Introduction

There seem to be two major objectives in this letter: to warn against false teaching, and to encourage Timothy in his role, to live a holy life in keeping with the truth. Whether or not we have, like Timothy, leadership responsibilities, these two emphases are of major importance to us all.

Verses 1-11 major on dealing with false teachers. The following ideas are prominent:

1. False teaching has to be dealt with firmly.

The Ephesian Christians had ample opportunity to know the truth. Notice how long Paul himself had been with them: the background is set out in Acts 19 and 20:17-38. Note the specific references of 19:10 and 20:31.

As in other places Paul had to cope with Jewish opposition and false teachers (e.g. Galatia and Philippi) - see Acts 19:8,9; 13-16. He knew it would continue (20:29,30).

The church would have comprised Jews and Gentiles (19:17-20). What potential problems might this have created? In Britain we have a multi-ethnic population: what problems does this sometimes cause in Christian congregations?

In the face of problems which had developed, what was Timothy required to do

(1 Tim. 1:3)?

The word ‘command’ (v.3) carries the idea of superior to subordinate. There was the authority invested in Timothy, even though he was younger than many in the church. What qualities does a younger person need to have if he is in this leadership position? Think about Paul’s assessment of Timothy (1 Cor. 4:17; Phil. 4:19-22; 1 Thess. 3:2). What are the best ways of training people for leadership and responsibility for Christian work in general and our own situation in particular?

How would you go about ‘commanding’ someone in the church to refrain from giving a wrong teaching or example? Think also about 5v.1,2.

What were the three things from which these people were to desist (vs. 3,4)? ‘Myths’ and ‘endless genealogies’ (4) possibly refer to pet notions and obscure ideas that these false teachers held. If the church was given a diet of endless biblical genealogies from the O.T. and N.T., what would be the likely result?

What kind of diet - teaching programme – does the church need? Think about the balance for various age groups, and for the inexperienced and mature.

Verses 6,7 give further details about these false teachers (see also 6:3-5). Why are they dangerous?

2. Ensure that you have the right objectives

A leader who only reads the riot act and rebukes the wrong-doers is obsessed with negative attitudes. Notice the positive goals that Timothy was to have (v.5). Paul mentions three qualities which promote love. Try to describe each quality in some detail and the relationship between them. In what way do they promote love?

3. Know how to handle Scripture

These false teachers neither knew God’s Word nor how to use it (vs. 6,7). But the law itself (i.e. the law of Moses, the Pentateuch) is tremendously important.

For whom is the law designed (vs. 9,10)? Who by nature are included (Rom. 3:9-20)? What does the law do when it is rightly handled (Rom. 7:7-12); Gal. 3:19a. 21-25)?

Remember what this law included, not just the Ten Commandments, but details of the sacrificial system which pointed forward to the sacrifice of Christ. It was this law that Paul could handle so effectively (e.g. Acts 17:1-4; 19:8-10). What does 2 Tim. 2:15 teach us? If today’s society is described in vs. 9-10, God’s law is relevant to them. But how can we get ordinary people to recognise this? What do you find are the most effective methods of personal evangelism?