Cornerstone Curriculum, Official Certification Edition - Mentor's Guide

1 3 0 / C O R N E R S T O N E C U R R I C U L U M M E N T O R ’ S G U I D E

[T]he most striking appearance of dove imagery in the Bible belongs to the baptismal narratives where the Spirit of God descends from heaven “like a dove” (Matt. 3.16). . . . [O]ne should probably think of Genesis 1.2, where the Spirit of God, water, and the image of a bird recur ( merahepet = “move” or “hover” is avian imagery, cf. Deuteronomy 32.11). The Talmud (b. Hag. 15a) likens the brooding of the Spirit over the waters at creation to the fluttering of a dove, and 4Q521, a Dead Sea Scroll fragment, gives Genesis 1.2 an eschatological reapplication: the Spirit will hover ov er the saints in the latter days. So the dove at baptism seemingly means that Jesus brings a new creation.

& 9 page 249 Outline Point III-B-2-d

~ Leland Ryken, James C. Wilhoit and Tremper Longman III, Gen. ed. “Dove.” Dictionary of Biblical Imagery. Downers Grove, IL/Leicester, England: InterVarsity Press, 1998. p. 217.

Help the students to see that the entire ministry of the Holy Spirit has an ultimate goal and purpose. The goal of God is a new heavens and a new earth, inhabited by a new humanity (the Church), and united in perfect harmony under the rule of Christ. The Spirit is not just sustaining the present world but is actively working to accomplish God’s ultimate purpose of a new creation. Listed below are the fundamental truths written in sentence form which the students should have received from this lesson, that is, from the videos and your guided discussion with them. Make sure that these concepts are clearly defined and carefully considered, for their quiz work and exams will be taken from these items directly. In helping your students think through their own situations, you might want to design some questions or use those provided below as water to “prime the pump” of their interests, so to speak. What is significant here is not the questions written below, but for you, in conversation with your students, to settle on a cadre of issues, concerns, questions, and

& 10 page 251 Conclusion

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T h e o l o g y a n d E t h i c s

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Summary of Key Concepts

& 12 page 252 Student Application and Implications