2 Corinthians Bible study guide

Group study · 6 sessions

Work through 2 Corinthians in order

Read each passage aloud before discussion. The questions begin with observation, then move toward interpretation and faithful response.

1. Session 1 · 41 verses

   2 Corinthians 1-2

   People and terms: Jesus, Macedonia, Timothy, Asia, Corinth, Judea

   • Try to state the argument in one sentence before anyone reacts to it.
   • What does the writer repeat? Repetition is usually the point, not a habit.
   • What surprised you, or what did you have to read twice?
   • Why does the writer bring Timothy into this argument, and what claim does the example support?
   • The word death is doing real work here. What did you assume it meant, and does the passage agree?
   • What problem was this letter written to solve, and does knowing that change how the instruction lands?
   • Where does this cut against something you already believe or already do?

2. Session 2 · 36 verses

   2 Corinthians 3-4

   People and terms: Jesus, Moses, Glory, Face, Death, Eternal

   • What is the writer trying to get these readers to do or stop doing?
   • Who is being addressed here, and what do they already know that we do not?
   • What is assumed rather than argued? Those assumptions are often the real claim.
   • What does the writer assume the readers know about Moses, and how is that knowledge being used?
   • Define glory from this passage alone, without reaching for what you already know.
   • Is this a command, a description, or an argument? They are not read the same way.
   • What would actually be different this week if you took this seriously?

3. Session 3 · 39 verses

   2 Corinthians 5-6

   People and terms: Righteousness, Affection, Building, Conscience, Creation, Darkness

   • What has the writer already established that this section is building on?
   • Which single verse carries the weight of this section?
   • What is left unsaid that you expected to be said?
   • Where else have you heard righteousness used, and is it being used that way here?
   • What did the first readers face that we do not, and what does that change?
   • Who do you know who needs to hear this, and what stops you saying it?

4. Session 4 · 40 verses

   2 Corinthians 7-8

   People and terms: Titus, Macedonia, Jesus, Grace, Brother, Fear

   • Where does the writer expect pushback, and how do you know?
   • Where does the tone shift, and what causes it?
   • What question does this section answer that you had not thought to ask?
   • Trace the sentence or paragraph that mentions Titus. What conclusion does the writer want the readers to reach?
   • The word grace is doing real work here. What did you assume it meant, and does the passage agree?
   • Where does the writer move from what God has done to what we should do?
   • What is the hardest thing in this passage to accept, and why that one?

5. Session 5 · 66 verses

   2 Corinthians 9-11

   People and terms: Achaia, Jesus, Abraham, Damascus, Eve, Gentiles

   • If you disagreed with this, where would you push first?
   • What does the writer repeat? Repetition is usually the point, not a habit.
   • What surprised you, or what did you have to read twice?
   • Why does the writer bring Abraham into this argument, and what claim does the example support?
   • Define gospel from this passage alone, without reaching for what you already know.
   • What problem was this letter written to solve, and does knowing that change how the instruction lands?
   • If this is true, what have you been getting wrong?

6. Session 6 · 35 verses

   2 Corinthians 12-13

   People and terms: Jesus, Satan, Titus, Grace, Truth, Apostle

   • What would be missing from the letter if this section were cut?
   • Who is being addressed here, and what do they already know that we do not?
   • What is assumed rather than argued? Those assumptions are often the real claim.
   • What does the writer assume the readers know about Titus, and how is that knowledge being used?
   • Where else have you heard grace used, and is it being used that way here?
   • Is this a command, a description, or an argument? They are not read the same way.
   • What would you want to be reminded of from this section in six months?

Deep study

Keep the book in context

For fuller background, use the companion 2 Corinthians commentary and the Bible dictionary as you work through each session.