Second Corinthians 6–13 can be divided into three main sections. In 2 Corinthians 6–7, Paul continued to explain his conduct during his ministry. He expressed joy at having received word that the Saints in Corinth had accepted his counsel in an earlier epistle and had repented (see 2 Corinthians 7:4–8). This provided an occasion for Paul to write what have become timeless teachings on “godly sorrow.” In chapters 8–9, Paul continued his ongoing exhortation of the Saints to give donations to members of the Church in Jerusalem, emphasizing the principle of caring for the poor. In chapters 10–13, Paul defended his apostolic authority against some in Corinth who opposed him. Paul contrasted his own actions and teachings with those of men he labeled as “false apostles,” and he encouraged the Saints in Corinth to prepare themselves for his upcoming visit so they could discern between true servants of God like himself and false teachers. In all of Paul’s counsel, we see his love for the Saints and his earnest desire for them to act righteously.
Paul instructed the Saints to be faithful. He described the service that he and his missionary companions had given as ministers of God. He compared the Saints to “the temple of the living God” and counseled them to be “not unequally yoked together with unbelievers” and to “touch not the unclean thing.”
Paul taught that God’s promises to His people provide reasons to live in holiness. Paul affirmed his devotion to the Corinthian Saints and said he rejoiced in knowing they had received his earlier counsel. He taught that godly sorrow for sin leads to repentance.
Church members in Macedonia had given liberally for the relief of the poor. Paul taught that Jesus Christ is our example of giving and that out of His poverty we can be made rich. Paul encouraged the Saints to strive for temporal equality among themselves. He exhorted the Corinthian Saints to support Titus and his missionary companions.
Paul had boasted of the Corinthian Saints to others. He taught that true Saints give generously and cheerfully for the relief of the poor. God’s grace abounds toward those who give cheerfully. Paul expressed thanks to God for His unspeakable gift.
Paul taught that we are in a spiritual war; therefore, we are to bring even our thoughts into obedience. He counseled the Saints in Corinth not to compare themselves with others but to measure themselves according to God’s standard. Saints should glory in the Lord and seek His commendation rather than having pride in themselves.
Paul contrasted himself with false teachers among the Corinthians. Defending his character as a Jew, he declared himself to be a Hebrew and an Israelite of the seed of Abraham. He gloried in the many sufferings he had endured as a minister of Jesus Christ.
Paul recounted his vision of the third heaven (the celestial kingdom). He had asked the Lord three times to remove “a thorn in the flesh,” but it remained and reminded Paul to seek for the power of Christ. The Lord told Paul that His grace would be sufficient for him. During Paul’s ministry among the Corinthian Saints, “the signs of an apostle were wrought” among them.
Paul taught that the Saints should examine themselves to determine whether they had sufficient faith. He encouraged the Saints to remain faithful, for he desired their perfection and edification. He bid farewell to the Corinthians.
Reactions to Paul’s Earlier Letters to the Corinthians
Write on the board: What motivates a person to repent? As students respond, list their answers on the board. Then give students a moment to consider what is most effective at motivating them to repent.
Have a student read aloud 2 Corinthians 7:8. Explain that in 2 Corinthians we find contextual evidence that Paul’s teachings in an earlier letter—possibly the letter that is now 1 Corinthians—caused many in Corinth to repent. Have students study 2 Corinthians 2:4; 6:11; 7:2–4, looking for what these verses reveal about Paul’s feelings toward the Saints in Corinth. The following question might help students analyze and report on what they read:
What phrases in these verses reveal Paul’s feelings toward the Saints in Corinth?
Explain that we learn from 2 Corinthians 7:6–8 that Paul had assigned Titus to deliver a letter of reproof to the Saints in Corinth, and Paul had anxiously awaited Titus’s return so he could learn how his letter had been received. Have students read these verses, looking for what Titus reported to Paul upon his return.
What influence do you think Paul’s love for the Saints had on their willingness to repent? (As students share their ideas, help them to understand this principle: When we are motivated by love, we are able to help others sincerely repent.)
Consider writing the above principle on the board. Ask students to think about when they might be able to apply this principle in their lives—perhaps as a friend, a parent, or a future Church leader.
To prepare students to apply this principle in their lives, give them a moment to silently identify someone they could help by showing this kind of love. Then ask:
When we are trying to help others repent and make a change in their lives, what can we do to show our love for them?
Focus your students’ attention back to the list on the board about what motivates someone to repent. If it is not already on the board, write feeling remorse or sorrow for sins. Ask students to ponder whether they have ever repented because they felt remorse or sorrow for their sins. Have students study 2 Corinthians 7:9–10 and look for what Paul taught about feeling sorrow for sins. You might ask:
What two types of sorrow did Paul mention in these verses?
How would you describe the difference between “godly sorrow” and “the sorrow of the world”? (Among other possible answers, students should understand: Godly sorrow leads to true repentance. If needed, have students read the student manual commentary for 2 Corinthians 7:8–11.)
How can we know if we are feeling godly sorrow?
Before moving on, give students a moment to ponder what type of sorrow they usually feel when they sin—godly sorrow or worldly sorrow. Encourage students to consider what they could do in order to feel godly sorrow for their sins.
Tell students that in 2 Corinthians 8–9, Paul addressed another topic. Introduce this topic by reading the following statement from President Dieter F. Uchtdorf of the First Presidency. Explain that this statement was made in a general priesthood meeting, but it applies equally to women:
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President Dieter F. Uchtdorf
“This very hour there are many members of the Church who are suffering. They are hungry, stretched financially, and struggling with all manner of physical, emotional, and spiritual distress. They pray with all the energy of their souls for succor, for relief.
“Brethren, please do not think that this is someone else’s responsibility. It is mine, and it is yours. We are all enlisted. ‘All’ means all—every Aaronic and Melchizedek Priesthood holder, rich and poor, in every nation. In the Lord’s plan, there is something everyone can contribute [see Mosiah 4:26; 18:27]” (“Providing in the Lord’s Way,” Ensign or Liahona, Nov. 2011, 54).
Remind students that one purpose of Paul’s third missionary journey was to gather donations for the poor and needy members of the Church in Jerusalem. In his letter to the Corinthian Saints, Paul addressed this topic (see 2 Corinthians 8–9).
Divide your class into thirds. Assign one-third of the class to study 2 Corinthians 8:1–5, another third to study 2 Corinthians 8:9–14, 24, and the remaining third to study 2 Corinthians 9:6–12. Ask students to look for teachings and principles related to caring for the poor and to think about how those principles can apply to us today. Among other teachings, students will likely discover the following:
2 Corinthians
Teachings and Principles about Caring for the Poor
Jesus Christ is the great example of giving generously to others. He was rich (of divine stature in the premortal world), and He gave up His riches to become poor (mortal) so that through His sacrifice we too might be made rich.
Our offerings can supply the wants of others now, while the offerings of others can supply our wants at other times. In this way there is equality. (Information about equality in matters of temporal welfare can be found in the student manual commentary for 2 Corinthians 8–9.)
Relieving the wants of others is a way of giving thanks to God.
After several minutes, ask students to explain what they discovered and how the principles apply to Church members today. The following questions may help to deepen the students’ understanding of these chapters:
As recorded in 2 Corinthians 8:9, how did Paul use Jesus Christ as our best example of relieving the suffering of the poor?
How can the counsel in 2 Corinthians 8:12–13 help us know how much to give to the poor?
Why do you think it is important to give cheerfully? What can we learn from 2 Corinthians 9:7 about giving cheerfully to others?
What promise does the Lord make to those who give bountifully to relieve the suffering of the poor? (As students respond, consider writing on the board: If we give bountifully for the relief of the poor, God will reward us bountifully; see 2 Corinthians 9:6.)
To help students understand and feel the truth and importance of giving cheerfully and bountifully for the relief of the poor, you might ask them to think about one or more principles they have learned from 2 Corinthians 8–9. Ask them to share these principles. Then ask them to share how one or more of these principles have blessed their lives or the life of someone they know (either through giving or receiving). You might encourage students to apply these principles by reminding them that the poor will always be among us—in our wards and branches, in our neighborhoods, and throughout the world. Providing for the poor was an essential purpose of the ancient Church, as it is an essential purpose of the modern Church. As Church members, we have an obligation to seek out the poor and help to provide for their needs.
Remind your class that there were some people in Corinth who openly opposed Paul (see “Introduction to the Second Epistle of Paul the Apostle to the Corinthians” in chapter 41 of the student manual). Point out that Paul defended himself by contrasting his character and ministry with the false ministers among the Corinthian Saints. His defense is found in 2 Corinthians 10–12.
Place the following visual organizer on the board, and explain to students that this outline will help them understand the complaints against Paul and the ways he defended himself:
Quickly study the first section of the outline by asking one student to read aloud 2 Corinthians 10:7, 10 and another student to read aloud 2 Corinthians 11:6–7. Ask students to tell what complaints Paul’s detractors made against him. (They found fault with his physical appearance and said that his speech was contemptible.) Then repeat this process for the second section by having students read 2 Corinthians 11:3–4, 13–15 and asking them what Paul said about his detractors. (They preached “another Jesus” and “another gospel”—different from what Paul and his companions had preached; Paul called them “false apostles.”)
For the third section of the outline, consider assigning each student to read two or three of the scripture passages listed. Ask them to look for what Paul said to defend himself as a minister and Apostle of Jesus Christ. After students share what they discovered, ask questions like the following:
Review Paul’s trials and adversities recorded in 2 Corinthians 11:24–33. What can you learn from these verses about Paul as a true minister of Christ?
Review Paul’s vision recorded in 2 Corinthians 12:2–5. How would you describe the significance of this vision?
How can what Paul wrote in his own defense help someone discern true Apostles today? (As students share their ideas, help them understand these truths: We can discern between true servants of God and false teachers by their faithful deeds. Apostles of Jesus Christ have been given authority from God and are sustained by Church members.)
Why are these truths important to understand in the modern world?
Read 2 Corinthians 12:7–10 to your students, while they follow along looking for what Paul taught about his personal weakness. Then ask:
What do you think Paul meant when he said that he had “a thorn in the flesh”? (After a few students respond, share the information in the first paragraph of the student manual commentary for 2 Corinthians 12:7–9.)
What phrases in verses 7–10 indicate how Paul felt about this “thorn”?
As students respond, help them understand these principles: Through God’s grace, we can endure faithfully despite our weakness. As we rely upon the Lord, through His grace we can learn to be grateful for our weakness. To deepen student understanding and to encourage students to testify of the Lord’s grace, consider asking two students to read aloud the student manual commentaries for 2 Corinthians 12:7–9 and for 2 Corinthians 12:8–10.
Why are the doctrines contained in these verses important for you to understand?
How have you come to know the truthfulness of the doctrines contained in these verses?
Conclude the lesson by testifying of the truths taught in class today.