephesus and was driven away by the excitement caused by Demetrius (Acts 20:1) – about 58-59 A.D.  This view assumes that Paul correctly knew that he would never see Ephesus again (Acts 20:25) and was martyred around A.D. 62-64. b) After his imprisonment at Rome (following all of the events described in Acts) – about A.D. 64-65, during a later missionary journey.  This view assumes that Paul was imprisoned twice and was martyred around A.D. 67.  This is the most likely view and the one to be assumed here.
	Ñ According to the historian Eusebius, Paul was released from house-arrest in Rome (described at the end of Acts) after two years (around A.D. 62-63) and “again journeyed on the ministry of preaching.”[2]  Among the places Paul visited were Crete, where he left Titus, and Ephesus, where he left Timothy. He may well have gone on to Colossae to see Philemon, as he had planned,
	and he certainly reached Macedonia. Sometime during this period Paul may have even traveled as far west as Spain.[3] Ñ It was from Macedonia (sometime during A.D. 62-66) that he wrote to Titus and to Timothy. Paul instructed Titus to establish solid leadership in the churches in Crete.  He wrote to Timothy to help him meet the problems being faced in the church, and he wanted to encourage the young minister’s growth and leadership.[4] Ñ Paul told Titus that he planned to winter in Nicopolis (a town on the west coast of Greece).  Presumably he did this, and also revisited Timothy in Ephesus. Then he probably visited nearby Miletus, where he left Trophimus behind ill, and then traveled on to Troas and stayed with Carpus, with whom he left his cloak and some books. Then he went to Corinth, where Erastus remained when Paul left for Rome.  It may have been somewhere between Troas and Corinth that Paul was again arrested, but in any case he traveled on to Rome and was placed in prison.[5]

Ñ Several years elapsed between Paul’s first imprisonment (Acts 28), and his martyrdom, which was no later than A.D. 68 (the last year of Nero's reign).[6]  Rome burned in A.D. 64 and many Christians were arrested and blamed for it.  Nero traveled through Greece during A.D. 66-68 and Paul may have been arrested at that time and sent to a Roman prison.  Nero himself was not in Rome at this time, and his bloodthirsty delegates (Helius and Tigellinus) may have been responsible for Paul’s martyrdom.[7]  Shortly before he died, Paul wrote his second letter to Timothy.  Paul’s intent was to equip his close companion for the journey ahead after Paul was gone.

Titus

A Foundation for Leadership

	Ñ Paul is writing this letter to one of his closest companions (the same is true for Timothy). He wants Titus (and Timothy) to understand how to be effective among the churches.  The instruction he provides them would make an excellent graduate class in leadership – not “Leadership 101,” because that would only be the basic management theories that the world has defined.  This is at least “Leadership 201,” because Paul helps his readers understand much more than goal-setting and delegation.  In these letters Paul reveals the heart of a leader.
Titus 1:1-4	s Why had Paul become God’s servant? - For the faith of the people God had chosen - For the knowledge of the truth that leads to godliness - In hope of eternal life, promised by God, upon which both faith & knowledge rest - It was God’s appointed time to entrust the message to Paul s What had been entrusted to Paul? s What is Paul’s relationship with Titus? s What does it mean to be someone’s “son in a common faith”? Is there more to such a relationship than leading a person to conversion?
	s Who are your spiritual “children”? s Who are your spiritual “parents”? Ñ Paul introduces us here to the first fundamental truth about leadership.  Every Christian is both a “child” and a “parent” – both a follower and a leader – both a Timothy and a Paul.
Titus 1:5-9	s What was the assignment that Paul gave Titus? - In this letter Paul instructs Titus to appoint (recognize, set up) elders - Titus is in Crete, the largest island in the Mediterranean Sea
	s What is an “elder” (v.5)? - “Elders” simply means “older” or “experienced leaders.”[8] - Cultural anthropologists tell us that almost every society has had “elders” of some kind.  Whether they be tribal chieftains, village headmen, clan leaders, or family patriarchs – most every social unit across history and around the globe has clearly recognized adult role models or “wisdom figures.”[9] s What is an “overseer” or “bishop” (v.7)?
	-  “Guides,” “caretakers,” “leaders,” or “those who watch on behalf of”[10] - A form of this same word is also used in James 1:27. s What two denominations have names that correspond to the Greek words? How is it significant to them? - Presbyterian - Episcopal Ñ In Acts20 and 1 Pet.5:1-4, a metaphorical term is added to these: “shepherd” (poimaenoi).  The English term “pastor” is a translation of this same word. s What are the main roles of elders (bishops)?
	Ñ Read Acts 14:5-7, 21-23 and discuss how much time Paul allowed in this new congregation before appointing elders.  Do you think that Paul appointed men who were already spiritual leaders or that some men grew into spiritual leaders this quickly?

ÿ We are all leaders, and we are all followers.

^{Lesson 2}

Choose Dependable Leaders

Titus 1:5-9

Godly Leaders Love What Is Good s What kind of person should an elder be? s The basic descriptions are given in v.6.  What is the significance of each? - Above reproach (v.6) - Husband of one wife (v.6) - Having faithful children (v.6) – literally trustworthy or trusting, not necessarily specifying faithfulness to Christ - Children are not accused of dissipation (wildness) or rebellion (disobedience) (v.6) ( “Paul believes a man’s ability to build and maintain healthy relationships in his home provides evidence that he can do so in a church.” [11] – Lynn Anderson s Paul goes on to explain why these characteristics are necessary and some further details about what he meant.  Discuss what each of the following mean and why it’s important: - God’s steward (manager) (v.7) - Not self-willed (not over-bearing) (v.7) - Not quick-tempered (v.7) - Not addicted to wine (v.7) - Not pugnacious (violent) (v.7) - Not pursuing dishonest income (v.7) - Hospitable (v.8) - Loving what is good (v.8) - Sensible (self-controlled) (v.8) - Just (upright, righteous, virtuous) (v.8) - Devout (holy, pure, free from wickedness) (v.8) - Self-controlled (disciplined, exercising restraint) (v.8) - Holds firmly to sound teaching (v.8) - Able to exhort and refute (v.8) s How should this list be used to identify elders?  How has it been used? Ñ Paul would likely be shocked to see his material used as a checklist. Rather, it was a common literary style to present a general character sketch.[12]  Two examples are Diogenes Laertius’ description of the stoic’s concept of a good man (7:116-126) and Onosander’s summary of the character of an ideal commander: [13]

Diogenes Laertius: Good Stoic Onosander: Ideal Commander

            – Married                                                     – Prudent

            – Without pride                                          – Self-controlled

            – Temperate                                                – Sober

            – Combine prudence of mind                   – Frugal
with excellence of behavior                  – Enduring in toil

                                                                                  – Intelligent

                                                                                  – Without love of money

                                                                                  – Neither young nor old

                                                                                  – Father of a family (if possible)

                                                                                  – Able to speak competently

                                                                                  – Good reputation

Ñ When Paul used this literary form, he did not intend to provide a complete and absolute list of qualifications.  He simply gave a broad yet instructive sketch of their expected character.  This is why the list in 1 Tim.3 is not identical to the list in Titus 1.  If Paul’s intention had been to create a checklist, then surely he would have made them the same.

Comparison of Attributes

Titus 1 1 Timothy 3

Above reproach (v.6)                                        Above reproach (v.2)

Husband of one wife (v.6)                                Husband of one wife (v.2)

Having faithful children (v.6)                           Manages family well (v.4)

Children not wild or rebellious (v.6)                Children obey with respect (v.4)

God’s steward (v.7)

Not self-willed (v.7)                                           Temperate (v.2)

Not quick-tempered (v.7)                                  Not quarrelsome (v.3)

Not addicted to wine (v.7)                                Not given to much wine (v.3)

Not violent (v.7)                                                 Not violent, but gentle (v.3)

Not pursuing dishonest income (v.7)             Not a lover of money (v.3)

Hospitable (v.8)                                                  Hospitable (v.2)

Loving what is good (v.8)

Sensible (self-controlled) (v.8)                         Self-controlled (sound mind) (v.2)

Just (upright, righteous, virtuous) (v.8)

Devout (holy, pure) (v.8)

Self-controlled (disciplined) (v.8)                   

Holds firmly to sound teaching (v.8)

Able to exhort and refute (v.8)                         Able to teach (v.2)

                                                                              Respectable (modest) (v.2)

                                                                              Not a recent convert (v.6)

                                                                              Good reputation with outsiders (v.7)

Ñ Notice also that there is no mention of spiritual gifts in this passage (cf. Rom.12:6-8; 1 Cor.12:7-11; Eph.4:11; 1 Pet.4:10-11).  These characteristics describe spiritual maturity and do not “suddenly appear” in anyone. It takes time to become like Jesus, and our stage in the process is discernable by ourselves and by those who associate with us.[14]

Titus 1:10-16

Deceitful Leaders Love What Is Corrupt s Why do the elders in Crete need to be able to be rooted in sound doctrine? Ñ Paul explains that negative behaviors (the opposite of those in v.6-9) abound in society, and Titus must be careful to avoid relying upon such people as spiritual leaders. “We taught him to steal, and the first thing he did was to try it on us.” [15] – Arabian Proverb s What can you gather from this passage about the message of these false teachers? - Included circumcision - Involved Jewish myths - Claimed to know God, but didn’t walk the talk - Upset families - Swindled people (dishonest gain)

( “The moment I do anything in order to appear better or stronger than I really am – no matter how small it may seem – I have begun a deadly deception, and I set myself up for bigger and more horrendous things to come.” [16]  – Lynn Anderson s Are there people today who use religion in order to deceive people for their own gain? Ñ Paul claims that these deceivers need to be “silenced.” The word he uses in Greek means to “bridle” or “muzzle.”[17] s Isn’t Paul impinging upon the rights of these “talkers”? When is it appropriate to make people be quiet and censor their teachings? s How is a person “reproved”? What are some things that happen when people are reproved today? Ñ The “prophet of their own” was probably Epimenides, a poet who was born in Crete at Cnossos.  Epimenides wrote this saying in a hexameter line and Callimachus quoted it in a Hymn to Zeus.  Epimenides is thought by some to be the one who suggested to the Athenians the erection of statues to “unknown gods” (Acts 17:23).[18] But if a Cretan says that all Cretans are liars, is he telling the truth? J s What do you think Paul meant in v.15? How does his statement relate to the negative behaviors he has just described? - Even when engaged in godly activities, these teachers can’t achieve godly results. s How can a Christian live in the midst of the kinds of deceit that Paul describes and not be tainted by it? Ñ Notice that Paul provides two lists of qualities in this chapter: one for godly leaders and one for deceitful leaders.  His primary point appears to be this contrast rather than establishing a detailed set of criteria.

ÿ Spiritual leadership begins at home

ÿ Spiritual leaders live in the midst of deceit without being tainted by it.

^{Lesson 3}

The Power of Example

Titus 2:1-10

The Source of Power for Others s What are the groups of people that Paul wants Titus to teach properly? - Older men            temperate, respectable, self-controlled, faithful, loving, enduring - Older women       reverent, not slanderers, not addicted to wine, teaching others - Young men          self-controlled - Slaves                  obedient, trustworthy, good example s Is there a difference between the “elders” in 2:2-3 and the “elders” in 1:5? Why? Ñ The same Greek word is used – in 2:3 it is the feminine presbutis. s How are the characteristics in 2:2-3 similar to those in chapter 1? s How would the behavior of these older men and women affect the lives of younger people (v.4-6)? s How would Titus’ example affect other people (v.7-8)? ( “We teach what we know; we reproduce what we are.” [19] – Robert Schmidgall s What sort of behavior does Paul recommend for slaves? Why do you suppose that he does not encourage them to seek freedom?

( “[Paul] made decision makers out of those who were forbidden to make decisions.” [20]  – Richard Foster s How would the slaves’ example affect others? What does it mean that they “adorn” the doctrine of God (v.10)? - They are a visual testament to the character of God ( “Example is not the main thing in influencing others – it is the only thing.” [21]  – Albert Schweitzer (1875-1965) ( “Shepherding sheep requires a long-term, costly commitment of self, time, and energy and the building of open, authentic relationships. Shepherding is no easy task. Jesus, the ‘Chief Shepherd,’ exemplified this commitment in his relationship with the Twelve.  … for three years, they went everywhere he went.  … Jesus changed them by his touch. He taught them, ate with them, and protected them. He talked with them until they began to hear his voice way down in their souls. Eventually, people could tell by being around them that ‘they had been with Jesus.’” [22]  – Lynn Anderson

Titus 2:11-14

The Source of Power for Us s What are some gifts from God for which Paul is grateful? - God’s grace - Salvation - Instruction about how to live - The blessed hope - The promise of the appearing of Jesus’ glory

s What are some things that Christ has done in order for us to be able to share God’s character? - Gave Himself as our Savior - Redeemed us from every lawless deed - Purified us as His own to be zealous for good deeds Ñ Paul makes it clear that people don’t adopt behavior like this just because they innately desire it.  It is an expression of gratitude for God’s grace, and it is an empowering by God through His act of redemption. Ñ Paul has spent this entire chapter emphasizing the power of example.  But that example doesn’t happen because we want it.  It happens because God wants it and we’re willing to let Him have His way.

ÿ Spiritual leaders are empowered by God.

^{Lesson 4}

The Power of Followership

Titus 2:15-3:11

s What are three ways in which Titus is to convey this message (v.15)? What is the particular meaning or significance of each approach? - Speak (teach) - Exhort (encourage) - Reprove (rebuke) s At this point in his letter, whom is Paul directing Titus to instruct? Everyone? s How are we supposed to behave with respect to authority? How about toward the people in positions of authority?  Why? ( “Most of us, rather than being critical of our leaders would be better served by learning to be and do what we expect our leaders to be and do.” [23]  – Lynn Anderson s What are some of the motivations presented by Paul that cause us to want to pursue good behaviors? - We recognize that the negative behaviors were foolish (v.3). - We are grateful that God has saved us (v.4-7). - Believers are expected to perform good deeds (v.8). - These behaviors are beneficial (v.8-9). s What is the “trustworthy statement”? - It’s in v.5-7.

Maxim #1 (Titus 3:5-7) Credit to whom credit is due Ø God saved us because He is merciful Ø God washed us and renewed us because He is genero