Philippians and Colossians

Tell students that some scholars have described Paul’s letter to the Philippians as the happiest of his writings. Explain that they might be surprised by the circumstances in which Paul wrote this letter. Ask students to take a few moments to search Philippians 1:7, 13, 16 for any clues about Paul’s circumstances when he wrote this letter. After a few students tell the class what they found, explain that Paul wrote his epistles to the Philippians and the Colossians while he was imprisoned, probably in Rome.

Ask students to read Philippians 1:12 and identify what Paul said had happened despite his limited freedom. (The gospel cause had been furthered.) Have students study Philippians 1:13–14, looking for how Paul’s imprisonment furthered the gospel cause. After a few students report what they found, have them study Philippians 1:19–26 for clues revealing Paul’s attitudes toward his imprisonment. Ask:

• How do you think Paul’s attitudes toward his imprisonment helped the gospel cause to be furthered while he was there? (Consider writing this principle on the board: As we live in faith and gratitude, the Lord can further the gospel cause through us.)

• Why do you think some people respond positively to afflictions and others respond negatively?

• When have you seen someone’s faith and hope during difficult circumstances lead to good things coming out of the difficulty?

Transition into the next chapter of Philippians by asking:

• What do we know about who Jesus Christ was before His mortal birth and what He did before He came to earth? (Possible answers: He was the Firstborn Son of Heavenly Father and was Jehovah of the Old Testament. He supported Heavenly Father’s plan for the redemption of His children, created the earth, and gave the law of Moses.)

Explain that in Philippians 2:5–9, Paul taught about the nature of Jesus Christ during His premortal life and His earthly life. In verse 6, Paul taught that in the premortal world, the Savior was “in the form of God” and “equal with God.” Ask students to read verses 7–9, looking for what we can learn about the Savior during His earthly life. (He “made himself of no reputation,” He became like “a servant,” He was “in the likeness of men,” and He humbled Himself and died on the cross.) To help students analyze Paul’s teachings regarding Jesus Christ’s humility, ask:

• Contemplate Jesus Christ’s status in the premortal world while reviewing verses 7–8. What do you learn about Jesus?

Explain that the Book of Mormon uses the words “the condescension of God” (1 Nephi 11:16, 26) to describe Christ’s willingness to leave His glorious premortal condition and come to earth. Consider having a student read the statement by Elder Tad R. Callister in the student manual commentary for Philippians 2:5–8.

Have the students search Philippians 2:2–5, looking for why Paul taught about the condescension of Jesus Christ. Help students identify a principle taught in these verses by asking:

• What problem did Paul address in these verses? (Help the class understand that Paul was encouraging the Philippians to develop greater unity by overcoming selfishness.)

• How can an understanding of the condescension of Christ help us overcome selfishness? (As students share their answers, help them to understand this principle: When we understand that Jesus Christ willingly came to earth to humbly serve others and give His life, we are strengthened to humbly serve others.)

Have a student read aloud Philippians 2:9–11, and ask:

• What was the result of Jesus being willing to condescend to the Father’s will? (He was exalted, and ultimately every knee will bow to Him.)

• Think about the Savior’s willingness to humble Himself and selflessly serve others. What might you do differently at home, school, work, or church to follow His example of selflessness?

Transition to a new subject by reading Philippians 2:12 aloud to your class. Point out that with the word “wherefore,” Paul made a transition between his teachings about the Savior’s condescension and a new teaching about what he wanted his readers to do now that they understood more about the Savior’s mission. Ask students:

• What did Paul want his readers to do now that they understood more about the Savior’s mission? (“Work out your own salvation with fear and trembling.”)

Explain that the words “fear and trembling” do not imply that we should be frightened, but rather that we should have reverence for God the Father and serve Him with rejoicing (see Psalm 2:11). Have a student read aloud Philippians 2:13. Explain that as we are seeking to “work out [our] own salvation,” God is also working in us to help us. To help students understand this verse, ask:

• According to verse 13, what are two ways Heavenly Father is working in those who love Him? (Helping them to “will,” or desire, to be obedient to “his good pleasure,” which means His commandments. Helping them to “do” what is right.)

• How does verse 13 help you understand how you can fulfill God’s commandment to “work out your own salvation”?

Ask a student to read aloud the first paragraph of the student manual commentary for Philippians 2:12–13. Then encourage students to state a principle taught in Philippians 2:12–13 by asking:

• What have you learned from Paul’s teachings in Philippians 2:12–13 about how we should work toward our salvation? (As students share their ideas, help them understand: We do not inherit exaltation based upon our own merits; God continually works in us to help us desire and do what is right.)

To invite students to share and testify about this doctrine, ask:

• When have you felt Heavenly Father and Jesus Christ working in you to help you want the right things and do the right things?

Have each student pair up with another member of the class and read Philippians 3:4–15 to each other. As they read, have them look for answers to the following questions and discuss their answers. This activity will work better if the questions are written ahead of time on the board or on a handout.

• What did Paul give up when he was converted to the gospel of Jesus Christ?

• According to these verses, in what ways did the gospel of Jesus Christ bless Paul?

After students have had sufficient time to discuss those questions, ask them to keep the discussion in mind as they consider this question:

• What principles do you think Paul wanted his readers to learn from his counsel found in verses 13–15? (As students share their answers, help them understand: As we strive to become disciples of Jesus Christ, we will leave behind things that hinder us spiritually. Consider writing this principle on the board.)

You can help students feel the importance of this principle and contemplate its application by asking them to silently ponder the following questions:

• What are some things you have seen family members or friends give up in order to receive the greater blessings that come from living the gospel of Jesus Christ?

• What have you given up in your life in order to become a disciple of Christ?

• What is something you may still need to leave behind?

Write Philippians 4:6–13 on the board. Invite students to read these verses and find an idea that helps them feel that they can succeed in overcoming difficulties and pressing forward as disciples of Jesus Christ. After students have finished reading these verses, have them share with the class what they selected. Invite one or two students to testify of what they feel they learned. You might also testify of what you have learned. Invite the students to act on what they learned.

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tree roots

Photograph by Timothy L. Taggart

Show a potted plant or a picture of a plant to the class. (You may want to use the picture of the roots of a tree in Bali. This picture is found in the appendix.) Then ask:

• How would you describe the importance of roots to a plant?

Have students look in Colossians 1:23; 2:7 for any words that communicate the purpose of roots. (“Grounded,” “settled,” “rooted,” “built up,” and “stablished.”) Then have students read the section titled “To whom was Colossians written and why” under “Introduction to the Epistle of Paul the Apostle to the Colossians” in chapter 45 of the student manual. Have them look for why Paul was concerned about the Colossian Saints’ spiritual roots or foundation. (Church members were being exposed to false teachings and practices. The Saints were in danger of embracing these false teachings.) Explain that what Paul taught to the Colossian Saints was intended to help them remain firmly rooted in Jesus Christ in the face of serious external pressures. Ask students to respond briefly to this question:

• Based on this context, how do you think the Epistle to the Colossians might be valuable to you?

Emphasize to students that the false doctrines that had begun to be accepted in Colossae minimized the role and divinity of Jesus Christ, and so Paul wrote to the Colossians some of his most thorough teachings about Jesus Christ. Give students a few minutes to study Colossians 1:14–22. As they study, have them mark or make a list of details they find in these verses concerning Jesus Christ and His eternal mission. Ask students to report their findings. To invite students to testify, ask:

• Which truths taught by Paul in these verses do you have a testimony of?

You might share your own testimony of the doctrines concerning Jesus Christ recorded in Colossians 1.

List the following scripture references on the board: Colossians 2:4, 8, 16, 18, 20–22, 23. Assign students to study one or more of these passages looking for the dangers or false teachings that Paul warned his readers about. As students report, write a summary of their findings next to the scripture verses on the board. Their findings might look like this:

You might refer to the student manual commentaries for Colossians 2:18–19 and for Colossians 2:20–23 as you discuss students’ findings.

Consider asking the following:

• How might these false teachings have threatened the stability of the Church in Colossae?

• How does having a testimony that is deeply rooted in Jesus Christ serve as a protection against false teachings? (Consider writing this principle on the board: By being grounded and rooted in Jesus Christ, we can avoid being led astray by worldly philosophies and traditions.)

Divide the class into thirds. Have each third of the class study one of the following scripture passages: Colossians 2:8–15; Colossians 3:1–9; Colossians 3:12–17. As they study, help students understand the above bold principle by having them consider how they would answer the following (you might choose to write these questions on the board):

• What truths found in this scripture passage could help someone avoid being deceived by false teachings?

• How has your testimony of a truth in this scripture passage helped you remain faithful when people or false teachings have attempted to pull you away from the truth?

You might give students an example to help them with this assignment. In Colossians 2:12–13, Paul taught that when we are baptized, we die as to our sins and rise to a new life. Those who have repented and made baptismal covenants will be protected from false teachings as they strive to keep their covenants. After sufficient time, ask students how they would respond to the questions. Responses might include the following:

• Colossians 2:8–15. We should beware of philosophies and traditions that are of the world and not of Christ; Jesus Christ has all power and can make us “complete in him.” When we are baptized, we die as to our sins, we are forgiven, and we rise to a new life. Jesus triumphed over all things that kept us from eternal life.

• Colossians 3:1–9. We should seek for and set our affections on “things above” (heavenly things, things of eternal significance) and “put off” (repent of) sinful deeds.

• Colossians 3:12–17. We should strive to be holy—forgiving and loving one another as the Savior did. We should let the peace of God rule in us, be thankful, and do all things in the name of Jesus Christ.

Give students a few minutes to write the following: Describe a time when your testimony of Jesus Christ helped you avoid being led astray by false philosophies and traditions. As time permits, you might have a few students read what they wrote to the class.