A teaching series for the church in Zimbabwe is based on the Bible – the solid foundation for a biblical and theological Christian response to HIV/AIDS. With compassion and love, Christ restored the Samaritan woman and gave her the fountain of “living water.” The text reveals the life of the Samaritan woman and the reason why she was socially outcast in her village. Bock writes: “The lawyer answers the question about receiving life in the future in concrete terms of love and devotion, not in an abstract sense.
Acquired immunodeficiency syndrome (AIDS) is a disease of the human immune system caused by the human immunodeficiency virus (HIV). According to traditional Christian exegesis (since Irenaeus, c. 180 AD), image and likeness are two different aspects of the mother's nature. God's blessing to be "fruitful" and "replenish" the earth is the source from which mankind emerges.
Of the two verbs, rada, “to exercise dominion,” and kaba, “to subdue,” the latter indicates greater power. Torre claims, “The serpent is the first creature in the biblical text to objectify God, by talking about God instead of talking to God or to God. According to Hamilton, in Genesis “the Hebrew word for urge or 'desire' appears only here and in Genesis 4:7.
Christ, in his divine nature or as Logos, is declared to be the "radiation" of the Father. He simply translated the Godhead into humanity, or, as John says, "The Word became flesh" (John 1:14). Phillips explains the expression of the image of God in Christ: “The lines of the Godhead are reproduced in the humanity of Jesus; so to discover God it is as if we only need to see Jesus.
Paul expands on the thought of the Day of the Lord by affirming, "He will keep you strong to the end." The context, this confirmation is further explained as. The verb chosen is literally the word "chosen"; the word destined is the Greek word for. This apparently new condition has been called the Acquired Immune Deficiency Syndrome, or AIDS.5 The claim about its origin cannot be proven.
They write: “The Bible teacher must build a bridge from the ancient world of the Bible to the modern world of the student. The teaching of Christian love toward people in 1 John 4:7-12 shows God's love in redeeming humanity after the Fall.3 God's love continues to extend to those who are still living in sin and have not converted to Christianity have converted. Christ commissioned His disciples to reach the lost to bring them back to God, and restoring sinners shows how loving God is to have died for sinners.6 The lesson of restoration ushers in a new paradigm of thinking in the church to support and care for outcasts from the community, such as people with HIV/AIDS.
The story of the Good Samaritan is one of the greatest stories told about compassion, love and care that should be emulated by every Christian to reach out to anyone in need.8 The story is about selflessness, compassion, love, care and support that Christians should do in society to be like Christ.
Look: What do you think are the fundamental lessons about HIV/AIDS that can change people living with the disease?
Took: In what ways are you going to be involved with people living with HIV/AIDS?
Watch: What do you think are the fundamental lessons about HIV/AIDS that can change people living with the disease? WEEK 10: NON-MEDICAL ISSUES RELATED TO HIV/AIDS The lesson plan teaches non-medical issues related to HIV/AIDS, such as the vulnerability of women and children due to their treatments, especially in Africa. Often, more women and children in Africa are infected with HIV/AIDS than men, due to traditional and cultural beliefs that consider women and children inferior to men.
25 Christian Leaders of the International Christian Baptist Church in Zimbabwe Passage: Key Passage(s) Cross-References: Any cross-references. Exegetical idea: Discrimination against women and children due to cultural norms and traditions in Africa is the catalyst in the spread of HIV/AIDS. Pedagogical idea: Women and children are caught in the African traditional and cultural web, making them vulnerable to HIV/AIDS infection.
The Christian leaders must engage with the cultural and traditional leaders and to teach the biblical truth about equality and the rights of women and children so that they can be respected and treated with honor and dignity. Cognitive (Main): The Christian leaders will understand how to deal with traditional African religions, including cultural and social realities that affect women and children. Affective (Heart): The students will be able to change their attitudes regarding the strategies they can make to eliminate the prejudice and discrimination against women and children.
Behavior (hands): The students will change their approach to women and children in Africa and be able to interact with them and treat them with dignity and respect. Students will develop effective responses to cultural beliefs that put pressure on women and children by working with community leaders. Hook: The Christian leaders will brainstorm some effective ways to curb discrimination against women and children due to traditional no and cultural beliefs.
Transition: Brainstorming effective ways to end discrimination against women and children will result in honest discussion about cultural barriers. Look: What do you understand about the African tradition and culture that does not give women and children equal status to men.
Look: What do you understand about the African tradition and culture that does not give woman and children equal status as it does to men?
Took: What will you do to make a difference in the community with what you have learned in these seminars presented?
The lesson plan teaches about cultural myths that affect discipleship with those living with HIV/AIDS. Exegetical idea: Cultural myths influence the discipleship of those living with HIV/AIDS in Zimbabwe. Affective (Heart): Students will be willing to engage with the community and teach them about false myths and how cultural myths have influenced and promoted the spread of HIV/AIDS.
Transition: The reports will open a discussion about African cultural myths and how they have promoted the transmission and prevention of HIV/AIDS. What methods will you use to teach your community about the cultural myths that claim HIV/AIDS originated as a curse on the community from ancestral spirits. How will you convince people in your community of the false cultural myths that justify the myths about HIV/AIDS transmission.
What steps will you take to dispel cultural myths about the consequences of HIV/AIDS? What will you do about the cultural myths that have fueled people's beliefs to deny the existence of HIV/AIDS? How will you organize people in your community to educate them about HIV/AIDS prevention to dispel the myths that have increased infection.
Emotional (Heart): Christian leaders will change their perception of cultural myths and cultural stigma regarding HIV/AIDS. Christian leaders will focus on values and attitudes that will change the community's perception of HIV/AIDS transmission. How will you work to reduce cultural stigma and shame about HIV/AIDS in your community?
What actions will be taken to help people living with HIV/AIDS who have all lost hope together. How are you going to challenge the culture that still believes in cultural myths and subsequently promotes the spread of HIV/AIDS. Cultural myths expose vulnerable children and women to HIV/AIDS because of culture and tradition.
