Watchtower Study, “Article 32,” Week of September 28–October 4, 2026, Helping Others to Know Jehovah Well. Answers.

Watchtower Study, “Article 32”, September 28–October 4, 2026, Let Us Help Others to Know Jehovah Well. Answers.

“This means eternal life: that they may come to know you, the only true God” (JOHN 17:3).

1. How do we feel when we see the spiritual progress of a Bible student?

It's only natural that we feel very happy to see a student progress: when they attend a meeting for the first time, participate with their first comment, begin to preach, or finally decide to be baptized. These are moments that bring great joy.

1 Corinthians 3:5-9 helps us maintain a balanced perspective. Paul explained that one person may plant and another water, but it is Jehovah who makes things grow. So we have the privilege of cooperating, but we should not think that the credit is ours alone.

A similar sentiment is reflected in 3 John 3, 4, where John rejoiced greatly to learn that others were walking in the truth. This suggests that our greatest satisfaction should not simply be seeing the student progress, but knowing that he or she is developing a personal relationship with Jehovah. And that makes every small step forward especially valuable.

2. What is Jehovah’s will? (1 Timothy 2:3, 4).

According to 1 Timothy 2:3, 4, Jehovah wants all sorts of people to be saved and to come to an accurate knowledge of the truth. This teaches us that, for Jehovah, it is not enough for someone to simply accumulate Bible knowledge.

Jeremiah 9:24 shows that what is truly valuable is coming to know and understand Jehovah, including his loyal love, justice, and righteousness. Furthermore, John 17:3 links that knowledge with everlasting life. Therefore, knowing Jehovah should produce changes in our thinking and actions.

This makes us think about our students. They may be able to explain many Bible teachings, but we need to ask ourselves if those teachings are reaching their hearts. In daily life, when a person truly understands Jehovah, he begins to wonder what decision would please him. That is when knowledge becomes a living faith.

3. What questions will we answer in this article?

This article will answer three fundamental questions: Why do our students need to know Jehovah well? How can we teach them what Jehovah is like? And how can we help them use that knowledge in their lives?

In reality, the three questions form a very logical progression: first comes knowing, then understanding, and finally acting. James 1:22 reminds us that we should not only be hearers of the word, but doers.

So the goal of a Bible study doesn't end when the student understands a teaching. We want him to know Jehovah well enough to trust him, love him, and let that knowledge influence his decisions.

This also makes us think about our own teaching. Every time we help someone study, we could ask ourselves: Am I only helping them understand a truth, or am I helping them get to know the Person behind that truth better? That difference is very important.

LET US HELP OUR STUDENTS GET TO KNOW JEHOVAH WELL

4. According to Mark 12:30, what is our main objective when teaching the Bible?

Our primary goal is to help people come to know and love Jehovah. Mark 12:30 says that we must love him with our whole heart, soul, mind, and strength.

This means that baptism should not simply be the result of someone having learned enough teachings or having grown fond of us or the congregation. Love for Jehovah must be the primary motive.

Jesus said at John 14:15: “If you love me, you will obey my commandments.” So true love produces obedience. This makes us think about how we conduct our studies. Perhaps a doctrinal explanation is needed, but we can look for opportunities to ask the student: “What does this teach you about Jehovah?”

In this way, each teaching ceases to be merely information and becomes an opportunity for the person to get to know their Heavenly Father better.

5. What will a student who loves Jehovah be moved to do?

If a student truly comes to love Jehovah, he will be moved to obey him. John 14:31 shows that Jesus obeyed his Father because he loved him. And 1 John 5:3 says that love for God involves obeying his commandments, which are not a heavy burden.

It's interesting because Jehovah doesn't want rote obedience. He wants us to do what is right because our heart agrees with him. We can see this in Jesus' relationship with his Father. Jesus didn't obey simply because he had to. He wanted to do what pleased his Father.

This leads us to think that, when we help a student to deal with a Bible standard that he or she may find difficult, it may be more helpful to first strengthen his or her love for Jehovah rather than simply telling him or her what to do.

In daily life, when we love someone, their wishes begin to matter deeply to us. The same is true with Jehovah: love transforms obedience into an expression of affection.

6. Explain with an example what a student has to do to get to know Jehovah well.

The pilot example illustrates this perfectly. A person can study aviation regulations for hours, but that doesn't mean they already know how to react correctly to any situation during a flight. They need practice.

Something similar happens with Jehovah. A student can learn Bible principles, but needs to put them into practice to discover how they work. James 1:2-4, for example, shows that trials can produce endurance.

The student begins to personally see that applying Jehovah's counsel produces good results. This leads us to believe that we should not be afraid to encourage him to make small decisions based on Bible principles and then ask him how it went.

You may discover that being honest, forgiving, or controlling your words isn't always easy, but it does bring inner peace. In this way, you accumulate something like spiritual "flight hours" and, in time, learn to recognize which decisions harmonize with Jehovah's way of thinking.

7. What helped José make a good decision?

Joseph was able to reject Potiphar’s wife’s proposal because he had a very clear understanding of how Jehovah viewed such conduct. In Genesis 39:7-9, he did not merely consider that he might get into trouble or lose his position. He said: “How could I do something so wrong and, in fact, sin against God?”

This reveals something profound. Joseph viewed the situation from Jehovah's perspective. Although he was far from his family and seemingly unseen, his relationship with Jehovah was enough to resist temptation.

The stories he had learned from a young age had likely shaped his conscience, but he had internalized that knowledge. This suggests that our students will need to develop personal conviction.

When temptation comes, we may not be there to advise them. But if they know Jehovah well, they can ask themselves, “How does he view this?” That is a much stronger protection than always depending on someone else to tell them what to do.

ADDITIONAL COMMENT

Joseph also knew Jehovah’s way of thinking, so when faced with temptation, he didn’t just think about the consequences. He said: “How could I do something so bad and, in fact, sin against God?” This shows that he had made what he had learned his own.

This makes us think that we should help our students develop a conscience that works even when no one is watching. If they learn to think like Jehovah, they will be able to make good decisions even when we are not around.

LET US TEACH THEM WHAT JEHOVAH IS LIKE

8. How can we use the book Enjoy Life to teach a student what Jehovah is like?

We can make special use of the questions in the book to help the student think about Jehovah’s personality. The method is not new. Jehovah himself used questions with Job. In Job 38:1-7, for example, he did not simply give Job an explanation but, through questions, led him to reflect on his own position and on the greatness of his Creator.

Similarly, the questions in the book Enjoy Life can help the student become more than just a passive recipient of information. A question like, “How does Jehovah feel when you obey him?” can lead him to think about the feelings of a real person.

This leads us to think that perhaps a good question, followed by a few seconds of silence, can achieve more than a lengthy explanation. In daily life, we can also use this method to help the student discover for himself what a situation reveals about Jehovah. Thus, little by little, he begins to “see” Jehovah’s personality behind Bible teachings.

9, 10. (a) What will help a student to get the most out of his Bible reading? (James 5:11).

It will help you read looking for more than just information. The article suggests asking yourself why Jehovah included a particular account and what it teaches us about his personality. James 5:11 is an excellent example.

James mentions Job's endurance, but immediately directs attention to "the love and mercy of the Lord." In other words, he didn't just focus on what happened to Job, but saw what that story revealed about God.

This leads us to think that we can teach the student to read the Bible as if he were looking for small “windows” that allow him to see Jehovah. For example, when reading an account about someone who received forgiveness, he might ask himself, “What does this reveal about divine mercy?”

In our personal reading, this method can also greatly enrich our study. A story we already know can teach us something new about Jehovah if we stop asking ourselves only, “What happened?” and start asking ourselves, “What is this teaching me about him?”

9, 10. b) How can a student use a Bible account to get to know Jehovah better? Give an example.

You can analyze the account by asking yourself what actions of the characters pleased or displeased Jehovah and what divine qualities are shown. The example of Daniel 6 is very good. The student could ask: “Why did Jehovah protect Daniel? What do his prayers and faithfulness teach us about what Jehovah values? And what does the outcome reveal about his righteousness?”

Daniel 6:26, 27 shows that Jehovah is the living God, able to rescue and save. But we can also go a little further. When reading Ruth, for example, the student might ask: “What does the way Jehovah treated Ruth reveal about his concern for those who trust in him?”

This helps us understand that Bible accounts are not just stories from the past; they are opportunities to discover how Jehovah thinks. In daily life, if a student learns to look for these qualities, he or she will begin to recognize them in his or her own experience as well.

11. What can we do to help our student see that it is Jehovah who is teaching him?

When a student thanks us or even congratulates us on our teaching, we can warmly accept their gratitude, but direct their attention to Jehovah. Isaiah 30:20, 21 presents Jehovah as our Great Instructor, the one who guides us on the right path. This means that we are instruments, but the true Teacher is Jehovah.

Paul expressed a similar idea at 1 Corinthians 3:6, 7. One plants and another waters, but God makes it grow. This makes us think that even our way of speaking can influence where a student places his trust. We don’t want him to think, “My teacher knows all the answers,” but rather, “Jehovah is teaching me through his Word.”

We can also apply this principle in the congregation. When someone thanks us for spiritual help, we can discreetly direct the praise to Jehovah. In this way, we protect the student and ourselves from becoming overly dependent on one person and strengthen our relationship with Jehovah.

LET US HELP THEM USE WHAT THEY KNOW ABOUT JEHOVAH

12, 13. When a student does not understand a Bible account, how does what he already knows about Jehovah help him? (See also the picture.)

It helps you reason based on the qualities you already know about Jehovah. The Bible may not always provide all the details we would like about a particular divine decision, but it does provide enough information to get to know the Person who made that decision.

For example, 2 Peter 3:9 reminds us that Jehovah does not want anyone to be destroyed, and Exodus 34:6, 7 presents him as merciful, compassionate, and just. Furthermore, Ephesians 2:4, 5 shows the extent of his love in providing salvation to sinful humans. This helps us to understand that trust in Jehovah does not depend on our understanding every detail.

Consider a child who trusts good parents, even though he doesn't understand all their decisions. Similarly, a student might say: “I don't understand everything that happened, but I know Jehovah and I know he would never do anything unjust.” Such trust is a sign of spiritual maturity.

ILLUSTRATION

Series of images: The same sister reviews what her Bible student has learned. 1. Jehovah seated on his throne in heaven. 2. Adam and Eve about to eat the forbidden fruit. 3. A foot crushes a serpent's head. 4. Noah's ark floats on the water during the Flood. 5. Moses parts the waters of the Red Sea. 6. Rahab's house stands as the wall of Jericho collapses. 7. Ebed-Melech pulls Jeremiah out of a cistern. 8. Jesus hanging on a stake.

When a student encounters an account that is difficult for him to understand, let us teach him to keep in mind what he already knows about Jehovah (see paragraphs 12 and 13).

14. How can we help a student who finds it difficult to get along with someone in the congregation?

We can help you view the situation from Jehovah’s perspective, not just from your own feelings. John 3:16 shows how much Jehovah valued people when he gave his Son, and Psalm 133:1 shows how much he appreciates unity among his servants.

So we can ask ourselves: “If Jehovah loves that brother to the point of giving up his Son for him, how do you want me to see him?” This doesn’t mean justifying wrongdoing, but rather preventing a flaw from overshadowing all of a person’s virtues. This makes us think that perhaps we, too, need to apply this counsel.

In a congregation, personality differences are inevitable. If we focus only on what someone does wrong, our relationship with that person will deteriorate. But if we try to see them as Jehovah sees them, it will be easier to talk, forgive, and maintain peace.

ADDITIONAL COMMENT

We can help the student remember how Jehovah views that brother. John 3:16 shows that Jehovah loves him deeply, and Psalm 133:1 demonstrates that he highly values ​​unity. This can help the student not to focus solely on the fault that bothers him.

In the congregation, we all have faults, so learning to see our brothers as Jehovah sees them helps us to forgive, maintain peace and protect our unity.

15, 16. (a) How can a student imitate Jesus when he has to make an important decision? (John 8:29).

Jesus said at John 8:29: “I always do what pleases him.” That statement gives us an excellent way to make decisions. The student can pray and seek information, but then ask himself: “In view of what I know about Jehovah, what decision would please him?”

This is different from simply seeking a comfortable answer. Jesus, when he was on Earth, had desires, feelings, and pressures, but he always placed the desire to please his Father above all else.

Philippians 2:5 encourages us to have the same mental attitude as Christ. This makes us realize that some decisions may not have a direct Scriptural answer. In such cases, getting to know Jehovah well becomes our guide. We can ask ourselves what quality of Jehovah we want to imitate and what decision best reflects our spiritual values.

15, 16. b) How did Marianne help her student make a good decision? (See also the picture).

Marianne did not decide for her student. Instead of telling her directly to decline the job, she helped her think about how Jehovah would feel about that decision. She also encouraged her to tell Jehovah all the details in prayer and to consider how he could help her.

The outcome was wonderful. The student turned down the job that conflicted with the meetings and later found another that allowed her to attend. But the most important thing wasn't just that she got another job. She learned a way to make decisions for the future.

This suggests that when we help someone spiritually, we shouldn't always give them an immediate answer. Sometimes it's better to ask questions that teach them to reason.

Proverbs 3:5, 6 reminds us that we should trust in Jehovah and take him into account in all our ways. In this way, the student learns something far more valuable than a specific answer: he learns to seek Jehovah’s guidance.

ILLUSTRATION

A Bible student respectfully declines a job offer as the manager offers her a contract and a pen.

Let us help the student learn to make decisions that please Jehovah (see paragraphs 15 and 16).

THE BLESSINGS OF KNOWING JEHOVAH WELL

17. What is the most important thing that Bible students should learn?

The most important thing is that they come to know Jehovah well. Of course, Bible teachings are fundamental. The ransom, the Kingdom, the condition of the dead, and other truths are part of our faith.

It is also necessary for the student to learn how the congregation functions and to understand different aspects of our worship. But all of this knowledge should lead to a greater goal: to know Jehovah as a person.

Jesus expressed this very clearly at John 17:3 when he linked the knowledge of Jehovah with everlasting life. This makes us think that we could examine our own spirituality with a simple question: After so many years of studying the Bible, do I know Jehovah better as a person?

It's not just about knowing more verses, but about better understanding his way of thinking, trusting his decisions more, and feeling more affection for him.

18. What blessings do those who come to know Jehovah receive?

The blessings begin now and continue into the future. Psalm 25:12-15 shows that those who fear Jehovah receive his guidance and enjoy a special relationship with him. John 17:3 links the knowledge of Jehovah with everlasting life. And 1 John 5:20 reminds us that knowing the true God leads to a wonderful hope.

But 1 Corinthians 8:3 adds a particularly touching thought: “If anyone loves God, he knows him.” That is, Jehovah not only allows us to know him; he also takes a personal interest in those who love him. This makes us think about how extraordinary he is. The Creator of the universe knows his servants and considers them his friends.

In daily life, we may feel small or go unnoticed by others, but Jehovah does not see us that way. This gives us strength to continue learning from him, loving him, and helping others to come to know him as well.

WHAT WOULD YOU ANSWER?

Why do Bible students need to know Jehovah well?

They need to get to know him well, because knowing Jehovah is what can transform their lives. We don't want them to simply memorize teachings, but to get to know his personality, come to love him, and be moved to obey him.

In what ways can we teach our students what Jehovah is like?

We can use questions, teach them to look for Jehovah’s qualities in Bible accounts, and help them meditate on what they learn. We can also direct their attention to Jehovah when they thank us for what they are learning.

How can we help our students use what they know about Jehovah?

We can teach them to use their knowledge about Jehovah when they do not understand a story, when they have difficulties with other brothers and sisters, or when they have to make important decisions. The goal is for them to learn to ask themselves, “What would please Jehovah?”