(Using hard copies of the text, a black/white board, an overhead projector and possibly scissors)

Section C Step One:	Hand out to each participant a copy of Mark's text from 9:2 to 10:31. There is a paraphrased version of the literal translation for the Revised Standard Version (1988) Here. Ask participants to read through the text fairly quickly.
Step Two:	Ask participants whether or not they notice a difference in style as compared with previous sections. For instance in Sections A and B Mark appeared to use the style of Homer in depicting the hero going out to battle and moving from place to place. This was reflected in the art works on huge funeral urns in Greece in 8th century BCE. 12. It may be this section does not have a "patterned" structure like Sections A and B. Arguably if the writer Mark is talking here about the nature of Jesus himself, any underlying line of argumentation has "already arrived." There would not be the need for structured paragraph patterns that compare and contrast Jewish and Hellenistic societies. The sort of society being presented by Jesus was to be different. On the other hand there is an underlying theme in this section which becomes more obvious if participants find all the references to a child or something related to a child.
Step Three:	Without needing the details of exact chapter and verse do participants see the section as falling into general sub-sections? Take note of the last sub-section when Jesus is approached by a man asking to follow him. Jesus puts out the challenge: "Go, sell what you have and give to the poor .... and come follow me." (Mark 10:21) Putting up this challenge on the black/white board see if you can tease out comparisons here with the three key social Commandments of Moses. In the Catholic tradition, these are the 5th, 6th and 7th commandments. Or, going backwards, the 7th, 6th and 5th commandments, that is Thou shalt not steal (7th) Thou shalt not commit adultery (6th) Thou shalt not kill (5th). Consider the first of these in relation to the challenge. If someone is selling their possessions and giving them to the poor, this is surely the polar opposite of stealing from people. It involves going beyond the avoidance of theft and is taking an idealistic approach to the commandment by "raising its bar." At a wider social level it involves a concern as to whether other people, in fact any other people, have the material provisions they need for survival. There is a shift here towards taking responsibility for others in a way that goes beyond oneself and beyond one's family and one's tribe. It involves a reaching out to the needs of all others. Consider the challenge again - "Go sell what you have and give to the poor and come follow me." Recall the other two commandments "Thou shalt not commit adultery" and "Thou shalt not kill." If a person has given away all their property they are not in a position to set up a family or household. If they are following Jesus in the itinerant lifestyle of the apostles, it would, in any case, be difficult to sustain a marriage and family. In this sense the challenge also reflects an opposite to the Commandment "Thou shalt not commit adultery." Not only do such followers avoid adultery but they are side-stepping marriage and family altogether and are putting their personal focus and committment towards Jesus. Consider again the words "follow me." The life of Jesus was committed to the empowerment of others. A following of him would surely involve the same. This is the polar opposite of destroying life as forbidden in the commandment "Thou shalt not kill." As in the other cases there is a changed attitude here towards the commandments themselves.
Step Four:	Ask the class whether or not they know of people who go to the extreme of following Jesus. They renounce material possession. They renounce marriage altogether. They commit themselves to the empowerment of others.
Step Five:	Ask about how a developed society does appear to follow the challenge of Jesus and "reverse" the commandments against stealing, adultery and killing. Consider for instance those industries that are aimed at producing and distributing material goods for the general society. Consider those industries aimed at helping to reinforce social bonding, especially that of the family. Consider those industries that aim at the empowerment of others - whether this is through health or education.
Step Six:	You are ready to move onto the last section, Section D Here