Study guide
The aim of this study guide is to help you get to the heart of what the author has written and challenge you to apply what you learn to your own life. The questions have been designed for use both by individuals and also by small groups of Christians meeting, perhaps for an hour or two each week, to study, discuss and pray through the message of Acts.
The guide provides material for the book’s preface, introduction and eighteen chapters – nineteen sessions in all. When used by a group with limited time, the leader should decide beforehand which questions are most appropriate for the group to discuss during the meeting and which should perhaps be left for group members to work through by themselves or in smaller groups during the week.
In order to be able to contribute fully and learn from the group meetings, each member of the group should read through the section of Acts to be looked at in each study together with the relevant pages of this book.
It is important not to let these studies become merely academic exercises. Guard against this by making time to think through and discuss how what you discover works out in practice for you. Make sure you begin and end each study with a period of worship and prayer. Ask the Holy Spirit to bring to life what Luke has written and to speak to you through it.
Session One
Preface and Introduction
1 Why is Acts such a valuable book (pp. ixf.)?
2 Why is it wrong to ‘“read off” the text as if it was originally addressed to us in our context’ (pp. xiff.)? What principles should govern the way we apply the teaching of Acts today?
3 Read Luke 1:1–4 (Introduction to Luke, pp. 1–12)
a Why is it unnecessary to be sceptical about Luke’s historical accuracy (pp. 1ff.)?
b Luke writes as a historian and also as a diplomat. What evidence does he give to show the Roman authorities that they have nothing to fear from Christians (pp. 5f.)?
c Some have suggested that Acts was written to paper over the cracks of a fundamental hostility between Peter and Paul. What is unsatisfactory about this view (pp. 7ff.)? How does Luke demonstrate their unity and equality?
d What is ‘redaction criticism’ (p. 9)? How does it help us in understanding Luke’s purpose in writing Acts (pp. 10ff.)?
e Why is it wrong to insist that Luke pursues his theological concerns (i.e. what the events mean) at the expense of historical reliability (i.e. what the events actually were) (pp. 9f.)?
f What is Luke’s dominant concern in his writing about Jesus and the early church (p. 10)? What ‘three fundamental truths’ stand out about this major theme (pp. 10f.)?
g What significance is there in the fact that Luke is ‘the only Gentile contributor to the New Testament’ (p. 11)?
4 Read Acts 1:1–5 (Introduction to Acts, pp. 12–17)
a What is misleading about the terms ‘Acts of the Apostles’ or ‘Acts of the Holy Spirit’ (pp. 13ff.)?
b How do Acts 1:1–2 ‘set Christianity apart from all other religions’ (p. 14)? What implications does this have for you?
c What is unique about the apostles (pp. 15ff.)? In what sense, if any, might there be ‘apostles’ today?
A. In Jerusalem (1:6 – 6:7)
Session Two
Acts 1:6–26
1. Waiting for Pentecost (pp. 19–40)
This chapter deals with the four events which occupied the apostles during the fifty days between Easter and Pentecost.
1 Read 1:6–8 (They receive their commission, pp. 20–25)
a ‘Jesus’ two main topics of conversation between his resurrection and his ascension were the kingdom of God and the Spirit of God’ (p. 20). How are these two subjects related?
b What did the apostles understand by ‘kingdom of God’? Where had they gone wrong (pp. 20ff.)? In what ways is your thinking about the kingdom distorted by these same wrong ideas?
c What differences are there between power in God’s kingdom and power in human kingdoms (pp. 21f.)? How is this relevant for you?
d What are the ‘radical political and social implications’ of the kingdom of God for you (p. 22)?
Christ ‘rules over an international community in which race, nation, rank and gender are no barriers to fellowship’. (p. 23)
e About what must the apostles (and we as well!) ‘be willing to be left in ignorance’ (p. 24)? Why? What information does Jesus give instead?
f ‘Before the Spirit could come, the Son must go’ (p. 25). Why?
2 Read 1:9–12 (They see Jesus go into heaven, pp. 25–32)
a Compare Acts 1:9–12 with Luke 24:50ff. Are Luke’s accounts of the ascension contradictory (pp. 25ff.)? What are the main discrepancies and what force do they have? What do the accounts have in common?
b Did the ascension really happen? What reasons are given to back up the view that it did not? What reasons can we give to support the view that it did take place in the way Luke describes (pp. 27ff.)?
c What are the two main lessons which the ascension teaches us today (pp. 29ff.)?
‘Curiosity about heaven and its occupants, speculation about prophecy and its fulfilment, and obsession with “times and dates” – these distract us from our God-given mission.’ (p. 31)
d What two opposite errors did the apostles commit (p. 32)? Which do you tend to fall into? What can you do to guard against this?
3 Read 1:13–14 (They pray for the Spirit to come, pp. 32–35)
What does Luke tell us about the way they prayed (pp. 32ff.)? To what extent does your prayer with other Christians reflect these priorities?
4 Read 1:15–26 (They replace Judas with Matthias as an apostle, pp. 35–40)
a Some people suggest that Judas’s action in betraying Jesus may be excused on the grounds that it was predicted and therefore in some way foreordained. What is wrong with this view (p. 35)?
b Compare 1:18–19 with Matthew 27:3–5. Is Hanson right to say of these two accounts that ‘they cannot both be true’ (pp. 35f.)? How do you support your answer?
c How was it decided that Judas should be replaced (pp. 36f.)? Why were martyred apostles (like James: see 12:2) not replaced?
d What qualifications for apostleship does Peter mention (pp. 38f.)?
e Why don’t we draw lots when making decisions today (p. 39)?
Session Three
Acts 2:1–47
2. The Day of Pentecost (pp. 41–69)
1 ‘There are at least four ways in which we may think of the Day of Pentecost.’ What are they (pp. 41f.)?
2 What does ‘revival’ mean (p. 42)? What priority does it have in your thinking and praying?
‘We must be careful, however, not to . . . relegate what God may intend to be the church’s normal experience to the category of the exceptional.’ (p. 42)
3 Read 2:1–13 (Luke’s narrative: the event of Pentecost, pp. 43–50)
a What significance is there in the fact that the events of this chapter took place on the Jewish day of Pentecost (p. 43)?
b What three phenomena accompanied the coming of the Holy Spirit (pp. 43f.)? What did they signify?
c ‘Glossolalia’ comes from the Greek for ‘speaking in tongues’. What does Luke understand glossolalia not to be (pp. 46ff.)? Why not? What then does he mean by glossolalia?
d Are the glossolalia in Acts 2 the same as those in 1 Corinthians 12 and 14 (pp. 48f.)? What arguments are there on both sides? Why is it probably better to interpret other New Testament references to glossolalia with reference to Acts 2 rather than the other way round?
e What is Luke’s understanding of the significance of glossolalia (p. 49)?
4 Read 2:14–41 (Peter’s sermon: the explanation of Pentecost, pp. 50–63)
a Acts includes nineteen significant examples of what Jesus ‘continued to teach’. On what grounds can it be assumed that the speeches are not verbatim reports (p. 51)? On what grounds have some questioned their reliability as summaries of what was said (pp. 51ff.)? How may they be answered?
b Turning to Peter’s speech, he explains what is happening by referring first to Old Testament prediction and then to the story of Jesus. What is the significance of the Spirit being ‘poured out . . . on all people’ (p. 55)? What is meant by ‘they will prophesy’ here (pp. 55f.)?
c What are the six stages of the story of Jesus to which Peter draws attention (pp. 57ff.)?
d ‘Peter’s use of Scripture probably sounds strange to us’ (p. 58). Why? How may it be justified?
‘Our struggle today is how to be faithful to this apostolic gospel, while at the same time presenting it in a way which resonates with modern men and women.’ (p. 61)
e ‘It is not enough to “proclaim Jesus”’ (p. 62). Why not? What framework does the author use to help him to remain faithful to the apostles’ message (pp. 62f.)? How might this help you too?
5 Read 2:42–47 (The church’s life: the effect of Pentecost, pp. 63–69)
a Why is it ‘incorrect to call the Day of Pentecost “the birthday of the church”’ (p. 63)? To what difficulties might this lead?
b What four strands of evidence point to the Spirit’s presence and power in the early church (pp. 63ff.)? How does the church to which you belong measure up?
c Why are ‘anti-intellectualism and the fullness of the Spirit . . . mutually incompatible’ (p. 63)? What does this mean for you?
d How does devotion to the apostles’ teaching work out in practice for Christians today (p. 64)?
e What does <translit_greek_ital>koinōnia</translit_greek_ital> mean (pp. 64f.)?
f To what extent should we imitate the early church’s example of having everything in common (pp. 64f.)? Why?
g What aspects of the early church’s worship does Luke describe (pp. 66f.)? How far does your experience of worship reflect this balance? Why is this?
h Acts ‘is governed by one dominant, overriding and all-controlling motif’ (Boer, p. 68). What is this? To what extent would the same be true of an account of your life?
i What ‘three vital lessons about local church evangelism’ does Luke draw out here (pp. 68f.)?
j ‘There is no need for us to wait, as the 120 had to wait, for the Spirit to come’ (p. 69). Why not?
Session Four
Acts 3:1 – 4:31
3. The outbreak of persecution (pp. 70–86)
1 How was the ‘church’s very existence . . . threatened’ (p. 70)?
2 What parallels are there between Acts 1 – 2 and Acts 3 – 4 (pp. 70f.)?
3 Read 3:1–10 (A lame man is healed, pp. 72–73)
What is striking about the healing that Luke describes here (pp. 73f.)?
4 Read 3:11–26 (The apostle Peter preaches to the crowd, pp. 73–78)
a What is the ‘most remarkable feature of Peter’s second sermon, like his first’ (p. 75)?
b What three blessings result from repentance and turning to God (pp. 75f.)?
c How does Peter demonstrate the truth of what he is saying (pp. 76f.)? What can we learn from what he does?
‘The devil cannot endure the exaltation of Jesus Christ.’ (p. 78)
5 Read 4:1–22 (The Council brings the apostles to trial, pp. 78–81)
a What do we know about the Sadducees (pp. 78f.)? Why did they react to Peter as they did?
b What preoccupied the apostles (pp. 79f.)? What preoccupies you?
‘Notice the ease with which Peter moves from healing to salvation . . . He sees one man’s physical cure as a picture of the salvation which is offered to all in Christ.’ (p. 80)
c What astonished the court about Peter and John (pp. 80f.)?
6 Read 4:23–31 (The church prays, pp. 81–83)
a How did the church respond to threats (pp. 81f.)?
b What is the significance of their calling God ‘Sovereign Lord’?
c What does the way they pray have to teach us (pp. 82f.)?
7 Conclusion: signs and wonders (pp. 83–86)
a How does the author summarize John Wimber’s teaching on signs and wonders (pp. 84f.)?
b How certain is it that signs and wonders are the ‘main secret of church growth’ (p. 84)?
c To what extent should we expect signs and wonders as everyday occurrences (pp. 85f.)?
d Are the signs and wonders which are claimed today parallel to those recorded in the New Testament (pp. 85f.)? Why?
Session Five
Acts 4:32 – 6:7
4. Satanic counter-attack (pp. 87–106)
In this section, Luke exposes Satan’s threefold strategy and shows how he may be overcome.
1 Read 4:32–37 (The believers enjoy a common life, pp. 88–90)
a ‘Luke . . . is concerned to show that the fullness of the Spirit is shown in deed as well as word.’ How does he do this (pp. 88ff.)?
b What was the so-called ‘Jerusalem experiment’ (pp. 89f.)? Was it a ‘rash and foolish mistake’? Or is it ‘an obligatory model . . . which God wants all Spirit-filled communities to copy’?
c Is the way you live out the gospel of the kingdom ‘good news for the poor’ (p. 90)?
2 Read 5:1–11 (Ananias and Sapphira are punished for their hypocrisy, pp. 90–94)
Why is this incident so important (pp. 90ff.)? What did Ananias and Sapphira do wrong? What lessons are there for us to learn?
3 Read 5:12–16 (The apostles heal many people, pp. 94–95)
What paradoxical results did the miracles described here lead to (pp. 94f.)? What causes such different reactions?
4 Read 5:17–42 (The Sanhedrin intensifies its opposition, pp. 95–101)
a Under what circumstances is it the Christian’s duty to disobey human authority (pp. 96f.)? Can you think of examples from your own experience?
b What truths about God do the apostles emphasize in verses 29–32 (p. 97)?
c How do you react to the discrepancy between the account of Theudas and Judas the Galilean given by Luke and that recorded by Josephus (pp. 98f.)?
d What is the ‘Gamaliel principle’? Do you use it? How accurate is it as an indicator of whether or not something is from God (pp. 99f.)?
e How did the apostles react to the Council’s threats (p. 100)?
f ‘The church is often harassed. But we need not fear for its survival’ (p. 101). Why not?
5 Read 6:1–7 (The Seven are chosen and commissioned, pp. 101–106)
a What are the problems which this incident reveals (pp. 101ff.)?
b How did the apostles set about finding a solution (pp. 103f.)? How often are decisions in your church made like this? Why?
c What was the essence of the apostles’ ministry (pp. 103f.)?
d ‘A vital principle is illustrated in this incident, which is of urgent importance to the church today’ (p. 104). What vital principle? Why is it so important today?
e What was the result of the reorganization described in these verses (pp. 105f.)?
f ‘We have now seen the three tactics which the devil used in his overall strategy to destroy the church’ (p. 106). Which is he using in the church to which you belong? How can his plans be thwarted?
B. Foundations for world mission (6:8 – 12:24)
Session Six
The Spirit has come. Satan has counter-attacked but has been overcome. Now comes the setting of the stage for the expansion of Christianity into the Gentile world. Luke tells us first about the work done by Stephen and Philip, and continues with the conversions of Saul and Cornelius.
Acts 6:8 – 7:60
5. Stephen the martyr (pp. 107–124)
1 Read 6:1–12 (pp. 107–109)
a What do we learn about Stephen from these verses (p. 107)?
b What methods did his opponents use against him (pp. 109f.)?
2 Read 6:13–15 (Stephen is accused, pp. 109–111)
a Why was the charge against Stephen so serious (pp. 109ff.)?
b What significance is there in the observation that Stephen’s face ‘was like the face of an angel’ (p. 111)?
3 Read 7:1–53 (Stephen makes his defence, pp. 112–121)
a What is ‘the nature and purpose of Stephen’s speech’ (pp. 112f.)? Why is it important to bear this in mind?
b Stephen speaks about five major Old Testament characters. Why does he say what he does about each of them (pp. 113ff.)?
‘The lesson to learn from the experience of Moses is that “God is everywhere present” and that “the holy place is there wherever God may be”.’ (Chrysostom, quoted on p. 118)
c What does Stephen say in this passage which reveals his respect for the law (pp. 120f.)? Of what does he accuse his accusers?
4 Read 7:54–60 (Stephen is stoned, pp. 121–123)
What parallels are there between the death of Stephen and the death of Jesus?
5 Conclusion (p. 123)
How and why does Luke emphasize the ‘vital role Stephen played in the development of the worldwide Christian mission’ (p. 123)?
Session Seven
Acts 8:1–40
6. Philip the evangelist (pp. 125–145)
1 Read 8:1–4 (pp. 125–127)
a What is the significance of the words which Luke uses to describe Philip’s proclamation of Christ (p. 125)?
b What ‘threefold chain of cause and effect’ does Luke describe in these verses (pp. 126f.)? Can you think of similar modern examples of how God frustrates Satan’s plans?
2 Read 8:5–25 (Philip the evangelist and a Samaritan city, pp. 127–132)
a Why was Philip’s preaching the gospel to the Samaritans such a bold step (pp. 127f.)? Can you think of any modern equivalents?
b How does Luke describe what happened (pp. 128ff.)?
c ‘Some think of these miracles as special to Philip; others think of them as demonstrating a standard pattern for evangelism’ (pp. 128–129). What do you think, and why?
d Why was it ‘particularly appropriate’ that one of the apostles sent from Jerusalem was John (pp. 130f.)?
e Peter rebuked Simon for trying to buy power. What is discouraging about Simon’s response (p. 132)?
3 Philip, the Samaritans, the apostles and the Holy Spirit (pp. 132–140)
a Why is verse 16 regarded as ‘perhaps the most extraordinary statement in Acts’ (Marshall, p. 131)?
b What crucial question does the account of what happened to the Samaritan believers give rise to (pp. 132f.)?
c Is the two-stage Samaritan experience to be regarded as the norm for Christian initiation? The author suggests not; why (pp. 133ff.)?
d One suggestion is that the first stage, when the Samaritans ‘believed Philip’, was not initiatory. Why has this ‘ingenious reconstruction’ not won general agreement (pp. 136f.)?
e Another suggestion is that the Samaritans received the Spirit when they believed and were baptized by Philip and that the laying-on of the apostles’ hands served a different purpose. Why is this view open to criticism (pp. 136f.)?
f A further suggestion is that the Samaritans represent a special case. What evidence is there for this (pp. 137ff.)? Why then ‘was it necessary for an official apostolic delegation to scrutinize and confirm the work of Philip’ (p. 138)?
4 Read 8:26–40 (Philip the evangelist and an Ethiopian leader, pp. 140–144)
Why is it that, as Calvin suggested, ‘the reading of Scripture bears fruit with such a few people today’ (pp. 142f.)? To what extent is this true of you too?
5 Some lessons about evangelism (pp. 144–145)
Looking back over chapter 8, what are the similarities and differences between Philip’s work among the Samaritans and with the Ethiopian (pp. 144f.)? What in our evangelism today must always be flexible and open to change? And what must always stay the same?
Session Eight
Acts 9:1–31
7. The conversion of Saul (pp. 146–161)
1 What in Saul’s experience was unique to him and what must be characteristic of every Christian’s experience (pp. 146f.)?
2 What is inadequate about the view that Saul’s conversion was due to brainwashing (pp. 148ff.)?
3 Read 9:1–2 (Saul himself: his pre-conversion state in Jerusalem, pp. 149–150)
Given the details in these verses, how likely was it that Saul would become a Christian (pp. 149f.)? Of all the people you know, who would you say is the least likely ever to become a Christian? What is there about Saul’s story to encourage you?
4 Read 9:3–8; 22:3–11; 26:9–18 (Saul and Jesus: his conversion on the Damascus road, pp. 150–155)
a In these accounts, what evidence is there that Saul’s conversion was due to God’s grace alone (pp. 150ff.)?
b But ‘to attribute Saul’s conversion to God’s initiative can easily be misunderstood . . . and needs to be qualified in two ways’ (p. 152). How?
c ‘Sovereign grace is gradual grace and gentle grace’ (p. 154). Can you illustrate this from your own experience?
5 Read 9:9–25 (Saul and Ananias: his welcome into the church in Damascus, pp. 155–158)
a What changes became evident in Saul’s life (pp. 155ff.)?
b If you had been Ananias, how would you have felt about doing ‘follow-up work’ with Saul (p. 156)?
6 Read 9:26–31 (Saul and Barnabas: his introduction to the apostles in Jerusalem, pp. 158–160)
a ‘True conversion always issues in church membership’ (p. 159). Why was the ministry of Ananias and Barnabas so important? Can you think of people who have recently come along to your church who need to receive similar ministry?
b Luke focuses on Saul’s new sense of responsibility to the world as a third change in his life (pp. 159f.). What characteristics of his witness does he mention? What lessons do these have for us?
‘To witness is to speak of Christ. Our own experience may illustrate, but must not dominate, our testimony.’ (p. 159)
c ‘The world’s opposition did not impede the spread of the gospel or the growth of the church’ (p. 160). What five things characterize the growing church?
7 Conclusion (pp. 160–161)
Luke’s account of Saul’s conversion ‘should persuade us to expect more from God in relation both to the unconverted and the newly converted’ (p. 161). How does this apply to you and your non-Christian friends and colleagues?
Session Nine
Acts 9:32 – 11:18
8. The conversion of Cornelius (pp. 162–180)
Leaving Paul in the wings for a while, Luke turns now to Peter and his key role in preparing the stage for the gospel to be taken to Gentiles as well as Jews.
1 Read 9:32–43 (Peter heals Aeneas and raises Tabitha, pp. 163–164)
What is there in this passage which suggests that Luke’s intention is to portray Peter ‘as an authentic apostle of Jesus Christ’ (pp. 163f.)?
2 Read 10:1–8 (Peter is sent for by Cornelius, pp. 164–167)
a What significance is there in the fact that Peter stayed with a tanner (p. 165)?
b What was the extent of the divide between Jews and Gentiles at this time (pp. 166f.)? Can you think of similar situations in the world today?
c ‘The main subject of this chapter is not so much the conversion of Cornelius as the conversion of Peter’ (p. 167). Are there any similar prejudices which you can find in yourself?
3 Read 10:9–23a (Peter receives a vision, pp. 167–168)
‘How perfectly God dovetailed his working in Cornelius and in Peter’ (p. 168). What example of divine ‘coincidence’ have you experienced recently?
4 Read 10:23b–48 (Peter preaches to Cornelius’s household, pp. 169–173)
‘Peter refused both to be treated by Cornelius as if he were a god, and to treat Cornelius as if he were a dog.’ (p. 169)
a What does Peter include in his address to Cornelius’s friends and family (pp. 170ff.)?
b ‘The emphasis is that Cornelius’s Gentile nationality was acceptable so that he had no need to become a Jew, not that his own righteousness was adequate so that he had no need to become a Christian’ (p. 170). Why is this so important?
c ‘The gift of the Spirit was not enough; they needed human teachers too’ (p. 173). How is this statement relevant to you?
5 Read 11:1–18 (Peter justifies his actions, pp. 173–177)
‘It took four successive hammer blows of divine revelation before [Peter’s] racial and religious prejudice was overcome’ (p. 174). What were they?
6 Lessons to learn (pp. 177–180)
a ‘Since God does not make distinctions in his new society, we must not make them either’ (p. 177). Are you making any?
b What is it that ‘rebukes those Christians who overlook or underplay’ the work of the Holy Spirit today (p. 178)?
c Why is it incorrect to say that ‘anybody of any nation or religion who is devout . . . and upright . . . is thereby justified’ (pp. 179f.)?
d What does a comparison of Saul and Cornelius tell us about the power of the gospel (p. 179)?
Session Ten
Acts 11:19 – 12:24
9. Expansion and opposition (pp. 181–195)
1 Read 11:19–30 (Expansion: the church in Antioch, pp. 181–188)
Luke now takes up again where he left off at 8:1.
a In what ways was the area conquered by the gospel expanded as a result of the Jerusalem persecution (pp. 182f.)?
b Were the ‘Greeks’ in verse 20 pagan Greeks or Greek-speaking Jews (pp. 183f.)? Why is this distinction important?
c What did Barnabas do in verses 22–24 (pp. 185f.)? Why?
d What can we learn from what Barnabas did next (pp. 186f.)?
e What happened to demonstrate that the new Christians in Antioch really were members of the family of God (pp. 187f.)?
2 Read 12:1–24 (Opposition: the church in Jerusalem, pp. 188–195)
After tremendous strides forward, the church now faces a major setback.
a What lay behind Herod’s actions (pp. 189f.)?
‘The church turned to prayer, which is the only power which the powerless possess.’ (p. 191)
b What can we learn from Peter’s attitude to prison (p. 191)?
c What is unsatisfactory with the view that Peter ‘managed to escape because of bribery, negligence or simply a change of mind’ (Hanson, pp. 191ff.)?
‘It is ironic that the group who were praying fervently and persistently for Peter’s deliverance should regard the person who informed them that their prayers had been answered as mad!’ (pp. 192–193)
d ‘The dramatic details included by Luke all seem to emphasize the intervention of God and the passivity of Peter’ (p. 193). Trace the details to which the author refers.
e ‘The chapter opens with James dead, Peter in prison and Herod triumphing; it closes with Herod dead, Peter free and the word of God triumphing’ (p. 195). What does this have to say to us about those who seek to oppress the church and hinder the spread of the gospel?
C. The apostle to the Gentiles (12:25 – 21:17)
Session Eleven
Links between Acts and Paul’s epistles
18:2; 19:21; 23:11; 28:14–31 – Romans
18:1 – 19:1 – 1 and 2 Corinthians
13:14 – 14:23; 15:36 – 16:6; 18:23 – Galatians
18:19 – 20:1; 20:16–38 – Ephesians
16:11–40; 20:1–6 – Philippians
17:1–15 – 1 and 2 Thessalonians
6:1; 17:14–16; 18:5; 19:22; 20:4 – 1 and 2 Timothy
Acts 12:25 – 14:28
10. The first missionary journey (pp. 196–220)
Luke has demonstrated the power of the gospel, in spite of opposition, and the way God has prepared his people for what is to come. All is now ready for the expansion of the church to ‘the ends of the earth’.
1 Read 12:25 – 13:4a (Barnabas and Saul are sent out from Antioch, pp. 196–199)
a ‘So important was this occasion . . .’ (p. 197). What occasion? Why was it so important?
b To whom did the Holy Spirit reveal his will (pp. 197f.)? Why was this?
c What was it that the Holy Spirit revealed to the church (p. 198)? What is the significance of this for us?
d What was their response to God’s call (p. 198)?
e How is the way Barnabas and Saul were commissioned relevant to us (pp. 199f.)?
2 Read 13:4b–12 (Barnabas and Saul in Cyprus, pp. 199–202)
What was it that particularly impressed the consul Sergius Paulus (pp. 200ff.)?
3 Read 13:13–52 (Paul and Barnabas in Pisidian Antioch, pp. 202–209)
a What was the nature of the setback that affected Paul and Barnabas in Perga (pp. 202f.)?
b What is Luke ‘evidently concerned to demonstrate’ (p. 204)?
c Paul recounts the history of Israel between the patriarchs and the monarchy. What is his major emphasis (pp. 204f.)?
d What does Paul emphasize in his account of the death and resurrection of Jesus (pp. 205f.)?
e What is the main difference which Paul identifies between Christianity and Judaism (pp. 206f.)?
f How would you answer someone who denied that Luke has any understanding of the doctrine of justification by faith as central in Paul’s thought (pp. 206f.)?
g What is the effect of Jewish opposition to the preaching of the gospel (pp. 207f.)? What effect does opposition have on you?
‘Nothing could stop the spread of the Lord’s word . . . Yet, at the same time, persecution increased.’ (p. 208)
4 Read 14:1–7 (Paul and Barnabas in Iconium, pp. 209–210)
a What is the effect of the preaching of the gospel (pp. 209f.)?
b Why is the attribution of the title ‘apostle’ to Barnabas (14:4, 14) ‘perplexing’ (p. 210)? How can it be explained?
5 Read 14:8–20 (Paul and Barnabas in Lystra and Derbe, pp. 210–214)
a What is the explanation for the crowd’s reaction (pp. 211f.)?
b Why is what Paul says here of particular importance (pp. 212f.)?
c What is the main difference between Paul’s preaching to the Jews in Antioch and to the pagans in Lystra (p. 212)? How can we ‘learn from Paul’s flexibility’?
6 Read 14:21–28 (Paul and Barnabas return to Syrian Antioch, pp. 214–215)
What did Paul and Barnabas concentrate on during their return trip (pp. 214f.)? Why?
7 Paul’s missionary policy (pp. 215–220)
‘On his missionary journeys Paul left churches behind him’ (p. 215). The author points to the foundations of apostolic instruction, pastoral oversight and divine faithfulness.
a Apostolic instruction (p. 216). What would you include in a ‘cluster of central beliefs’? Why?
b Pastoral oversight (p. 216). What pattern of pastoral oversight did Paul establish? In what ways does this differ from the pattern in many churches today?
c Divine faithfulness (pp. 217f.). Why did Paul believe ‘that the churches could confidently be left to manage their own affairs’ (p. 217)?
d What does Paul’s way of doing things have to say to missionaries today (pp. 218ff.)?
Session Twelve
Acts 15:1 – 16:5
11. The Council of Jerusalem (pp. 221–239)
1 ‘The Jewish leaders had no difficulty with the general concept of believing Gentiles’ (p. 221). Why not? What particular difficulty did they have?
2 Read 15:1–4 (The point at issue, pp. 223–225)
a In what way were the ‘very foundations of the Christian faith . . . being undermined’ (p. 224)?
b Why did Paul oppose Peter so strongly (pp. 224f.)?
3 Read 15:5–21 (The debate in Jerusalem, pp. 226–232)
Luke summarizes the three speeches made by Peter, Paul and Barnabas, and James.
a To what threefold work of God does Peter draw attention (pp. 226f.)?
b What contribution did Paul and Barnabas make to the debate (p. 227)?
c What lies behind James’s statement that God has chosen ‘a people for his name from the Gentiles’ in verse 14? Why does he quote from the prophet Amos (pp. 228f.)? On what does he base his conclusion?
d James’s judgment includes a request that Gentiles abstain from four things (pp. 230ff.). Why these four? Are they moral or ceremonial issues?
4 Read 15:22–29 (The Council’s letter, pp. 232–233)
What three important points are made in the letter (pp. 233ff.)?
5 Read 15:30 – 16:5 (The sequel to the Council, pp. 233–236)
a What led to Paul and Barnabas splitting up (p. 234)?
b In Galatia, Paul circumcised Timothy. How can he be defended against the charge of being inconsistent in his attitude to Jewish law (pp. 235f.)?
c What happened to the churches as a result of the Jerusalem Council’s decision (p. 236)?
6 Permanent lessons (pp. 236–239)
a What is it that preserves the unity of the church (pp. 237f.)?
b How did Paul ‘unite the church without compromising the gospel’ and ‘defend the integrity of the gospel without sacrificing the unity of the church’ (pp. 238f.)?
Session Thirteen
Acts 16:6 – 17:15
12. Mission in Macedonia (pp. 240–257)
Luke now moves on to describe the spread of the gospel into Europe.
1 What ‘important principles of divine guidance’ are shown in 16:6–10 (p. 243)?
2 Read 16:11–40 (The mission in Philippi, pp. 244–252)
a What does Luke tell us about how Lydia, the slave girl and the Roman jailer came to faith (pp. 244ff.)? Why is this important?
b What differences are there between these three individuals (pp. 250ff.)?
c ‘We . . . who live in an era of social disintegration, need to exhibit the unifying power of the gospel’ (p. 252). How?
3 Read 17:1–9; 1 Thessalonians 1 – 2 (The mission in Thessalonica, pp. 252–255)
a What is Paul’s strategy in presenting the gospel to the Jews in Thessalonica (pp. 252f.)?
b What is the response to Paul’s message (pp. 253f.)?
4 Read 17:10–15 (The mission in Berea, pp. 255–256)
How did the Jews at Berea display a ‘more noble character’ (verse 11) (p. 256)? What was the result?
5 Some concluding reflections (pp. 256–257)
Paul ‘believed in doctrine . . . but not in indoctrination’ (p. 257). What are the differences between these two things?
Session Fourteen
Acts 17:16–34
13. Paul in Athens (pp. 258–275)
Read 17:16–34
1 What Paul saw (pp. 259–260)
a What sort of a place was Athens (p. 259)?
b ‘First and foremost what he saw was neither the beauty nor the brilliance of the city but . . .’ (p. 259). What did Paul notice in particular?
2 What Paul felt (pp. 260–262)
a Why did Paul react as he did to what he saw (pp. 261f.)? How do you react to modern expressions of the same thing?
b What is the ‘highest incentive of all’ for world evangelization (p. 262)?
3 What Paul did (pp. 262–264)
a What did Paul’s reaction lead him to do (pp. 262f.)?
b What was distinctive about the beliefs of the Epicureans and the Stoics (p. 263)?
‘Christ calls human beings to humble, but not to stifle, their intellect.’ (p. 264)
c What are the modern equivalents of the different groups Paul spoke to in Athens (p. 263)?
4 What Paul said (pp. 264–273)
a What led to Paul being invited to speak to the court of the Areopagus (p. 265)?
b Was Paul’s speech a defence or a sermon (pp. 266f.)?
c By speaking as he does in verse 23, is Paul ‘acknowledging the authenticity of their pagan worship’ (pp. 267f.)?
d What five truths about God does Paul set out (pp. 268ff.)?
e What three facts about God’s judgment does Paul refer to (pp. 271f.)?
f How may claims that what Luke reports about Paul is inauthentic be answered (pp. 272f.)?
g Is what Paul said in Athens an adequate presentation of the gospel (pp. 272f.)? Why do some people suppose that Paul was ‘disappointed and perhaps disillusioned by his experience in Athens’ (Ramsay, p. 272)? Is this view correct?
5 How Paul challenges us (pp. 273–275)
a ‘Many people are rejecting our gospel today not because they perceive it to be false, but because they perceive it to be trivial’ (p. 274). What can we learn from Paul here?
b ‘We do not speak as Paul spoke because we do not feel as Paul felt’ (p. 274). Why is this?
Session Fifteen
Acts 18:1 – 19:41
14. Corinth and Ephesus (pp. 276–299)
1 Why did Paul focus on cities (pp. 276ff.)? What was special about Athens, Corinth and Ephesus?
2 What was the ‘similar pattern’ in Paul’s visits to Corinth and Ephesus (pp. 278f.)?
3 Read 18:1–18a (Paul in Corinth, pp. 279–285)
a Why, as he indicates in 1 Corinthians 2:2–3, was Paul so fearful about his mission to Corinth and so concerned to preach only Christ and the cross (pp. 279f.)?
b Why did Paul work as a tentmaker (p. 281)? What application is there today in his decision to do this?
c After meeting resistance from the Jews, Paul turned to the Gentiles. What happened to encourage him that this was the right decision (pp. 282f.)?
d What was so significant in Gallio’s refusal to take seriously the Jewish case against Paul (pp. 283f.)?
4 Read 18:18b–28 (Paul in transit, pp. 285–288)
What significant things does Luke tell us about Apollos (pp. 286f.)?
5 Read 19:1–41 (Paul in Ephesus, pp. 288–296)
a The disciples Paul met in Ephesus ‘cannot possibly be regarded as providing a norm for a two-stage initiation’ (p. 289). Why not?
b What four things are ‘universal in Christian initiation’ (p. 290)? What things were particular to the situation at Ephesus? Why?
c Some dismiss the ‘extraordinary miracles’ (verse 11) as ‘legendary’ (p. 291). What may be said in response?
d What else happened to advance the cause of the gospel (p. 292)?
e What were the reasons for Paul’s circuitous route to Jerusalem (p. 293)?
f What was the root cause of the riot (pp. 294ff.)? How did Demetrius disguise this?
g Why does Luke recount this incident in the way he does (p. 296)?
6 Paul’s strategy for urban evangelism (pp. 296–299)
a What can we learn about urban evangelism from Paul’s activity in Corinth and Ephesus (pp. 296ff.)?
b What is the equivalent to the synagogue in our culture? ‘Secular people have to be reached in secular buildings’ (p. 296). How does this apply in your situation?
c Which two words stand out in these chapters as describing Paul’s evangelistic preaching? Paul ‘did not simply proclaim his message in a “take it or leave it” fashion’ (p. 297). Why not? What did he do instead?
‘Arguments of course are no substitute for the work of the Holy Spirit. But then trust in the Holy Spirit is no substitute for arguments either.’ (pp. 297–298)
d What was ‘especially remarkable’ about Paul’s use of the lecture hall of Tyrannus in Ephesus (pp. 298f.)?
e ‘When we contrast much contemporary evangelism with Paul’s’ (p. 299), what do you notice?
Session Sixteen
Acts 20:1 – 21:17
15. More about Ephesus (pp. 300–320)
1 What similarities are there between Paul’s journey to Jerusalem and that taken by Jesus?
2 Read 20:2–6 (Paul in northern and southern Greece, pp. 301–304)
a How does Luke characterize Paul’s ministry in Macedonia (pp. 301f.)?
‘Nothing encourages and strengthens the people of God like the Word of God.’ (p. 302)
b Why is it ‘worth noting that Paul hardly ever travelled alone’ (p. 303)?
3 Read 20:7–12 (A week in Troas, pp. 304–307)
What does this incident tell us about early Christian worship (pp. 304f.)?
4 Read 20:13–16 (A coastal voyage to Miletus, pp. 307–309)
5 Read 20:17–38 (Paul’s address to the Ephesian elders, pp. 309–315)
a What is unique about this speech (p. 309)?
b What three terms does Paul use in addressing the church leaders (pp. 309f.)? What does each of these indicate? What is the significance of Luke’s use of the plural to describe them?
c Can you pick out the themes in this speech which recur in Paul’s letters (p. 310)?
d What evidence does Paul give of his past sincerity (pp. 311f.)? Why does he need to do so?
e What is it that is more important to Paul than his personal survival and comfort (pp. 311f.)? Why is this? What is more important to you than these things?
f What does Paul urge the Ephesian elders to watch out for (pp. 312f.)? Why? To what extent do you watch out for them too?
g What is noteworthy about Paul’s example as a ‘shepherd’ (pp. 313f.)?
h What is the ‘double duty’ which shepherds of Christ’s flock have (pp. 314f.)?
i What neglected obligation does the author suggest may be a ‘major cause of today’s theological confusion’ (p. 314)? Why is this so important?
j What ‘should inspire’ Christian leaders ‘to faithfulness’ (pp. 315f.)?
6 Read 21:1–17 (On to Jerusalem, pp. 316–320)
a What is striking about the prophecy of Agabus (pp. 317f.)?
b How does Paul react to the pleas of those who wanted to dissuade him from going to Jerusalem (pp. 318f.)? What does this reveal about his priorities?
c What is the solution to the apparent contradiction between the Spirit’s promptings in 20:22–23 and 21:4, 11 (pp. 319f.)?
d What strengthened Paul in his journey (p. 319)? In what ways do you both receive and give this same resource?
D. On the way to Rome (21:18 – 28:31)
Session Seventeen
Acts 21:18 – 23:25
16. Paul’s arrest and self-defence (pp. 321–341)
1 On Paul’s arrival in Jerusalem ‘his whole career abruptly changed’ (p. 321). How?
2 Why does Luke go into so much detail about the five trials that Paul went through (pp. 321f.)?
3 What evidence of Jewish opposition has Luke recorded so far? What parallels are there between the sufferings of Paul and those of Jesus (pp. 322f.)?
4 What evidence of Roman friendliness to the gospel does Luke present (pp. 323ff.)? Why does he do so?
5 Read 21:18–26 (Paul meets James and accepts his proposal, pp. 325–330)
a What was the tension underlying Paul’s welcome by the Christians in Jerusalem (pp. 325ff.)? How was James conciliatory to Paul? How was Paul conciliatory towards James?
b What exactly was James’s concern (p. 328)?
6 Read 21:27–36 (Paul is assaulted and arrested, pp. 330–332)
a What were the two accusations made against Paul (pp. 330f.)?
b What ‘striking example’ does Luke give of the contrast between Jewish hostility and Roman justice (p. 331)?
7 Read 21:37 – 22:22 (Paul defends himself before the crowd, pp. 332–334)
a What is both sensitive and appropriate in the way Paul speaks to the crowd (pp. 332f.)?
b Why did the crowd resume their demands for Paul to be put to death (pp. 333f.)?
c What are the two major points that come out of Paul’s defence (p. 334)?
8 Read 22:23–29 (Paul is protected by Roman law, pp. 334–335)
9 Read 22:30 – 23:11 (Paul stands before the Sanhedrin, pp. 335–338)
a Why was the high priest so enraged by Paul’s opening remark (pp. 336f.)?
b What explanations have been given for the apparent rudeness of Paul’s reply (pp. 336f.)?
c What distinguished the Sadducees from the Pharisees (p. 337)?
d What would be ‘hard to exaggerate’ (p. 338)?
10 Read 23:12–35 (Paul is rescued from a Jewish plot, pp. 338–341)
a ‘Even the most careful and cunning of human plans cannot succeed if God opposes them’ (p. 338). How is this illustrated in this incident? And in your experience?
b ‘Luke’s great skill as a historian-theologian . . . is clearly seen in these chapters’ (p. 340). How?
c What was the secret of Paul’s courage (p. 341)?
Session Eighteen
Acts 24:1 – 26:32
17. Paul on trial (pp. 342–364)
1 What is ‘the thread which runs through these chapters’ (p. 343)? In what ways do Christians today face similar circumstances?
2 Read 24:1–27 (Paul before Felix, pp. 343–349)
a What are the charges which Tertullus brings against Paul (pp. 344f.)?
b How does Paul refute these allegations and deny the charge that Christianity is a heretical sect (pp. 345f.)?
c What dilemma did Felix face (pp. 347f.)?
d What happened over the next two years (pp. 347f.)? What was Felix’s response to Paul’s message? Why?
‘Certainly the release of Felix from sin meant more to Paul than his own release from prison.’ (p. 348)
3 Read 25:1–22 (Paul before Festus, pp. 349–352)
a With what does Paul’s defence suggest he was charged (pp. 350f.)? Why did he appeal to Caesar?
b What do we know about Agrippa (p. 351)?
4 Read 25:23 – 26:32 (Paul before Agrippa, pp. 352–360)
a In what way was ‘Festus’s account of the situation . . . a mixture of truth and error’ (p. 352)?
b What is especially ‘dramatic’ about Paul’s appearance before Agrippa (p. 353)? What are the ‘three principal phases’ of his life which Paul describes (pp. 353ff.)?
c What does it mean to ‘kick against the goads’ (verse 14) (p. 354)?
d What parallels are there between God’s call of his prophets in the Old Testament and Christ’s commissioning of Paul (p. 355)?
e What exactly was Paul sent to do (pp. 355f.)? What does this mean? Why did the Jews seek to kill him (p. 357)?
f How did the court react to Paul’s defence (pp. 358ff.)?
5 Conclusion (pp. 360–362)
a What double allegation lies behind all three trials (pp. 360f.)? How did Paul respond?
b What characterizes Paul’s use of opportunities for witness (pp. 361f.)? What characterizes your use of similar opportunities? Is there a difference? If so, why?
6 A note on the three accounts of Saul’s conversion (pp. 362–364)
Read 9:1–19; 22:5–16; 26:12–18
What two discrepancies have been alleged in the three accounts by Paul of his conversion (pp. 363f.)? How can they be resolved?
Session Nineteen
Acts 27:1 – 28:31
18. Rome at last! (pp. 365–385)
1 Read Romans 1:8–15; 15:20–32. Why did Paul long to visit Rome (pp. 365ff.)?
2 How does Luke indicate that ‘Jerusalem and its temple are not essential to the church’ (p. 367)? What modern equivalents of Jerusalem and the temple can you think of?
3 In what ways does Paul’s journey to Rome parallel that of Jesus to Jerusalem (p. 367)?
4 Read 27:1–12 (From Caesarea to Crete, pp. 368–370)
5 Read 27:13–20 (Storm at sea, pp. 370–371)
6 Read 27:21–38 (Paul’s three interventions, pp. 371–374)
a What emerges from the way Paul dealt with the situation (p. 371)?
b On what did Paul base his call to his fellow travellers to keep up their courage (p. 372)?
c How does Paul’s combination of ‘spirituality with sanity’ emerge in this chapter (p. 374)?
7 Read 27:39 – 28:10 (Shipwreck on Malta, pp. 374–376)
a Why were the soldiers so keen to kill the prisoners (p. 374)?
b Paul was ‘first called a murderer, then a god’ (p. 375). Why?
c What is significant about the way Publius’s father was healed (p. 376)?
8 Read 28:11–16 (Arrival in Rome, pp. 376–377)
9 Read 28:17–31 (The gospel for Jews and Gentiles, pp. 377–380)
a What principle did Paul continue to follow, even in Rome (p. 377)?
b What did Paul concentrate on during his discussions with the Jews (p. 378)?
c To what can unbelief in the face of preaching be attributed (pp. 378f.)? How do you respond to this?
d What did Paul talk about to those who visited him (p. 380)?
e What is the significance of the final words of the book (p. 380)?
10 Conclusion: The providence of God (pp. 381–385)
a Some have thought of chapter 27 that the ‘length of the narrative . . . seems out of proportion to its value’. What is the best way of overcoming this apparent difficulty (pp. 381f.)?
b How is God’s providential activity seen in these chapters (p. 381)?
‘Nothing proves the sincerity of our beliefs like our willingness to suffer for them.’ (p. 385)
c What three main advantages were there in Paul being a prisoner (pp. 383ff.)? Are there any apparently adverse circumstances in your life which look different in the light of Paul’s experience?