QUESTIONS
1. Why do you think people still study the Bible? What can be learned that’s helpful from their study?
2. Why might some words be difficult to translate or understand across different languages?
3. How might a translator know they have the ‘correct’ translation of a particular word or phrase?
4. Do you think it matters if a word or phrase is translated slightly differently in separate Bibles? Why/why not?
5. How important do you think it is for everyday Catholics to spend some time studying the Bible?
ACTIVITIES
1. Exploring Gospel commentaries: Choose one of the Sunday Gospel commentaries linked below, written by Fr Brendan Byrne SJ:
Mark 1: 40 – 45: Jesus healing the leper: https://www.australiancatholics.com.au/article/homily-notes--6th-sunday-in-ordinary-time-year-b--14-february-2021
Mark 4: 26 – 34: The Kingdom of God: https://www.australiancatholics.com.au/article/homily-notes--11th-sunday-in-ordinary-time-year-b
Mark 6: 30 – 34: Jesus followed by the crowd: https://www.australiancatholics.com.au/article/homily-notes--16th-sunday-in-ordinary-time-year-b--18-july-2021
Luke 10: 25 – 37: The Good Samaritan: https://www.australiancatholics.com.au/article/homily-notes--15th-sunday-in-ordinary-time-year-c--14-july-2019
Luke 15: 1-3, 11-32: The Prodigal Son: https://www.australiancatholics.com.au/article/homily-notes--fourth-sunday-of-lent-year-c--31-march-2019
Matthew 5: 17-37: The Sermon on the Mount: https://www.australiancatholics.com.au/article/homily-notes--sixth-sunday-in-ordinary-time-year-a--16-february-2020
For your chosen commentary, explore and consider:
a) Where does the commentary mention alternative translations of the reading?
b) What different translations are mentioned?
c) How do the different translations change a reader’s understanding?
d) Why might one translation be preferable to the other?
Once you’ve been through this process, put together a report on that passage outlining the importance of translation in that context. Or, if you want to get creative, put together a skit where two people discuss their different interpretations of the passage and how it shapes their faith and actions.
2. Bible translations: Explore the life and work of one of the Bible translators mentioned in Peter Fleming’s article, or another one of your choice. Find out:
a) Who they were: Where were they born? Where did they learn? Where did they work?
b) What they did: What were some of the challenges they faced in their work? Who worked with them? What was important about their Bible translation?
c) What was the impact of their work?
Once you’ve done this research, put together a brief report on their life. Or, if you’d like to get creative, script or perform an interview with them about their life and work.
3. Exploring belief: In this activity, we’ll explore the meaning of faith-related words by considering the word ‘believe’.
a) What does it mean to you to say ‘I believe in God’?
b) In what other contexts is that word used, e.g. science (‘I believe 1 + 1 = 2’), politics (‘I believe in democracy’), or relationships (‘I believe in you’)? What does the word imply in those contexts? How is that different/similar to your understanding of the phrase ‘I believe in God’?
c) Explore the meaning of the Greek word ‘pisteuo’ (here’s a reference: https://www.biblestudytools.com/lexicons/greek/nas/pisteuo.html). How does that compare to your understanding of what’s meant by the phrase ‘I believe in God’?
d) Now read a Biblical passage that uses the Greek word ‘pisteuo’ (e.g. Matthew 21: 18 – 22). How does understanding more about that word change/shape your understanding of this passage?
Put together a brief written or video report exploring the word ‘believe’ in the context of your faith, your society and the Bible. Or, if you’d like to get creative, put together a song or a performance skit exploring the different ways the word 'believe' is used and understood.
YOUNGER STUDENTS
Biblical Words: Sit the students down and ask them to close their eyes and listen as you read a Bible story to them (one possible one might be Matthew 28: 1-9 where the women find the empty tomb). Read it twice, slowly, and ask the students to listen to the words that stand out to them. Then ask the students to share the words that stood out to them in the reading – for older students you might like to create a ‘word cloud’ using those words. Ask the students to choose one of those words, and create a drawing showing what that word means to them.