Teaching Outline

Learning Objectives

1. Trace the five Jehoshaphats of Scripture.
2. Frame the Occupant Principle against prosperity and Job-comforter theologies.
3. Distinguish three categories of adversity in a pastoral theology of suffering.

Exposition Outline

I. The five Jehoshaphats (2 Sam. 8:16; 1 Kings 4:17; 2 Kings 9:2; 1 Chron. 13-15). II. The character of Jehoshaphat the king (1 Kings 22:43; 2 Chron. 19). III. The crisis of 2 Chron. 20:1-2. IV. Occupant, common to man, stronghold. V. Pastoral synthesis.

Cross-Reference Grid

• Genesis 19:29-38 · 1 Samuel 23:29 · 1 Corinthians 10:13 · 1 Kings 22:43 · Job 1-2

Class Discussion Questions

1. How does the Chronicler's framing challenge prosperity theology?
2. Analyze the three categories of adversity in dialogue with the book of Job.
3. In what pastoral situations does the Occupant Principle most need to be preached?

Suggested Essays

• Compare and contrast the Occupant Principle with Job's comforters (~1500 words).
• Trace 1 Corinthians 10:13 through Pauline theology as a pastoral touchstone.

Learning Objectives

1. Analyze the five movements of Jehoshaphat's prayer.
2. Define nathan and aw-mad in prayer theology.
3. Situate the A.S.K. formula of Luke 11 in canonical continuity with 2 Chronicles 20.

Exposition Outline

I. Fear and consecration (v. 3). II. The corporate fast (vv. 3-4). III. The new court (v. 5). IV. Five movements of the prayer (vv. 6-11). V. Verse 12 as breakthrough. VI. A.S.K. as canonical companion.

Cross-Reference Grid

• Luke 11:1-13 · 1 John 5:14 · Ephesians 6:12 · Matthew 7:11 · Daniel 9

Class Discussion Questions

1. Compare the five movements of Jehoshaphat's prayer with the Lord's Prayer.
2. Where does modern preaching under-preach Verse 12?
3. How does the A.S.K. formula reshape a common Christian prayer culture?

Suggested Essays

• Analyze the five movements of Jehoshaphat's prayer as a pattern for pastoral intercession (~1500 words).
• Compare the A.S.K. formula of Luke 11 with the Lord's Prayer of Matthew 6.

Learning Objectives

1. Identify Jahaziel and the Johnny-One-Note principle in Chronicler theology.
2. Catalog the sevenfold Fear-Not oracle.
3. Distinguish 'stand still' from stalling in pastoral theology.

Exposition Outline

I. Jahaziel introduced (vv. 13-14). II. The sevenfold oracle (vv. 15-17). III. Standing still as active discipline. IV. 'The battle is not yours' — not evacuation of the human role. V. Repeating the process.

Cross-Reference Grid

• Joshua 1:9 · Genesis 21:17 · Acts 18:9-11 · Matthew 25:14-30 · Judges 6

Class Discussion Questions

1. Why does the Chronicler give Jahaziel a full genealogy?
2. How do 'go forth' and 'stand still' function together?
3. What is the theological weight of 'repeating the process'?

Suggested Essays

• Trace the biblical Fear-Nots as a canonical theology of divine reassurance.
• Argue theologically for or against 'the battle is not yours' as a pastoral maxim.

Learning Objectives

1. Locate the postures of worship in vv. 18-21 within Old Testament liturgy.
2. Contextualize Tekoa geographically and theologically.
3. Analyze the choir-before-the-army reversal against ancient Near-Eastern military convention.

Exposition Outline

I. Postures of worship (vv. 18-19). II. Tekoa — barrenness and elevation (v. 20). III. The king's exhortation (v. 20). IV. The choir before the army (v. 21). V. Beauty of holiness.

Cross-Reference Grid

• Psalm 150 · Psalm 116:12 · Psalm 124 · Philippians 2:10 · Luke 19:1-9

Class Discussion Questions

1. Analyze the diversity of postures and its theological significance.
2. How is Tekoa symbolic within Chronicler theology?
3. Why does praise precede the visible outcome?

Suggested Essays

• Analyze the theology of diversity of worship posture across the Old and New Testaments.
• Situate Tekoa within Chronicler and Amos studies.

Learning Objectives

1. Interpret the simultaneity of v. 22 in Hebrew grammar.
2. Trace the kingdom-paradox motif from Chronicles into the Gospels and Acts.
3. Frame the watch-tower motif in retrospective theology.

Exposition Outline

I. When they began to sing (v. 22). II. Ambush of the Lord. III. Self-destroying coalitions (vv. 22-23). IV. The watch tower in the wilderness (v. 24). V. Kingdom paradox.

Cross-Reference Grid

• Acts 16:16-26 · Exodus 14:13-14 · Malachi 3:6 · James 4:6-10

Class Discussion Questions

1. Interpret the simultaneity of praise and power in v. 22.
2. How does the kingdom paradox function pastorally in seasons of loss?
3. Compare Judah's watch tower with the church's memorial disciplines.

Suggested Essays

• Compare 2 Chronicles 20:22-24 with Acts 16:16-26 as parallel praise-and-power texts.
• Argue theologically for the kingdom paradox as counter-formation to consumer Christianity.

Learning Objectives

1. Study the Valley of Berachah geographically, linguistically, and theologically.
2. Interpret the three-plus-one liturgical rhythm in Chronicler theology.
3. Trace Jehovah-Jireh through the canon into the New Testament.

Exposition Outline

I. The three-day gathering (v. 25). II. The Valley of Berachah (v. 26). III. Barak — kneel, bless, adore. IV. Return to Jerusalem (v. 27-28). V. Shalom on the realm (vv. 29-30). VI. Jehovah-Jireh.

Cross-Reference Grid

• Luke 12:32 · Matthew 23:37 · Deuteronomy 6:10-12 · Genesis 22:14 · Malachi 3:6

Class Discussion Questions

1. Why does Chronicler theology name valleys and not mountains?
2. Explain the pastoral function of the fourth-day assembly.
3. How does Jehovah-Jireh function through the whole canon?

Suggested Essays

• Trace Jehovah-Jireh through the canon from Genesis 22 to Philippians 4.
• Argue for a Chronicler theology of shalom as active, not passive, peace.