Bible Study Methods

GCTC Curriculum
BIBLE STUDY METHODS

Purpose Statement: To prepare you for a lifetime of firsthand Bible study by teaching you a simple, in- depth, inductive method of Bible study which you can use to make these first-hand discoveries in the Word. This course will help you to: 1. !. #. %. '. stablish a regular, daily time of personal devotions which includes both Bible study and prayer time. Be challenged and e"cited about personal Bible study. $nderstand an overview of the process of inductive Bible study. &ist the basic tools available for Bible study and e"plain their uses. (emonstrate the use of specific methods in Bible study including: survey ) conte"t charts* structural diagrams* le"ical, grammatical, and historical + cultural studies* summary outlines ) guidelines for application. -llow .od to change your life. /The 0cripture was not given to increase our knowledge, but to change our lives./ - (. &. 1oody
Learning O !ecti"es:
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222 3c4 Bible 0tudy 1ethods
5T6 '+71 8199.th
GCTC Curriculum
BIBLE STUDY METHODS #In$ucti"e Bi le Stu$%& 0ession : and 0ession Titles Bi le Stu$% Met'o$s () 5. 55. 555. 5@. @. @5. @55. <ow 0tudying the Bible Will <elp =ou >ualifications for Bible 0tudy <ow 6ur Bible 2ame to $s Tools for Bible 0tudy Bibliography ;ersonal Bible 0tudy 6ur Basic 2onvictions ;age ' , , ? ? 7 1! 1'
-ssignment: Aead /6ur Basic 2onvictions/ Bi le Stu$% Met'o$s (* 5. 55. 555. 5@. .etting the Big ;icture: 6verview .etting the Big ;icture: 6verview - phesians 1ap of Bew Testament -rea The pistle to the 2olossians 1? 17 !9 !9 !9 !# !% !' !, !? !7 #1 #! ## ## #' #C
-ssignment: 6bservations of 2olossians Worksheet <istorical and 2ultural Background of 2olossians Worksheet Bi le Stu$% Met'o$s (+ 5. 55. 555. <ow to Aead the Bible 6verview of Bible 0tudy 1ethods "ample of 6bservation - Aomans 1!:1,!
Bi le Stu$% Met'o$s (, 5. 55. 555. 5@. <ow to 1ake a 0urvey 2hart 0ample 0urvey 2hart of phesians Tracing the -rgument of a Book of the Bible "ample: ;urpose and 6utline of Titus
-ssignment: 0urvey 2hart of 2olossians Worksheet
5T6 '+71 8199.th
GCTC Curriculum
Bi le Stu$% Met'o$s (5. 55. 555. 5@. @. @5. @55. @555. <ow to 1ake a 2onte"t 2hart "ample of a 2onte"t 2hart - phesians % "ample of a 2onte"t 2hart - 2olossians #:1-%:1 2onte"t 2hart Worksheet - 2olossians #:1-%:1 <ow to 6bserve the 0tructure of ;aragraphs "ample of the 0tructure of ;aragraphs - Titus !:#-' "ample of the 0tructure of ;aragraphs - 2olossians 1:1'-!9 0tructural (iagrams - 55 2or ':1-19* ph ':1'-!1* 5 Thess %:1-?* 1 ;eter 1:#-7
#? #7 %9 %1 %! %# %% %' %'
-ssignment: 2onte"t 2hart of 2olossians #:1-%:1 Worksheet 0tructural (iagram of 2olossians #:1!-1C 3no worksheet4 Bi le Stu$% Met'o$s (. 5. 55. 555. 5@. @. 8ocusing on 6bservations 1ethodical Bible 0tudy Tips for 1aking .ood 6bservations "ample: 6bservation Worksheet - phesians %:1C-!% <andout: 8ive Worksheets on 2olossians #:1!-1C %, %C %7 '1 ', '?
-ssignment: 1ake 6bservations on =our 2olossians #:1!-1C Worksheets Bi le Stu$% Met'o$s (/ 5. 55. 555. 5@. @. @5. @55. The -rt of Writing .ood >uestions ;rinciples of 5nterpretation - 5 lements of >uestions for 5nterpretation- phesians %:1C-!% "ample of phesians %:1C-!% -n -lmost ;ainless .uide to the Wise $se of 2ommentaries 2ommentary on 2olossians #:1!-1C 2ommentary on 2olossians #:1!-1C ,# ,% ,C C! C% ?9 ?! ?%
-ssignment: 1ake 5nterpretations on =our 2ol. #:1!-1C Worksheets Bi le Stu$% Met'o$s (0 5. 55. 555. ;rinciples of 5nterpretation - 55 The Bature of pistles <ow to $se 2oncordances 71 7! 77 191
-ssignment: 2ontinue 1aking 5nterpretations on your 2olossians #:1!-1C Worksheets Bi le Stu$% Met'o$s (1
19,
5T6 '+71 8199.th
GCTC Curriculum
5. 55. 555. 5@. @.
0teps to ;ersonal -pplication of the Word of .od Binety @erbs That &ead 0criptural -pplication into 0pecific -ction "amples of ;ersonal -pplications - phesians %:1C-!% ;romises The Aole of 1editation in the ;rocess of Dnowing .od
19C 19? 197 197 111
-ssignment: Aead /;romises/ Aead /The Aole of 1editation in the ;rocess of Dnowing .od/ Bi le Stu$% Met'o$s ()2 5. 55. 555. 5@. @. @5. @55. 1ethods of 0ummariEation "ample of a ;araphrased 0ummary - phesians %:1C-!% "ample of a Book 0ummary - phesians "ample of a Book 6utline - phesians "ample of a (etailed ;aragraph 6utline - 2olossians 1:1'-!# "ample of a Book 2hart - .alatians Deeping on Track 11' 11, 11C 11? 117 1!9 1!! 1!!
-ssignment: 1ake 8ull 0entence 6utline of 2olossians 1:1'-!# Aead /Deeping on Track/
5T6 '+71 8199.th
BIBLE STUDY METHODS 3 () Purpose Statement: To motivate and encourage you to begin personal Bible study by showing the importance of the Word of .od and the tools which are available for Bible study. This session will help you to: 1. !. #. %. '. ,. C. $nderstand how studying the Bible will help you. &ist the Fualifications for personal Bible study. $nderstand the basic convictions we need to have concerning the Word of .od. $nderstand how our Bible came to be. &ist some tools needed for Bible study. Dnow a bibliography of various tools for Bible study. Dnow how to begin personal Bible study.
I4T5ODUCTIO4 TO BIBLE STUDY I HO6 STUDYI4G THE BIBLE 6ILL HELP YOU -9 (iscussion >uestions: <ow does studying the Bible help youG
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0uggested -nswers: 1 ! # % ' , C ? 7 19 0trengthens your convictions. nables you to accurately handle .odHs Word. nables you to understand spiritual truth. .ives .od the opportunity to speak to you. <elps you to know .odHs character, thereby enabling you to trust .od for greater things. ;rovides the basis for becoming 2hristHs disciple 3Iohn ?:#14. nables you to understand Biblical truth in its true conte"t. 1akes the 2hristian life more e"citing, Joyful, and full of peace. 0hows you the right things to do and prevents you from falling into sin. (isciplines your mind and will, and eFuips you for every good work.
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7U8LI9IC8TIO4S 9O5 BIBLE STUDY -9 heart. 5 2orinthians !:1%-1'
The interpreter must be born again. <e must have personally received Iesus 2hrist as his 0aviour and &ord. B9 heart. 5 Iohn 1:7
Aefusing to deal with sin in your life breaks fellowship with .od. The secret of restored fellowship and the cleansed life is very simple. /5f we confess our sins, <e is faithful and Just, and will forgive our sins and cleanse us from all unrighteousness/ 35 Iohn 1:74. Before beginning your Bible study, stop to confess to .od any known sins. 29 heart. 5 ;eter !:!
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Bible knowledge does not come through casual interest and occasional reading. -n heart. ;salms 117:7?-199 To understand the Bible truly you must be willing to respond to what .od shows you of <is will in the Bible. The Bible calls for response, not Just analysis.
heart. 1atthew C:C* .alatians ':!#
- person with this kind of heart will begin to do something and keep on doing it, even though it is hard. <e is willing to cut out other things he would like to do for the sake of this priority. Because he knows his priority is right, he will keep at it and will not be drawn away. &earning the Bible reFuires such a heart. 89 heart. 5saiah '9:%
This is a heart that wants to learn and go on learning, one that never says, /Bow 5 know enough./ Aather, it is a heart that knows it has much more to learn, and eagerly and humbly is ready to learn at any time.
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HO6 OU5 BIBLE C8ME TO US
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TOOLS 9O5 BIBLE STUDY -9 The Basic Tools 1 ! # % B9 - study Bible. ;en and notebook. Bible dictionary and handbook. 6ther translations for comparisons.
6ther Tools 1 2oncordance - concordance lists all the verse references on a particular subJect. 8or e"ample, you might look up the word /anger/ to find out different verses in the Bible in which that word is used. ! Bible (ictionary - Bible (ictionary lists words and subJects found in the Bible and e"plains each one, summariEing the meanings in the Bible, but not necessarily giving many actual references. 5t also treats some
subJects like archaeology and the Trinity, even though the actual word is not found in the Bible. # 2ommentary This gives the opinion of the author of the commentary as to the meaning of the actual te"t of 0cripture, book by book, chapter by chapter, and sometimes even verse by verse. 0ome are very thorough but others are brief and give only summaries of paragraphs or chapters. B6T : 0uggestions of specific concordances, commentaries and other Bible study helps may be found in the Bibliography pages.
BIBLIOG58PHY
BIBLE DICTIO485IES (ouglas, I.(., editor, The Bew Bible (ictionary. .rand Aapids: Wm. B. erdmans ;ublishing 2o., 17,!. Bave, 6rville, editor, BaveHs Topical Bible. 2hicago: 1oody ;ress, 17C#. Tenney, 1errill 2., editor, The Kondervan ;ictorial Bible (ictionary. .rand Aapids: Kondervan ;ublishing <ouse, 17,#. $nger, 1errill, Bible (ictionary. 2hicago: 1oody ;ress, 17'C. BIBLE H84DBOO;S <alley, <enry, <alleyHs Bible <andbook. .rand Aapids: Kondervan ;ublishing <ouse, 17!C. $nger, 1errill, $ngerHs Bible <andbook. 2hicago: 1oody ;ress 17,C. BIBLE STUDY METHODS Iensen, 5rving, 5ndependent Bible 0tudy. 2hicago: 1oody ;ress, 17,#. Iob, Iohn B., editor, <ow to 0tudy the Bible. (owners .rove, 5llinois: 5nter-@arsity ;ress, 17C!. &a<aye, Tim, <ow to 0tudy the Bible =ourself. 5rvine, 2alifornia: <arvest <ouse ;ublishers, 17C,. @os, <oward 8. ffective Bible 0tudy. <ong Dong: 0eed ;ress, 17C'. 0earch the 0criptures. 2olorado 0prings, 2olorado: The Bavigators, 17C%. COMME4T85IES 0ingle @olume 2ommentaries on the Whole Bible:
.uthrie and I.-. 1otyer, editors, The Bew Bible 2ommentary: Aevised. .rand Aapids: Wm. B. erdmans ;ublishing 2o., 17C9. <enry, 1atthew, 2ommentary on the Whole Bible, .rand Aapids: Kondervan ;ublishing <ouse, 17,1. Iamieson, Aobert* 8ausset -.A.,* Brown, (avid, 2ommentary on the Whole Bible. .rand Aapids: Kondervan ;ublishing <ouse, n.d. 1organ, 2ampbill, -n "position of the Whole Bible. 6ld Tappan, B.I.: 8leming <. Aevell 2o., n.d. ;feiffer, 2harles and <arrison, verett, editors, The Wycliffe Bible 2ommentary. 2hicago: 1oody ;ress, 17,!. 0eries of single book commentaries: 0tudy .uide 2ommentaries. .rand Aapids: Kondervan ;ublishing <ouse. The Tyndale Bew Testament 2ommentaries. &ondon: The Tyndale ;ress. Walvoord, Iohn 8. and Aoy B. Kuck, eds. The Bible Dnowledge 2ommentary: Bew Testament. Wheaton, 5&: 0; ;ublications, 17?#. Walvoord, Iohn 8. and Aoy B. Kuck, eds. The Bible Dnowledge 2ommentary: 6ld Testament. Wheaton, 5&: 0; ;ublications, 17?'. CO4CO5D84CES 0trong, -mes, "haustive 2oncordance of the Bible. Bew =ork: -bingdon ;ress, 1?79. Wright, 2harles <.<., editor, 2rudenHs <andy 2oncordance. .rand Aapids: Kondervan ;ublishing <ouse, 17,#. =oung, Aobert, -nalytical 2oncordance to the Bible. .rand Aapids: W.B. erdmans ;ublishing 2o. 3no date4. HE5ME4EUTICS Aamm, Bernard, ;rotestant Biblical 5nterpretation. .rand Aapids: Baker Book <ouse, 17C9. 0terrett, T.B., <ow to $nderstand =our Bible. Bombay: Ioyti ;aperbacks, 17C#. HISTO5IC8L B8C;G5OU4D 2onybeare, W.I. and <owson, I.8., The &ife and pistles of 0t. ;aul. .rand Aapids: Wm. B. erdmans ;ublishing, 17C,. .undry, Aobert, - 0urvey of the Bew Testament. .rand Aapids: Kondervan ;ublishing <ouse, 17C9.
.uthrie, (onald, Bew Testament 5ntroduction. (owners .rove, 5llinois: 5nter-@arsity ;ress, 17C1. <arrison, verrett, 5ntroduction to the Bew Testament. .rand Aapids: Wm. B. erdmans ;ublishing, 17,%. <iebert, (. dmond, -n 5ntroduction to the ;auline pistles. 2hicago: 1oody ;ress, 17'%. 0tott, Iohn, $nderstanding the Bible, 0ydney: -nEea ;ublishing, 17C!. Tenney, 1errill, Bew Testament 0urvey. .rand Aapids: Wm. B. erdmans ;ublishing, 17,C. @an (ooren, &.-.T. 5ntroducing the 6ld Testament. .rand Aapids: Kondervan ;ublishing <ouse, 17,C. TE8CHI4G BIBLE STUDIES .irdlestone, Aobert B. 0ynonyms of the 6ld Testament. .rand Aapids: Wm. B. erdmans ;ublishing, 17C,. @incent, 1.A., Word 0tudies in the Bew Testament, @olumes 5 and 55, 1ac(ill -8B, 8lorida: 1ac(onald ;ublishing 2o., n.d. @ine, W. ., -n "pository (ictionary of Bew Testament Words. 6ld Tappan, B.I.: 8leming <. Aevell 2o. 17%9. Wuest, Denneth 0., WuestHs Word 0tudies from the .reek Bew Testament. @olumes 5-555. .rand Aapids: Wm. B. erdmans ;ublishing, 17C#. 3B6T : 5t is possible to get WuestHs Word 0tudies in paperback form. paperback covers a single book of the Bew Testament.4 :I PE5SO48L BIBLE STUDY -9 The (efinition of ;ersonal Bible 0tudy 1 ;ersonal Bible study is the study of .odHs Word primarily for my own information and inner transformation 3as opposed to preparing a Bible study to teach or share with others4. 5 am asking the Fuestion, /What is the truth of =our Word, and how do you want to apply it to my life todayG/ ach
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The ;reparation for ;ersonal Bible 0tudy 1 (ecide the logistics in advance. a9 b9 - regular time. - regular place.
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- regular plan of study.
AecogniEe that there may be hindrances. a9 b9 ;oor planning or non-planning. $ne"pected interruptions. 314 3!4 3#4 c9 0olve them and continue. ;ostpone them and continue. 2ome back later after taking care of them.
0piritual warfare. 5n phesians ,:11-1!, ;aul instructs believers:

/;ut on the full armour of .od, that you may be able to stand firm against the schemes of the devil. 8or our struggle is not against flesh and blood, but against the rulers, against the world forces of this darkness, against the spiritual forces of wickedness in the heavenly places./
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$nconfessed sin. 314 3!4 /.odHs Word will keep you from sin* or sin will keep you from .odHs Word./ 32f. ;salm 117:7,11.4 We are not to allow our sins to /stack up/* when we become aware of sin in our lives we need to confess it, turn from it, and allow the &ord Iesus to apply <is forgiveness and cleansing to our lives 35 Iohn 1:C-194.
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The ;rocess of ;ersonal Bible 0tudy 1 5nvite and e"pect the <oly 0pirit to illuminate the Word and apply it to your life 3Iohn 1,:1!-1'* 5 2orinthians !:7-#:!4. 2harles Ayrie states: /The 0pirit illuminates the meaning of 3the4 closed canon, and <e does so through study and meditation. 0tudy employs all the proper tools for ascertaining the meaning of the te"t. 1editation thinks about the true facts of the te"t, putting them together into a harmonious whole and applying them to oneHs life ... 5llumination is not concerned primarily with underlying facts but with using those facts to promote 2hrist-likeness/ 3Basic Theology, LWheaton, 5&: 0cripture ;ress, 17?,M, p. 11,4. ! 0pend a few minutes worshipping the &ord. a9 To worship .od means to give <im the reverence and respect <e is due* to adore, e"alt, and magnify <im.
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Worship involves: 314 3!4 3#4 -n acknowledgement of .od: who <e is, <is attributes, <is presence. -n attitude of heart: personal intimacy with <im. - voluntary response on our part as we more fully yield ourselves to <im* often this includes a physical response.
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-s we worship, we may sing or speak our praises to <im 3whether aloud or silently4. Bote: Worship is not simply an activity we perform for a few minutes before we pray or study the Bible* it is a lifestyle.
<ave a regular plan for your personal Bible study. a9 6ver a period of months, you may wish to use a variety of methods. 314 3!4 3#4 5nductive Bible study, such as the one taught in this class. Topical Bible study, in which you discover what the Bible teaches on specific topics in a book, Testament, or the whole Bible. - character study in which you investigate the life of one of the biblical characters, such as (avid, 1oses, ;eter, or Auth.
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-lways feel free to deviate from your intended plan for a given day.
The Aesponse to ;ersonal Bible 0tudy 1 The primary goals of personal Bible study are to know .od more intimately and to allow <im to transform our lives. a9 The more intimately we know our 8ather, the more completely we can yield ourselves to <im, so that <e can accomplish <is purposes in and through us. 32f. 5 Iohn %:1?4. <e desires to transform us into the image of Iesus 2hrist and, as we saturate our minds with 0cripture, <e will transform every area of our lives 3Aom. ?:!7* 1!:1,!* ;hil. %:?,7* <eb. %:1!4.
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Bo matter where we may be in our personal Bible study plan, each day we need to stop and ask, /8ather, what are you saying to me today through what 5 have studied in =our WordG/
This aspect of study is called meditation. 1editation is the practice of pondering, considering, and reflecting on portions of 0cripture, in total dependence on the <oly 0pirit to give understanding of its truth and meaning, and by obedient response and reception of that Word, having it imparted to oneHs inner being. The impartation of such truth brings life and light to the 2hristian who comes with an attitude of humility, trust, and obedience. 1editation is inwardly receiving truth. 5t is feeding on 2hrist, the living bread and living word.
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OU5 B8SIC CO4:ICTIO4S -9 The Bible is .odHs Word, inspired by .od, and so different from all other books. -nd the whole Bible is .odHs Word, both 6ld and Bew Testaments. To put it simply, what the Bible says, .od says. But we need to be careful here. 5t is not Just what 5 3or you or someone else4 think the Bible says. There are many silly or wild ideas of what the Bible says. Iust because we believe the Bible does not mean that all of our ideas about the Bible are necessarily correct, nor that our understanding of a particular verse is necessarily right. That is one of the main reasons why we need to study and interpret the Bible carefully. 5n the Bible .od communicates with man. <e communicates information, truth, which we could not otherwise know. Because .od has communicated <is viewpoint to us in words we need not guess what <e is like or what <e gives us in 2hrist. .od has communicated with us in words, in Just the way we communicate with other people. 8or this speaking, .od chose certain men and superintended their writing by <is <oly 0pirit, so that the product, our Bible, is <is message. 5ts accuracy and infallibility are guaranteed. 6f course, .od didnHt simply dictate. <e worked through the consciousness and personality of each writer, through his feelings and patterns of e"pression. =et the end result is .odHs message, <is truth, <is Word. This conviction is basic to our study of the Bible. 6ur whole approach is affected by it. Bible study is not Just a techniFue. The attitude of faith in the Bible is vital for understanding the Bible. To understand the Bible truly, you must be confident that it is .odHs Word, in which <e has spoken to human beings and to you. The Bible statements are authoritative and trustworthy. =ou can depend on them without Fuestion. B9 The Bible in your language is .odHs Word The Bible, as you know, was not written originally in the languages that most people have as their mother tongue. The 6ld Testament came in <ebrew, e"cept for small portions in -ramaic. The Bew Testament came in .reek. 0o the Bibles we use are translations, whether nglish, Tagalog, 0panish, 2hinese, or any other language. .enerally the translations have been made carefully and prayerfully by godly 2hristian scholars. 0uch translations have been wonderfully guided by the <oly 0pirit, and we have confidence that they are .odHs Word.
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The Bible can be adeFuately understood in the translations. 0ome students believe that only by studying the Bible in <ebrew and .reek can we get the meaning adeFuately. But most believers in most of the church throughout most of the time since 2hrist have known the Bible only in translations. ven today, only a tiny minority of 2hristians in the world can read the writings of the scholars who know the original languages. 2ommentaries, concordances, etc., are either not available in most languages, or are too costly for people to buy. (oes .od arrange things so that most 2hristians cannot adeFuately know <is WordG Bo, translations do convey the essential meaning of the Bible. This doesnHt mean that scholarship 3diligent, careful study4 is useless. 5t is important and valuable. Through scholarship, additional knowledge, valuable insights into the 0cripture, and especially into special problems of interpretation, are gained. But the essential meaning of the Bible is in the translations. 0o be encouraged to study your Bible and e"pect to understand it. Aemember that real understanding does not come by shallow or careless reading, but rather through prayerful disciplined study.
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The Bible is a unity, one revelation. The 6ld and Bew Testaments do not contradict each other in their revelation of .od. They are complementary. The 6ld prepares for the Bew and the Bew fulfils the 6ld. There is progress in the revelation, that which is in the 6ld Testament being partial and given /in many various ways./ The final revelation is through 2hrist as recorded in the Bew Testament. But 2hrist is the centre of the 6ld Testament too, though <is picture there is in parts and pieces. But we should understand the Bible as we see 2hrist and .odHs plan of redemption through <im in the whole Bible. The Bible is its own interpreter. That is to say, one passage throws light on another. We are to compare 0cripture with 0cripture, and this is basic in Bible interpretation. ;lain statements help to e"plain obscure ones. &iteral statements illumine figurative ones. Bew Testament history and teaching unveil 6ld Testament prophecy. 0o we compare 0cripture with 0cripture. But such comparing is to be done carefully, not arbitrarily or foolishly. The Bible language is mainly normal human language. -t one time it was thought that the Bew Testament was written in a sort of heavenly or spiritual .reek. But later it was found that the Bew Testament language is the everyday language of the first century, -.(. 5t is ordinary language. -nd so are the translations. The language may be affected by the culture of the Iewish people of that time. There are e"pressions or phrases peculiar to the Iews, called <ebrew idioms. There are some words that were commonly used but in the Bible have a special meaning, such as /ecclesia/ 3church4 and /agape/ 3love4. ;rophetic language has special characteristics, such as speaking of a future event in the past tense. But in general it is ordinary language. 5t uses nouns, verbs, and other grammatical forms as we do. ven many of
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the figures of speech are the kind we use. When the Bible speaks of trees clapping their hands or hills laughing, we have no difficulty understanding that. 0o we can e"pect to find the elements of language that we already know, and we can study them to learn the meaning of 0cripture. We e"pect to analyEe and apply the ordinary laws of language. .9 0ince the Word of .od is given that /the man of .od may be complete, eFuipped for every good work/ 355 Tim. #:1C4, our understanding of the Bible must be accompanied by an honest, intelligent, and obedient response to the message. There is no understanding of the Bible that is simply technical and theoretical. .odHs truth demands a response. When that truth is clear to the mind, then the will must respond. Dnowledge and obedience cannot be separated. We learn in order that we may do, and we have not truly learned until we do. The <oly 0piritHs teaching is necessary for the under-standing of the Bible. We cannot understand its meaning simply as the result of our own ability or the fruit of our own study. /<e will guide you into all the truth/ said Iesus, referring to the <oly 0pirit 3Iohn 1,:1#4. 0piritual things /are spiritually discerned,/ said ;aul 35 2orinthians !:1%4, and the truths of the Bible go beyond the facts and information found in it. The basic meaning of the Bible is spiritual, and to get that meaning we must be taught by the <oly 0pirit.
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Taken from <ow to $nderstand =our Bible by T. Borton 0terrett. Aevised edition 3c4 17C% by 5nter-@arsity 2hristian 8ellowship of the $0-. $sed by permission of 5nter@arsity ;ress, ;.6. Bo" 1%99, (owners .rove, 5& ,9'1'.
BIBLE STUDY METHODS (* Purpose Statement: To e"plain the overview of personal Bible study and the importance of the historical and cultural background of a book of the Bible. This session will help you to: 1. !. #. $nderstand the overview of personal Bible study. Be aware of the importance of the historical and cultural background of a book of the Bible. Dnow how to make key observations on a book of the Bible.
GETTI4G THE BIG PICTU5E: O:E5:IE6 -9 A -( T< B66D -T & -0T T<A 1 ! B9 T51 0.
Aead it straight through the first time. By the second or third time, begin making notations concerning the key words, topics, atmosphere, and so forth.
W<-T T6 &66D 86A -0 =6$ A -( T< B66D: 1 ! # &ook for key words and phrases. &ook for special problems or topics dealt with in the book. &ook for the &iterary 8orm 3type of literature4 of the book. (etermine whether this literature is a narrative 3e.g., the .ospels4, a letter 3e.g., Aomans4, a prophetic book 3e.g., 5saiah4, poetry 3e.g., ;salms4, a parable 3such as Iesus used in the .ospels4, apocalyptic literature 3e.g., Aevelation4, and so forth. &ook for the atmosphere of the book: Joy, sadness, thanksgiving, penitence, Eeal, despair, encouragement, etc. &ook for the central theme of the book and how the author seeks to develop it. -sk yourself: What is the maJor emphasis of the bookG What are the recurring issuesG This is actually the authorHs purpose in writing the book. When you feel you have found it, keep it in mind and try to see ways in which it is emphasiEed throughout the book. Aemember that as you study the book more carefully, you may later change your mind about the central theme. (o not be afraid to do this if necessary. The primary value of seeking to determine it at this beginning stage is to get an overview of the entire book and to begin to see the essential unity of the book. , &ook for a key verse or passage which generally e"presses the central theme.
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26B05( A T< <50T6A52-&, 2$&T$A-& -B( . 6.A-;<52-& 0 TT5B. 68 T< B66D. 1 0ome of this information will be contained in the book itself* for other information you will need to consult some reference books: Bible handbooks, Bible dictionaries, etc. 0ome of the things you will want to note are: a9 b9 c9 -uthor, date and place of writing. -uthorHs purpose in writing. <istorical setting in which it was written* historical
background of recipient* geographical location. ! II Aemember that this is Just the beginning of a fascinating study. -s you continue, read, read, read the book through again and againNN
GETTI4G THE BIG PICTU5E: EPHESI84S O:E5:IE6 seated, walk, stand firm, grace, love, riches, fullness, in, body.
D = W6A(0 -B( ;<A-0 0:
0; 25-& T6;520: ;osition and 5nheritance in 2hrist, Body of 2hrist, The 2hristianHs -rmour. &5T A-A= 86A1: pistolary. "alted, victorious, /to the praise of <is glory./
-T160;< A 68 T< B66D: T< 1 : 6ur Walk in 2hrist.
The first half of the book is primarily doctrinal* the second half is primarily e"hortations concerning practical 2hristian living. ;aulHs desire seems to be to encourage the phesians to live godly lives and to do that he presents the doctrinal basis upon which such a life must be based: recogniEing and acting upon our position in 2hrist. D = @ A0 : III I: phesians %:1 - /Walk in a manner worthy of the calling with which you have been called./
M8P O9 4E6 TEST8ME4T 85E8S THE EPISTLE TO THE COLOSSI84S The standard commentaries and books on Bew Testament introduction may be consulted for detailed information relative to the critical problems of 2olossians. The scope of the present work permits only a brief summary of matters which are of general interest. -9 Its authorship. The authenticity of 2olossians was once seriously Fuestioned by many, but today there is almost unanimous agreement among Biblical scholars that 2olossians is, as it purports to be 31:1* %:1?4, from the hand of ;aul. vidence in support of this view comes from within the epistle and from the witness of early 2hristian writers. 1eyer, in fact, concludes that the e"ternal testimony for 2olossians is /so ancient and continuous and universal... that from this side a well-grounded doubt cannot be raised/ 3Fuoted by (argan, p.#4. 6ne strong argument for the ;auline authorship of 2olossians is its relation to the epistle to ;hilemon. Both of these books, sent to the same town and in all likelihood conveyed by the same messenger, contain the names of ;aul, Timothy, 6nesimus, -rchippus, paphras, 1ark, -ristarchus, (emas, and &uke. The consensus of scholarly opinion is that ;hilemon is incontestably ;auline, and it is the feeling of many that the strength of its position carries over to 2olossians.
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Its date. 2olossians was obviously written during an imprisonment of ;aul 3%:19, 1?4, but the epistle contains no indication as to the place of imprisonment. 2aesarea has had its advocates, but the 2aesarean hypothesis has now been largely abandoned. ..0. (uncan 3 St. Paul's Ephesian Ministry4 argues for phesus, but this view has not gained wide acceptance. 6ne of the chief arguments against (uncanHs position is that there is no certain evidence that ;aul was ever a prisoner in phesus. 1oreover, though &uke was with ;aul when 2olossians was written 3%:1%4, he was not present with the apostle during the phesian ministry 3note the absence of /we/+ /us/ in the -cts narrative4. The traditional theory, and the one still most generally held, is that ;aul was in Aome when 2olossians was written. The epistle should therefore be dated about -.(. ,! or ,#, during ;aulHs first Aoman imprisonment. ;erhaps it was written before phesians, but surely not much time separated the two epistles. Its occasion and purpose. The immediate occasion for the writing of 2olossians was the arrival of paphras in Aome with disturbing news about the presence of heresy at 2olossae. <owever, ;aulHs contact with 6nesimus, the runaway slave whose master lived in 2olossae, may have increased his interest in the 2olossian church at this time. ;aulHs purpose in writing 2olossians was threefold: 314 to e"press his personal interest in the 2olossians, 3!4 to warn them against reverting to their old pagan vices 3cf. #:'ff.4, and 3#4 to refute the false teaching which was threatening the 2olossian church 3see above4. The last named was doubtless ;aulHs maJor concern in writing this letter.
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Its theme. ach of ;aulHs epistles has some salient thought. 8or e"ample, in Aomans and .alatians the central theme is Justification by faith* in phesians, the unity of the church as the body of 2hrist* in ;hilippians, the Joy of 2hristian living* in Thessalonians, the doctrine of last things. 2olossians proclaims the absolute supremacy and sole sufficiency of Iesus 2hrist. Aobertson calls it ;aulHs /full-length portrait of 2hrist/ 3p. 1!4. Its relation to Ephesians. 2olossians and phesians, companion epistles, are remarkably alike. They are unlike, for instance, in historical background. Both epistles were written by ;aul out of an e"perience of imprisonment. Both were sent originally to believers in -sia. Both were entrusted to Tychicus, the messenger who was to bear them to their respective destinations 3cf. 2ol. %:C* ph. ,:!14. 1oreover, many of the topics treated are common to both 3the person of 2hrist, the church as 2hristHs body, ethical duties, relationships within the family, etc.4. ven the language of the two epistles is strikingly similar. 1oulton points out that in 2olossians the margin of the nglish Aevised @ersion has C! references to phesians, but only ?? to all of the other ;auline epistles. phesians seems to be an e"pansion by ;aul of ideas presented in compact form in 2olossians. There are also significant differences between the epistles. There is, for
instance, a difference in emphasis. Both epistles are concerned with the &ordship of 2hrist and the unity of <is body, the church. <owever, in phesians the stress is on the church as the body of 2hrist* in 2olossians the emphasis is on Christ as the head of the church. There is also a difference of style. 2olossians is terse and abrupt* phesians is diffuse and flowing. 2olossians is specific, concrete, and elliptical* phesians is abstract, didactic, and general. 8inally, there is a difference of mood. 2olossians, argumentative and polemical, is a /letter of discussion/* phesians, calm and meditative, is a /letter of reflection./ Taken from 2olossians and ;hilemon: Bible 0tudy 2ommentary by 2urtis @aughn 3.rand Aapids: Kondervan, 17C#, 17?94, pp. 1#-1'.
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Bumber of times you <6B 0T&= read through the book of 2olossians 6bservations: a. b. c. d. e. f. g. Dey words and phrases: 0pecial problems or topics dealt with in the book: &iterary form of the book 3&iterary .enre4: -tmosphere of the book: -uthorHs 2entral Theme: "plain why you believe this is the theme: Dey verse or passage which e"presses this theme: &ist any sources used in completing this assignment:
B-1 B5B& 0T$(= 1 T<6(0 :! 6@ A@5 W -005.B1 BT <50T6A52-& -B( 2$&T$A-& B-2D.A6$B( 68 26&6005-B0 W6AD0< 1. !. #. %. '. ,. C. -uthor of 2olossians (ate of 2olossians ;lace of Writing -uthorHs purpose in writing Briefly describe what the city of 2olossae was like Briefly describe how the church at 2olossae was started and tell who probably started it Briefly describe the 2olossian heresy T
BIBLE STUDY METHODS 3 (+ Purpose Statement: Learning O !ecti"es: 1. !. To help you to read the Bible effectively and to help you do inductive Bible study. This session will help you to: Aead the Bible effectively. &ist the three points in the summary outline of Bible study methods.
HO6 TO 5E8D THE BIBLE -9 B B 85T0 68 - ;A6.A-1 68 (-5&= B5B& A -(5B. 1 ! # % ' , C ? B9 .ives .od an opportunity to speak to us. nables us to know the whole flow of Biblical history. nables us to read unfamiliar parts of the Bible. -ids our discipline in Bible study. nables us to know the conte"t of verses. .ives an opportunity to review our study of the Bible. 5ncreases our knowledge of .od. 0aturates our minds with .odHs Word.
W<-T T6 A -( ($A5B. T< 85A0T = -A 1 ! # % Aead 5 I6<B seven times. Aead the .ospel of I6<B twice. Aead the .ospel of 1-AD twice. Aead the 0<6AT ;50T& 0 68 ;-$& - .alatians, phesians, ;hilippians, 2olossians, 5 and 55 Thessalonians, 5 and 55 Timothy, Titus, ;hilemon. Aead the .ospel of &$D . Aead the book of -2T0. Aead the book of A61-B0. Aead the entire B W T 0T-1 BT twice.
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0ummariEed from: Tim &a <aye, <ow to 0tudy the Bible for =ourself, 5rvine, 2-: 3<arvest <ouse ;ublishers, 17C,4, pp. %?-'!. 29 - T<A 1 = -A A -(5B. 02< ($& 0$11-A5K ( 8irst =ear 5 Iohn seven times Iohn twice 1ark twice .alatians through ;hilemon &uke -cts Aomans
The Bew Testament twice ! 0econd =ear - ;roverb every day for four months Two other wisdom literature chapters daily 3Iob, ;salms, cclesiastes, 0ong of 0olomon4 Aead repeatedly for one month the following: 5 Iohn phesians ;hilippians 2olossians # Third =ear 6ne Bew Testament chapter daily Two 6ld Testament chapters daily 8ive 6ld Testament chapters each 0unday This material is summariEed from: Tim &a<aye, <ow to 0tudy the Bible for =ourself, pp. 'C-'?. (. B B 85T0 68 D B6T B66D4 1. !. #. %. '. ,. . ;5B. - 0;5A5T$-& (5-A= 3>$5 T T51 5 Thessalonians Iames Aomans '-? Iohn 1%-1C
<andy review of lessons learned. nables you to record spiritual insight. ;rovides material for teaching and for sharing with others. .ives you an overview in terms of spiritual growth. <elps you see a trend of .odHs leading in your life. ;rovides a check for regularity.
0$.. 0T56B0 6B W<-T T6 5B2&$( 5B =6$A 0;5A5T$-& (5-A= 1. 0pecific answers to prayer. !. #. %. '. "periences pertaining to verses you have been studying. Biblical principles and how they apply to your life. Aecord of thanksgiving. Aecord of changes .od is making in your life.
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O:E5:IE6 O9 BIBLE STUDY METHODS -. O
1. !.
=ou want to determine the basic facts of the passage. -sk yourself these Fuestions: WhoG WhereG WhatGWhenG WhyG <owG
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&ook for the following things in sentence structure: a. b. c. d. e. f. g. h. i. J. k. l. 1ain thought of the sentence 2onnecting words 2ause and effect 2omparisons and contrasts >uestions and answers @erbs--these tell what action takes place ;urpose or result 2ommands ;romises Aepetitions 8igures of speech &ists
%. B. 1.
- structural diagram will help you greatly to clarify your thinking. O <ere you are looking for what the author meant by the word, verse or passage. There is only one interpretation of a passage, although there may be many applications. <elps in interpretation: a. b. c. d. e. 2heck the 26BT PT -- what comes before and after the section. (efine words -- use a dictionary, Bible dictionary or book of word studies. &ook up marginal references or use a concordance to get cross references and parallel passages. 2ompare translations and check paraphrased versions of the Bible. 2heck good commentaries, historical background books, maps, etc.
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#. 2. 1. !.
0ummariEe your interpretation by using a paraphrase, outline or chart. O Bible study must be personally applied or it does us no lasting good. -sk yourself these and similar Fuestions. a. What does this passage teach me about .od the 8atherG
b. c. d. e. f. III<
Iesus 2hristG The <oly 0piritG What do 5 learn about attitudes and emotionsG (o any need changingG What actions do 5 need to take or what actions do 5 need to changeG 5s there any action 5 need to followG 6r not followG 5s there any sin 5 need to confessG What specific promise does .od make to me hereG
E=8MPLE O9 OBSE5:8TIO4 3 5OM84S )*:)>* Bew 5nternational @ersion
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T< A 86A , 5 urge you, brothers, in view of .odHs mercy, to offer your bodies as living sacrifices, holy and pleasing to .od --this is your spiritual act of worship.
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(o not conform any longer to the pattern of this world, B$T be transformed by the renewing of your mind. Then you will be able to test and approve what .odHs will is --<is good, pleasing and perfect will.
BIBLE STUDY METHODS (, Purpose Statement: Learning O !ecti"es: 1. !. To help you learn how to make a survey chart and trace the argument of a book of the Bible. This session will help you to: 1ake a survey chart of a book of the Bible, with chapter titles and paragraph titles. Trace the argument of a book of the Bible.
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HO6 TO M8;E 8 SU5:EY CH85T -. The purpose of a 0urvey 2hart is to help you get an overview of the content of the entire book. There are other ways to accomplish this obJective, but this is probably the simplest and fastest way. - 0urvey 2hart may be made with chapter titles, with paragraph titles or with both. 6n longer books it is sufficient to do chapter and paragraph titles. The prereFuisite for making a survey chart is to be already familiar with the content of the book through having read it several times. 6nce you have done this, here is how to begin: 1. !. #. 0tart with 2hapter 1. Aead and reread the first paragraph until you can see a good title. Write this down. .o on to the rest of the paragraphs in that chapter and do the same thing. -fter you have made a title for each paragraph in the chapter, take a moment to think of a good title for the entire chapter 3while the content is still fresh in your mind4. 8ollow the same procedure for the remaining chapters in the book.
B.
2.
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<ere are two important notes: 1. 5f you get stuck on a particular paragraph title, .6 6B. (o not waste time Just staring at a blank space on your chartN -s you continue through the book you will have a better idea of how the paragraph fits into the whole chapter or book, and a good title will become obvious later. 5t is probably easier at this stage to do the paragraph titles for a whole chapter before doing the chapter title. <owever, if you personally find it easier to do the chapter titles first and then do the paragraph titles, go ahead.
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The characteristics of good paragraph+chapter titles are: 1. !. #. %. $sually three to five words only. ;icturesFue words wherever possible 3i.e., words which bring to mind a picture: /0eated with 2hrist/ for phesians !:1-194. Words which accurately reflect the content. -s much as possible, words or phrases taken directly from the te"t, rather than a paraphrase 3e.g., phesians 1:#-1%: / very 0piritual Blessing/4. Words which have not been used as chapter or paragraph titles
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previously. 8. The 0urvey 2hart form itself provides a convenient way to display the entire content of the book on one page. =ou may wish to first list the chapter and paragraph titles on a separate page and then transfer the /finished product/ to the chart itself.
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S8MPLE SU5:EY CH85T O9 EPHESI84S T58CI4G THE 85GUME4T O9 8 BOO; O9 THE BIBLE -. ( T A15B5B. - B66DH0 ;$A;60 1. !. -fter completing your initial overview study of a book, the ne"t step is to determine the authorHs purpose in writing the book. The purpose of a book is found primarily by asking the /why/ of the book rather than the /what/ of the book. a. b. 0ometimes the writer will state the purpose of the book openly, as Iohn does 3Iohn !9:#9-#14. -t other times the reader must determine the purpose from the historical conte"t, occasion, chief emphases, and other factors. What the author is saying 3i.e., the bookHs content4 will have a bearing on why the author is saying it 3i.e., his purpose4.
c. #.
There are a number of Fuestions whose answers will help in determining the bookHs purpose. 3.rassmick, p. %%4 a. What is the outstanding subJect or leading idea in the mind of the writerG What subJect is the one which binds all the other topics mentioned into a unitG What is the basic assertion made about this subJectG What emphasis is more comprehensive in its scope than all the othersG Where is the aim of the writer stated or implied in the bookG <ow does the leading subJect and the basic assertion the writer makes about it accomplish that aimG
b.
c.
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- purpose statement should be formulated after the initial overview process has been completed. Bote that after the intensive phase of study on the entire book has been completed, it may be necessary to revise the purpose statement.
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The argument of a book is the logical development of thought the author uses to achieve this purpose. 5t is the relation of the /what/ to the /why./ 3.rassmick, p. ,94 -n outline is used to set forth the logical development of the authorHs flow of thought. a. b. 5t shows, in summary form, how each part of the book relates to the authorHs purpose in writing. The amount of detail you will want to include in the outline is determined by the length of the book.
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- good outline of the bookHs argument will have three maJor characteristics. 3.rassmick, p. ,94 a. b. 5t should show the unity of the book in relation to its purpose. 5t should e"press the bookHs basic literary structure* that is, the maJor divisions and subdivisions of the book will be clearly seen. 5t should be formed in parallel constructions in complete sentence form 3i.e., both a subJect and predicate are used4, since an effective outline deals with ideas and not mere fragments of thought.
c.
;arts of this lesson plan are taken from: Iohn (. .rassmick, ;rinciples and ;ractice of .reek "egesis 3(allas, TP: (allas Theological 0eminary, 17C,4. I:< E=8MPLE: PU5POSE 84D OUTLI4E O9 TITUS
;$A;60 0T-T 1 BT: ;aul e"horts Titus to firmly e"ercise his authority as apostolic representative in order to appoint elders, who will be able to silence false teachers, and to authoritatively teach sound doctrine to various groups within the church, resulting in godly living both in the church and in society. -. B. The -postle ;aul greets his son Titus. 31:1-%4 ;aul e"horts Titus to firmly e"ercise his authority as an apostolic representative in order to appoint elders who will be able to silence false teachers. 31:'-1,4 1. !. Titus is to appoint elders who are above reproach and who hold fast .odHs faithful word. 31:'-74 Titus is to appoint elders who are able to silence the false teachers. 31:19-1,4
2.
;aul e"horts Titus to firmly e"ercise his authority as an apostolic representative in order to teach sound doctrine to various groups within the church, which will lead to godly living. 3!:1-#:114 1. Titus is to teach various groups within the church to live godly lives. 3!:1-194 a. b. c. d. !. #. 6lder men are to live temperate lives. 3!:1-!4 6lder women are to live reverent lives in order to be proper teachers of the younger women. 3!:#-'4 =ounger men are to live self-controlled lives. 3!:,-?4 0laves are to live submissive lives. 3!:7-194
The basis for their godly living is the salvation 2hrist has provided. 3!:11-1%4 3!:1'-#:114 a. b. c. -ll 2hristians are to live as good citiEens and to do good deeds. 3!:1'-#:!4 The reason all 2hristians are able to be good citiEens who do good deeds is because 2hrist has saved them 3#:#-?4. -ll 2hristians are to avoid foolish controversies and those who promote them. 3#:7-114
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;aul gives Titus his final, personal instructions and sends him his greetings. 3#:1!-1'4
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BIBLE STUDY METHODS 3 (Purpose Statement: To learn how to make a conte"t chart of several paragraphs and gain skill in observing the structure of paragraphs of a book of the Bible. This session will help you to: 1. !. 1ake a conte"t chart of several paragraphs of a book of the Bible. Dnow how to observe the structure of paragraphs.
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HO6 TO M8;E 8 CO4TE=T CH85T -. The purpose of a conte"t chart is to help you see a particular passage you are studying within a larger conte"t. 5t will also help you to study the relationships of ideas within paragraphs and between paragraphs. - conte"t chart usually covers the paragraphs immediately preceding and following the paragraph you wish to study. 8or e"ample, if you wish to study one paragraph within a chapter, your conte"t chart would then cover that chapter within which the paragraph is found. <ereHs how to begin: 1. !. #. Aead the whole chapter through one time. .o back and read the first paragraph five times. Then, summariEe the content of the paragraph. This may be done in either short phrases or complete sentences. (6 B6T 26;= T< 0$11-A=N BT5A T PT. T<50 50 T6 B -
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2.
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Aecord your summary in the appropriate space in the conte"t chart. ;lace a paragraph title in the space to the left of your summary.
2haracteristics of good paragraph titles: a. b. c. d. e. (. . $sually three to five words only. ;icturesFue words wherever possible 3i.e., words which bring to mind a picture: /0eated with 2hrist/ for phesians !:1-194. Words which accurately reflect the content. -s much as possible, words or phrases taken directly from the te"t, rather than a paraphrase 3e.g., phesians 1:#-1%: / very 0piritual Blessing/4. Words which have not been used as chapter or paragraph titles previously.
6nce you have completed the conte"t chart, begin to notice the relationships of ideas within the chapter. Bote that a conte"t chart is especially valuable when you are not studying the book as a whole. The chart gives a brief way of determining the relationship of the passage you are studying to the rest of the chapter and book.
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E=8MPLE O9 8 CO4TE=T CH85T ;< 05-B0 %
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26BT PT 1-1, T< A 86A walk - in a worthy manner - with all humility and gentleness - with patience - showing forbearance - preserving the unity of the 0pirit But 2hrist has given gifts to men* - apostles - evangelists - prophets - pastors+teachers to eFuip the saints to build up the body toward the goal: 1aturity in 2hrist -0 - A 0$&T we are to be no longer children B$T to grow up into 2hrist from whom the whole body serves to build up itself in love. 1C-!% T< A 86A , walk no longer as the gentiles walk - in the futility of their mind - being darkened in their understanding - being e"cluded from the life of .od B$T you did not learn 2hrist in this way 58 5B( ( you have heard and been taught by <im - to lay aside the old self -B( - to be renewed in the 0pirit of your mind -B( - 3to4 put on the new self
A B W ( W-&D
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!'-#! T< A 86A - stop lying and start speaking truth - do not stay angry - stop stealing and start working - donHt speak unwholesome words but rather edifying ones - donHt grieve the <oly 0pirit - put away bitterness and anger and start being kind and forgiving
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E=8MPLE O9 8 CO4TE=T CH85T
2<-;T A: 26&6005-B0 #:1-%:1 2<-;T A T5T& : 0T-B5&5T= 5B ;A-2T52-& &5@5B. ;-A-.A-;< T5T& - 0T-B& ;605T56B 5B 2<A50T 26BT PT #:1-% 58 T< B you have been raised up with 2hrist - keep seeking the things above - set mind on things above 86A you have died - life hidden with 2hrist in .od =ou will be revealed with 2hrist in glory #:'-11 T< A 86A consider earthly members as dead to immorality, etc. 86A these things bring .odHs wrath -B( you once walked in them B$T B6W put them all aside 05B2 you laid aside the old self - who is being renewed #:1!-1C -B( 06, as those who are chosen, holy, beloved ;ut on a heart of compassion, etc. ;ut on love let the peace of 2hrist rule within your hearts, be thankful let the Word of 2hrist richly dwell within you do all in IesusH name, giving thanks #:1?-%:1 wives: be subJect to husbands husbands: love wives - do not be embittered children: be obedient to parents fathers: do not e"asperate children slaves: obey masters from the heart masters: grant to slaves Justice and fairness
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HO6 TO OBSE5:E THE ST5UCTU5E O9 P858G58PHS
5n order to see how material in a passage is arranged, you need to get the passage in front of you on one sheet of paper, if possible. There are several ways to record the material so that you can see its arrangement, and one of these is a structural diagram 3also called a mechanical layout4. 5n a structural diagram you copy on a sheet of paper all the words in a paragraph of 0cripture, but you arrange the material in as graphic a way as possible. <ere are the steps to take: -. B. 2. 2opy down the units of phrases and clauses. 0eparate these units so that they will be most meaningful to you. &ine up maJor clauses and ideas so that key ideas can be easily seen. ;lace modifying 3describing4 phrases and clauses under the words which they describe. <owever, do not do this to the e"tent that you break up the thought pattern. ;lace series of words, phrases, clauses, parallel thoughts and parallel constructions under each other. 0ometimes it is helpful to bracket them. mphasiEe the important connectives such as /and,/ /but,/ /for,/ /yet,/ /then,/ /therefore,/ /however,/ etc. ;lace them by themselves. -rrange your diagram so that the D = words and D = ideas stand out. This can be done by 2-;5T-&5K5B. words and by underlining words and phrases. 5t is also helpful to use coloured pencils to highlight ideas. 8or instance, you might circle or underline in red a word which is repeated and is significant. -nalyEe the passage which you have diagrammed 3i.e., make preliminary observations4. 1. 1ake note of commands, warnings, conditional 3/if/4 clauses, purposes, reasons, results, illustrations, etc. &ist comments in the margins. $se arrows and lines to show relationships, contrasts, comparisons, and repetitions. 8or other hints on what to observe, see the handout, /8ocusing on 6bservation./
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E=8MPLE O9 THE ST5UCTU5E O9 P858G58PHS
T5T$0 !:#-' #4 6lder women are &5D W50 to be reverent in their behaviour, not malicious gossips, not enslaved to much wine, teaching what is good, %4 T<-T they may train the young women to love their husbands, to love their children, '4 to be sensible, pure, workers at home, kind, being subJect to their own husbands T<-T the word of .od may not be dishonoured.
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E=8MPLE O9 THE ST5UCTU5E O9 P858G58PHS
26&6005-B0 1:1'-!9 1'. Who is the image of the invisible .od, the first-born of all creation. 1,. 8or in <im were created all things, in the heavens and on earth, visible and invisible, whether thrones or dominions or rulers or authorities, all things through <im and for <im have been created.
1C.
-nd <e is before all things, and in <im all things hold together.
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-nd <e is the head of the body, the church* Who is the beginning, the first-born from the dead, so that <e <imself might come to have first place in everything
17. !9.
8or in <im was pleased to dwell all the fullness, and through <im to reconcile all things to <imself, having made peace through the blood of <is cross* through <im whether things on earth or things in the heavens.
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ST5UCTU58L DI8G58MS
Walter 2. Daiser, Ir., Toward an "egetical Theology 3.rand Aapids: Baker Book <ouse, 17?14 pp. 1C%-C7.
BIBLE STUDY METHODS (. Purpose Statement: Learning O !ecti"es: 1. !. To help you make good observations as you begin your inductive Bible study. This session will help you to: 1ake careful and accurate observations as you begin your inductive Bible study. &ist ' tips for making good observations as you begin your inductive Bible study.
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9OCUSI4G O4 OBSE5:8TIO4 -. 6B0 A@5B. T< B-052 8-2T0 68 T< ;-00-.
The best way to begin observing a passage is to employ the si" Fuestion words: 1. !. #. %. '. ,. B. W<6 -- Who are the people involvedG W<-T -- What happenedG What are the ideas e"pressedG What resultedG W< A -- Where does this take placeG What is the settingG W< B -- When does it take placeG What was the historical periodG W<= -- What is the purposeG What is the stated reasonG <6W -- <ow are things accomplishedG <ow wellG <ow FuicklyG By what methodG
6B0 A@5B. T< 0TA$2T$A 68 T< ;-00-. 1. &5T A-A= 86A1
5s the passage a narrative, poetry, a letter, prophecy, parables, apocalyptic, etc.G Boting the form is important because a special form, such as <ebrew poetry, will have special guidelines for interpretation. !. T< 26A 68 -2< 0 BT B2
When sentences are long and involved, it is well to note the subJect, the main verb, and the obJect of the verb 3if any4. Barrative language 3such as we find in the .ospels4 is usually Fuite simple. But in prophetic books and in the epistles, there may be long, complicated sentences that are not easy to sort out. 0eeking to find the core of a sentence will often help to make clear the meaning of an entire paragraph or chapter. #. @ AB0
-ll aspects of grammar are important when making observations, but verbs are particularly helpful because they give you the flow of the action in the passage. 2arefully note whether the verbs are past, present or future tense. %. 26BB 2T5@ 6A &5BD5B. W6A(0
Begin to look for key connective words, such as: because or for -- often introduces a reason so that -- often introduces a result in order that -- introduces a purpose therefore -- introduces a summary of ideas, a result or a conclusion
if -- introduces a condition which reFuires action, or introduces a cause which will produce certain results. /58 this is true ... T< B this will 3should4 happen .../ '. A ; -T ( W6A(0 -B( ;<A-0 0
5n order to stress a point, an author will often repeat words, phrases or ideas. -lthough repetition is not always significant, you should note repetitions for future study. ,. $0 68 >$ 0T56B0
-lways be on the watch for the use of a Fuestion. -n author may use it to introduce a problem or he may use it as a summary challenge. C. 2611-B(0 -B( ;A6150 0
2ommands, advice, warnings and promises are common in the Bible. With commands, advice and warnings, note especially what the results of heeding them will be, and what the results of disobedience will be. With promises, note whether there are any conditions which must be fulfilled in order to obtain the promise. ?. 261;-A506B0 -B( 5&&$0TA-T56B0
5t is natural to describe an obJect or an idea by comparing it with something similar or by giving an illustration. 7. 26BTA-0T0
2ontrast is the association of opposites. The connective /but/ often introduces a contrast. 19. ;A6.A 0056B 68 T<6$.<T
Take special note of lists of items. =ou should study the lists to see if there is any progression in thought. 2ompare the first and last item in a series to see if there is any significant difference. (oes one item need to be accomplished before the other ones can be doneG (oes one event need to occur before the ne"t can happenG (oes the development of one Fuality depend on the development of a previous oneG 11. 2-$0 -B( 88 2T
0ometimes a writer may give a warning and then tell what the results will be if the warning is not heeded. 6r he may describe a condition and then give the results for that condition. 1!. 85.$A-T5@ P;A 0056B0
8igures of speech often occur, such as: /Because 5 know that you are obstinate, and your neck is an iron sinew, and your forehead bronEe./ 35saiah
%?:%4 1#. -B=T<5B. 0TA-B. , $B$0$-& 6A $B P; 2T (
8or e"ample, the food and clothing of Iohn the Baptist were une"pected. 1%. ;-A-&& & ;-00-. 0
-s you are looking at one passage, a similar passage may come to mind. Bote the reference of this parallel passage and refer to it later as you do the step of interpretation. Bote any similarities or differences between the two passages. II< METHODIC8L BIBLE STUDY
The connecting words in a sentence give us important information about the authorHs train of thought. Aobert Traina gives us helpful hints for interpreting these connectives. 3Aobert -. Traina, 1ethodical Bible 0tudy LWilmore, D=: -sbury Theological 0eminary, 17'!M, pp. %!-%#4. Temporal or 2hronological connectives after 3Aevelation 11:114 as 3-cts 1,:1,4 before 3Iohn ?:'?4 now 3&uke 1,:!'4 then 35 2orinthians 1':,4 until 31ark 1%:!'4 when 3Iohn 11:#14 while 31ark 1%:%#4 &ocal or .eographical connectives where 3<ebrews ,:!94 &ogical connectives Aeason - because 3Aomans 1:!'4 for 3Aomans 1:114 since 3Aomans 1:!?4 Aesult - so 3Aomans 7:1,4 then 3.alatians !:!14 therefore 35 2orinthians 19:1!4 thus 35 2orinthians ?:1!4 ;urpose - in order that 3Aomans %:1,4 so that3Aomans ':!14 2ontrast - although 3Aomans 1:!14 but 3Aomans !:?4 much more 3Aomans ':1'4 nevertheless 35 2orinthians 19:'4 otherwise 35 2orinthians 1%:1,4 yet 3Aomans ':1%4 2omparison - also 355 2orinthians 1:114 as 3Aomans 7:!'4 as - so 3Aomans ':1?4
Just as - so 3Aomans 11:#9-#14 likewise 3Aomans 1:!C4 so also 3Aomans %:,4 0eries of 8acts - and 3Aomans !:174 first of all 35 Timothy !:14 last of all 35 2orinthians 1':?4 or 355 2orinthians ,:1'4 2ondition - if 3Aomans !:174 mphatic connectives indeed 3Aomans 7:!'4 only 35 2orinthians ?:74 0everal facts should be noted in regard to these relations between clauses and sentences. 8irst, the four categories employed are not mutually e"clusive. 8or e"ample, a temporal connective may also imply a logical relation. 1oreover, some of the same connectives may be found in more than one category. 0econd, many of these same relations are operative within clauses as well as between clauses. The use of similes and metaphors, for instance, involves comparison. 8or an e"cellent illustration of this see the parables of 1atthew 1#. Third, sometimes clauses and sentences are related implicitly rather than e"plicitly. Therefore, the mere absence of e"pressed connections does not mean that they are unrelated. -t times one may need to infer relations from a study of the thoughts e"pressed or from the comparative positions of the clauses or sentences in Fuestion. Bote, for e"ample, <ebrews ?:'. ILLUSTRATIO S O! PARA"RAP#ICAL RELATIO S 5n order to clarify the significance of the various paragraphical relations, they will now be illustrated in two ways: first, by investigating the relations within a sentence taken from a logical type of literature, the pistle to the Aomans* and second, by noting some of the main connections in a paragraph taken from a narrative type of literature, the .ospel by 1ark. III< TIPS 9O5 M8;I4G GOOD OBSE5:8TIO4S
#A$E T#E RI"#T ME TAL ATTITU%E =ou have already learned that two basic reFuirements for making good observations are the attitudes of an open mind and an open life. -s you have worked on making good observations, you have probably become aware that more is reFuired than Just these two attitudes. 8ive more reFuirements are listed below. -. 6bservation reFuires an act of the will. =ou must have the will and the desire to be aware and to perceive and recogniEe. There must be the will to know and to learn. 8or e"ample, when you meet people for the first time, do you remember their namesG 5f not, it is likely that you have not purposed in your mind that you are going to learn their names. &earning begins with an act of the will.
B.
6bservation reFuires a persistence to know. &earning is never easy. 5t reFuires diligence and discipline. There is no such thing as an effective disciple without discipline. 6ne of the keys in persisting in your Bible study is to see that the results are really worth the effort and the work that it takes. Take time to reflect on the results that have taken place in your life over the past si" months because of Bible study. 6bservation reFuires patience. 5n a day when you have instant coffee, instant communication, instant everything, there is a tendency to want an instant education. 5t takes a great deal of time to learn. There are no short cuts in the learning process. The so-called short cuts are in fact only short circuits* they lead to ineffective results. 5n Bible study as well as in everything else in the 2hristian life, the process is as important as the product. 6bservation reFuires diligent recording. Take a moment right now to review one of the Bible study blanks you worked on si" months ago. -s you look over the observations you recorded, you will notice that there are some you have forgotten about. There will be only a small portion that you remember. 0o Jot down your observations diligently. 36nce again you see the importance and value of having a study Bible where you can keep a record of your good observations for the ne"t time you study.4 6bservation reFuires caution. 6bservation is the first step in studying the Bible, but it is not the whole of Bible study. Three warnings are appropriate: 1. !. #. (onHt lose yourself in the details, but divide your time proportionately. (onHt stop with observations, but go on to ask Fuestions, get answers, etc. (onHt give eFual weight to everything, but discern what is most important.
2.
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CO SI%ER COMPARISO S A % CO TRASTS Two of the things to look for in your Bible study are comparisons and contrasts. 2omparisons show how two things are alike. 2ontrasts show how two things differ. 1ake a special effort to find comparisons and contrasts in the passage. 5f there are none in the passage, try to find other 0criptures which will give you contrast and comparisons with the section you are studying. 1ake sure to take careful notice of words like /even so,/ /as ... so...,/ /likewise.../ These are not the only times you will find comparisons, but they almost always give a comparison. When you find a comparison, spend sufficient time meditating on what two things are being compared. Think of as many ways as possible they are alike. 2ontrasts may be more difficult to find because the range of intensity can vary from distinct contrasts to mild differences. &ook for things which are similar in one respect and dissimilar in another. Dey words to look for are /but,/ /nor,/ and /not./ <ere especially you will want to use cross-references. -s you read a story or a statement in the 0criptures, consider things which are similar in certain respects, but different in others. 6bserving these contrasts will help you discern the overall truth of the Word.
5n 5 Thessalonians !, two comparisons are made between ;aulHs ministry and the role of parents with children. 5n verse C he is compared to /a nursing mother/ 3B-04 and in verse 11 he described as /...e"horting and encouraging and imploring each one of you as a father.../ 3B-04. 2onsidering the characteristics of a mother you might think about infant care, tenderness, caring for them one at a time and imparting food. 2onsidering the role of a father you might think about discipline, concern, teaching and giving direction. 2onsidering these thoughts will give you additional insight into ;aulHs character and relationship to the Thessalonians. 0everal contrasts also appear in this chapter - /not as pleasing men but .od.../ 3v %, B-04, /we were well pleased to impart to you not only the .ospel of .od, but also our own lives/ 3verse ?, B-04. &E SE SITI$E TO !ORM A % STRUCTURE -s you observe the contents of the passage, youHll also want to become aware of the form it takes. <ow .od says something is as important as what <e says. <ow does the author deal with the contentG What form or structure does it takeG 8or e"ample, you may notice: /<e asks four Fuestions and answers them./ /5n this passage the writer lists seventeen commands to obey./ /5n this passage, the writer makes three declarative statements and then supports them./ The form of content may be poetry, narrative, parable, logic, discourse, practice, history, drama, etc. The way that the content of 0cripture unfolds reveals the mind and method of the writer, and can give you insight into the feeling and the meaning of the passage. RECOR% REPETITIO S -s you do your Bible study, take particular note to see what words, phrases and e"pressions are repeated. =ou can make a little diagram for yourself like this: Word or ;hrase 8aith -ffliction Bo. of Aepetitions ' # @erses where used !,',,,C,19 #,%,C
The chart is partially filled in from repetitions found in 5 Thessalonians #. The benefit of this method is not in filling out the chart. 0eeing repetition is only an observation that leads you to asking the right Fuestions. Boticing that the word /faith/ appears five times, you might ask, /Why is faith mentioned so oftenG/ /What is faith linked with in this chapterG/ /What increases faithG/ 0eeing the
repetition of /affliction,/ you might conclude /faith is increased by the right response to affliction./ 5n almost every passage you will study there will be words or phrases that will be repeated. &ook for them and take note of them. (etermine why they are repeated and how they are related. $ISUALI'E T#E $ER&S 6ne of the keys to making good observations is to note the action of a passage. -ction is carried by verbs. They tell us what is being done. Try to underline all of the verbs in the passage that you are studying. 3There is a very good loose-leaf Bew Testament available from the -merican Bible 0ociety. 5t has wide margins and is e"cellent for Bible study.4 =ou may want to list these verbs on your study blank. -fter you have gone through and underlined all of the verbs, e"amine what you have underlined. What kind of action is thereG -re most of the verbs passiveG 5s the subJect influenced or acted upon rather than active itselfG (o the verbs indicate that the passage is basically narrativeG -re there any FuotationsG -re the verbs imperative - do they make commandsG Which verbs are repeatedG What is the significance of thisG PICTURE T#E ILLUSTRATIO S <ave you ever been struck by how many verbal illustrations there are in the BibleG 1any of the writers that .od used in providing <is Word talked in pictures. Iesus used this device often. <e called <is followers vines, sheep, fishermen, farmers, etc. ;ay particular attention to finding illustrations in the passage you are studying. 0ome illustrations are very obvious like the vine in Iohn 1'. 6thers are not so obvious, but the 0criptures abound with illustrations and word pictures. 5n Iames # alone, there are at least nine different illustrations. 6nce you notice an illustration, meditate on how the illustration clarifies the subJect of the passage. -lso ask what other illustrations are used to present this subJect. Bow you can compare and contrast your illustration. 8or e"ample, in 5 Thessalonians ':!, a thief in the night illustrates the need for being prepared* in 5 Thessalonians ':#, a woman with child illustrates suddenness* in 5 Thessalonians ':?, a breastplate of faith illustrates being eFuipped. 5f there are no illustrations given in a passage you are studying 3highly unlikely4, look for illustrations and e"amples in other portions of 0cripture relevant to the subJect of the passage you are studying. E(AMI E T#E E(PLA ATIO S -n e"planation is anything that is used to illustrate, clarify, illuminate, describe or demonstrate. -n e"planation may be one verse long or a whole chapter. To clearly understand an e"planation, you must follow the logic of the writer. What point is he trying to makeG <ow is he trying to make itG <ow does he present his pointG 0ometimes the 0criptures e"plain a Fuestion that is not stated but implied. 6ften a statement in a verse will cause you to ask a Fuestion and the following verse will answer
your Fuestion. Be sure to note this type of tie between verses or paragraphs. 8or e"ample, Aomans #:!? says /8or we hold that a man is Justified by faith apart from works of law./ - natural Fuestion which may result from meditation on the verse is /2ould people in the 6ld Testament be savedG/ - few verses later in Aomans %, ;aul e"plains how -braham and (avid were both Justified by faith without the deeds of the law. This helps e"plain Aomans #:!?. (o not, however, presume that these portions of 0cripture in 2hapter % were written primarily to e"plain Aomans #:!?. C#A "E )OUR $IE*POI T To change your viewpoint you will have to eliminate preconceived ideas. (o not allow these to control or even to colour your thinking about the Word of .od. Aead the verse as though you were someone else. 5n 5 Thessalonians !:1%-1,, ;aul levels several accusations at a particular group of people. =ou might envision these people as vicious and cruel. The fact is that this group was well respected and accepted in their society. With this in mind, change your viewpoint and reread this passage making new observations. 6ne of the more interesting ways to change your viewpoint is to put yourself in another personHs shoes. <ow would you feel if you were the author of this epistleG <ow would you as a recipient understand the messageG What would a third party at the scene, like Timothy, think of the situation as he listened to ;aulG 8rom a strict Iewish point of view, react to ;aulHs point of view. &earn to observe from a different perspective. This material is taken by permission from: The Bavigators, 0earch the 0criptures 32olorado 0prings, 26: Bav;ress, 17C%4, pp. '#-,9.
OBSE5:8TIO4 6O5;SHEET EPHESI84S ,:)/3*, T PT 1C. This 5 say T< A 86A , -nd affirm together with the &ord T<-T you walk no longer Just as the .entiles also walk in the futility of their mind 1?. being darkened in their understanding e"cluded from the life of .od because of the ignorance e"cluded O past participle that is in them, is O present tense because of the hardness of their heart* 17. -B( A ; T5T56B: Walk they having become callous 26BTA-0T: you walk the .entiles also walk have given themselves over to sensuality for the practice of every kind of impurity with greediness ;A6.A 0056B: futility -Q being darkened -Q e"cluded -Q having being callous -Q having given themselves over 2-$0 : They are e"cluded from the life of .od because of their ignorance and their hardness of heart ;-A-&& & ;-00-. 0: Aomans 1:!1-#! EPHESI84S ,:)/3*, T PT !9. B$T you did not learn 2hrist in this way, W<6: 6B0 A@-T56B0 you O 2hristians at phesus having become callous O perfect participle have given over O perfect tense @ AB0: walk walk O present tense being O present participle &5T A-A= 86A1: &etter W<6: 5 O ;aul you O 2hristians at phesus .entiles 26A : /This 5 say... and affirm that you walk no longer Just as the .entiles also walk 6B0 A@-T56B0
verything that follows through v !9 is a description of that walk
26A : /=ou did not learn 2hrist in this
!1.
58 5B(
( you have heard <im
way./ 5n the rest of v.!9-!% ;aul e"plains how they did learn 2hrist. &50T: # things which they have taught: 1. &ay aside the old self !. Be renewed in the spirit of your mind #. ;ut on the new self 26BB 2T5@ 0: But 3v.!94 - 0hows contrast vs. 1C-17 with vs. !9-!% 0$11-A=: This way 3v.!94 - summariEes the entire description of how the .entiles walk given in vs.1C-17 @ A0 0: (id not learn have heard have been taught is O present tense lay aside put on is being corrupted O present passive be renewed O present passive has been created O past passive
-B( have been taught in <im Just as truth is in Iesus, !!. T<-T, in reference to your former manner of life you lay aside the old self which is being corrupted in accordance with the lusts of deceit !#. T<-T !%. -B( put on the new self which in the likeness of .od has been created in righteousness -B( -B( you be renewed in the spirit of your mind,
26BTA-0T0: 1. <ow the .entiles walk O what the phesians were taught !. old self O new self #. lay aside O put on %. is being corrupted - a continuing process O has been created - a finished product ;-A-&& & ;-00-. 0: 2ol.#:'-1C
holiness of the truth.
Colossians +:)*3)/ T PT -B( 6B0 A@-T56B0 5BT A;A T-T56B -;;&52-T56B
BIBLE STUDY METHODS (/ Purpose Statement: To help you understand and put into practice principles of interpretation as you do inductive Bible study. This session will help you to: 1. !. #. 5nterpret passages of 0cripture correctly as you do your inductive Bible study. &earn how to write good Fuestions. &ist five types of Fuestions to use.
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THE 85T O9 65ITI4G GOOD 7UESTIO4S -. ;$A;60 0 5B -0D5B. >$ 0T56B0 1. The primary purpose for asking Fuestions is to make ourselves think more seriously about the meanings, implications, and relationships of words, phrases, clauses, sentences, paragraphs, and chapters. The ultimate purpose is to determine what the author meant by the words, grammatical structures, and literary patterns he used. >uestions set the stage for detailed e"egetical study.
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;A6B& 10 5B -0D5B. >$ 0T56B0 1. !. #. %. 8ailure to ask Fuestions. -sking irrelevant Fuestions. -sking insignificant Fuestions. -sking Fuestions whose purpose is application rather than interpretation. P-1;& 0 68 T< 1-B= T=; 0 68 >$ 0T56B0
2.
< A -A 061 =6$ 2-B -0D: 1. "planatory
What does the term meanG <ow can it be definedG What are its characteristicsG 5s there a deeper meaning in the idea than that which appears on the surfaceG !. Aeason What is the reason for the term or idea or grammatical structureG Why has the author used this particular term or structureG Would it make any difference if this idea were left out or were stated differentlyG 2ould another term or structure be used instead of this oneG Would it change the meaningG Why is this term used in this particular placeG #. 5mplication
What do the various terms implyG What is the importance of the terms used or of the combination of ideasG What is the significance of the verb tenses, connectives 3constructions4 and grammatical constructionsG What is the significance of the literary patterns used such as comparisons, contrasts and logical arrangementsG %. Aelationship What is the relationship of words to other wordsG <ow does one clause relate to another clause in a verse or sectionG What is the relationship of one graph to anotherG <ow does one chapter relate to anotherG What is the relationship between the beginning and the ending of a chapter or sectionG '. ;rogression 5s there progression in the thought patternG (oes it move toward a clima"G 5s one idea built on anotherG 5n a series of words, or ideas, is there any significance in the orderG (. P-1;& 0 68 >$ 0T56B0 The following Fuestions are based on phesians 1:#-1%. 1. "planatory v.% v.' v.C v.7 v.19 WhatHs the meaning of /chose/ 3also v.114G the meaning of /holy and blameless/G WhatHs the meaning of /predestined/G 3also v.114 WhatHs the meaning of /redemption/G WhatHs the meaning of /mystery of <is will/G WhatHs the meaning of /when the times will have reached their fulfilment/G WhatHs
v.1! !.
Who is included in the phrase /we who were the first to hope in 2hrist/G
Aeason v.# v.' v.7 Why is .od introduced as /the .od and 8ather of our &ord Iesus 2hrist/G Why is the word /adopted/ usedG Why is the term /mystery/ usedG
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5mplication v.% v.' v.C v.19 What is implied by /<e chose us in <im before the creation of the world/G What is implied by /adoptionG/ What is implied by /in accordance with the riches of .odHs grace/G What is implied by /when the times will have reached their fulfilment/G What is implied by /marked in <im with a seal, the promised <oly 0pirit/G
v.1# %.
Aelationship v.# What is the relationship of v.# to vv.%-1%G <ow is the activity of the Trinity presented in different sections of this te"tG
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;rogression 5s there a progression in vv. #-1%: chosen, predestined, redemption, made known, marked in <im with a seal, guaranteeing our inheritanceG
<6W T6 . T 0T-AT ( -0D5B. >$ 0T56B0 1. !. 0ome Fuestions will Fuickly come to mind as you are making observations on your structural diagram. 6ther Fuestions will come to light as you compare two or three other translations with the one you are using as your study Bible. Where significant differences occur in the translations, there is probably an e"egetical problem of some sort which you will want to investigate. Write down your Fuestions and group them in order by verses. That is, put together all your Fuestions, of whatever sort, on the first verse
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in your passage. Then do the same for the second verse, and so forth. II< P5I4CIPLES O9 I4TE5P5ET8TIO4 3 P85T I -. 5BTA6($2T56B 1. To interpret means to e"plain or tell the meaning of something. When interpreting a 0cripture passage, your aim should be to determine what the author meant by the words which he used. We need to try our best to be obJective in our interpretations. Therefore, when we are trying to interpret, we are not to think about what the passage means to us, but what it seemed to mean to the author. - basic principle of interpretation is that while there may be many applications for a passage, there can be only 6B primary interpretation.
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B.
5BT A;A T - ;-00-. 5B T< &5.<T 68 5T0 26BT PT 1. !. 2onte"t usually means the portions of 0cripture near the one you are studying, both before and after it. 2onte"t means what is con 3with4 the te"t 3your verse or passage4. $sually two levels of conte"t are recogniEed. a. b. The near or immediate conte"t is what goes Just before or after the verse, say, one paragraph or perhaps two or three. The far or remote conte"t may be in the ne"t chapter, some part of the same book, or elsewhere in the Bible. $ltimately, the entire Bible is the conte"t for any single verse or passage.
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.uidelines for recogniEing conte"t. a. Aead the material surrounding the verse or passage you are studying. 5t is especially helpful to make a conte"t chart in order to get a clear summary of the conte"t. &ook for words, phrases or ideas which are repeated in both the verse and the conte"t. -lso note synonyms which are used 3i.e., /affliction/ and /suffering/ in 55 2orinthians 1:#-114. Try to answer the Fuestion, /What does this verse mean in its conte"tG/ 5f the answer is unclear, you will need to keep studying the verse using other methods of interpretation.
b.
c.
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;rimary methods for determining conte"t. a. b. 0$A@ = 2<-AT 3to get the conte"t within a whole book4 26BT PT 2<-AT 3to get the conte"t within a chapter or
several paragraphs4 c. 2. 0TA$2T$A-& (5-.A-1 3to get the conte"t within one paragraph4.
5BT A;A T -226A(5B. T6 T< 26AA 2T 1 -B5B. 68 T< W6A(0 1. - word is a unit of language and as such has meaning. a. b. !. - word rarely has meaning alone, since most words have more than one meaning. We can find out the meaning of one word by looking at the other words used with it.
8acts about words. a. Words change their meaning over a period of time. 314 5f we are to interpret according to the correct meaning of the words, we must be sure that what a word means to us now is what it meant at the time the translation of the Bible was made. P-1;& : Ding Iames @ersion of 5 Thessalonians %:1': /We which are alive and remain unto the coming of the &ord shall not prevent them which are asleep./
3!4
b.
(ifferent words may have the same or similar meaning. P-1;& : ;hilippians %:,: /Be an"ious for nothing, but in everything by prayer and supplication with thanksgiving let you reFuests be made known to .od./
c.
.od used human words to reveal <is truth. 314 Therefore, words in the Bible may have special meanings which are not commonly used in everyday language. P-1;& : -cts 1,:#1: /-nd they said, HBelieve on the &ord Iesus 2hrist, and thou shalt be saved and thy house.H/
3!4
d.
0ometimes the Bible uses the same word with different meanings in different places. 314 6ften this type of difference occurs when a word is used literally in one passage and figuratively in another. 5t can also be a simple case of multiple meanings of a
particular word. 3!4 P-1;& : 5saiah %7:,: /-nd he said, 5s it a light thing that thou shouldst be my servant to raise up the tribes of Iacob, to restore the preserved of 5srael: 5 will also give thee for a light to the .entiles, that thou mayest to be my salvation unto the end of the earth./
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<ow to study the words. These facts show us that if we are to understand the meaning of the Bible we must understand the words. -nd to understand the words we must study them carefully. We cannot simply read a word, think casually that we know the meaning, and keep on reading with a vague idea in our mind. a. &ook up the word in the (52T56B-A=. 314 3!4 3#4 $se any standard dictionary such as a WebsterHs Bew 2ollegiate (ictionary. The dictionary is especially helpful in e"plaining special words that have only one meaning. 6ther words may have several meanings. 5t is helpful to know the possible meanings of the words you wish to interpret. 8urther steps of interpretation will then help you narrow down the meaning to the correct one.
b.
0tudy the word in its 26BT PT.
This will often tell you the e"act meaning to choose from the several possible ones you found in the dictionary. c. &ook up 2A600-A 8 A B2 0 by using a concordance or the marginal references in your Bible. 314 The 26B26A(-B2 or 1-A.5B-& A 8 A B2 0 will list other places where the word occurs. These are a real help, and the more you study your Bible, the more you will find references on your own as you remember other passages where a particular word is found. Aemember that since words do have different meanings, not every cross reference will be helpful. But it will usually be easy to determine which cross-references are relevant.
3!4
d.
2ompare the same verse as it is given in @-A56$0 TA-B0&-T56B0 of the Bible.
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(ifferent translators sometimes choose different words to translate the same .reek or <ebrew word. 2omparing translations is one of the most helpful ways to understand the meaning of a word. 0tandard nglish translations include: Bew -merican 0tandard Bible, Bew 5nternational @ersion, Ding Iames @ersion, Bew Ding Iames @ersion, Aevised 0tandard @ersion, Bew nglish Bible, .ood Bews Bible, -mplified Bible. There are also some good paraphrases such as the &iving Bible and ;hillips: The Bew Testament in 1odern nglish.
3!4
e.
&ook up the verse in various reference books such as a 2611 BT-A= or a book on W6A( 0T$(5 0. 314 ;aperback commentaries are often available which are on a single book of the Bible. 5n addition, some one-volume commentaries on the whole Bible may be helpful, particularly The Bible Dnowledge 2ommentary, The Wycliffe Bible 2ommentary, 2ommentary on the Whole Bible by Iamieson, 8ausset and Brown and The Bew Bible 2ommentary: Aevised. Books with word studies from the original .reek and <ebrew languages are also helpful. -n e"cellent one-volume one is by W. . @ine, -n "pository (ictionary of the Bew Testament. The volumes done by Wuest are also e"cellent.
3!4
6B 51;6AT-BT B6T : While these reference books are very helpful for Bible study, you do not have to have them. 0till it is good to know about them and to get them if you can. T< A5.<T D5B(0 68 B66D0 -A - .66( 5B@ 0T1 BTN %. ;rimary methods for determining word meaning. a. b. c. d. e. (52T56B-A= 26BT PT 68 T< ;-00-. 2A600-A 8 A B2 0 3$se a 2oncordance or 1arginal Aeferences4 261;-A @-A56$0 TA-B0&-T56B0 68 T< B5B& 2611 BT-A= or book on W6A( 0T$(5 0.
This lesson plan has been adapted from T.1. 0terrett, <ow to $nderstand =our Bible, 3(owners .rove, 5&: 5nter@arsity, 17C%4, pp. %7-,9. III< ELEME4TS O9 7UESTIO4S 9O5 I4TE5P5ET8TIO4
;< 05-B0 %:1C-!% 1C. What is the meaning of walk, futilityG What is the significance of the use of the present tense for walkG Who are the .entilesG (o all .entiles walk like thisG WerenHt the phesians mostly .entiles alsoG 1?. What is the meaning of e"cludedG What is the life of .odG <ow does one become e"cluded from itG <ow can a person get ignorance in themG What sort of ignoranceG <ow does a personHs heart become hardenedG What is hardness of heartG What part do ignorance and hardness plan in e"cluding a person from the life of .odG 17. What does it mean to become callousG When did they become callousG What is the meaning of have given themselves overG 5s the word used elsewhereG What is the meaning of sensualityG (oes this refer only to se"ual indulgence or does it have a wider scopeG !9. What is the significance of the past tense in did not learnG When did this occurG What does it mean to learn 2hristG !1. (oes if indeed e"press doubt or is it used in the sense of /since/G <ave heard and have been taught are past tenses. When did these things occurG 5s there are progression of thought in vv. !!-!%G !!. What is the old selfG -re there any parallel passagesG What is the significance of the present tense in is being corruptedG 1eaningG What are the lusts of deceitG !#. What is the meaning of renewedG 5s this the same word as Aom. 1!:!G <ow is a person renewedG WhenG 5s it continuous or is it once and for allG What is the spirit of your mindG !%. What is the new selfG <ow does one put on the new selfG
When was the new self createdG What does created meanG What is the likeness of .odG
I:<
E=8MPLE O9 EPHESI84S ,:)/3*,

T PT -B( 6B0 A@-T56B0 5BT A;A T-T56B T< A 86A -- resumes the e"hortation of vs. 1-# W-&D O to conduct oneself, to order oneHs behaviour B6 &6B. A -- implies that they once (5( live as the other .entiles . BT5& 0 -- ie. pagans. The phesians were .entiles racially, this must have a moral sense. 2f. ph. !:17 8$T5&5T= O that which is vain, aimless, without result. This is life with no real meaning or goal. The thought is not that unsaved minds are empty, but that they are filled with things that lead to nothing. RRRRRRRRRR 5Hm struck with the challenge to view non-2hristians as .od does: lost in their sins and on their way to a 2hristless eternity. very day, 5H, surrounded by people who need to know 2hrist. 6 need to be faithful to obey .odHs command to share 2hrist with them before they progress any further on this downward spiral of alienation from .od. 5 will begin to pray daily that .od will provide at least two ways of life witnessing opportunities each week. 5 will also pray for wisdom to take advantage of those opportunities when they come. -;;&52-T56B
1C4
This 5 say
T< A 86A , -B( affirm together with the &ord T<-T you walk no longer Just as the .entiles also walk
in the futility of their mind
1?4
being darkened in their understanding, e"cluded from the life of .od, because of the ignorance that is in them, because of the hardness of their heart*
B 5B. (-AD B ( O lit.,/having been darkened./ The perfect tense speaks of a process completed in past time which has present results. Thus, this shows the finished and permanent result of the blinding of the mind by sin* an inability to distinguish between right and wrong. P2&$( ( O lit.,Hhaving been e"cluded/ O alienated, shut out from fellowship and intimacy. Being in a state of darkness , they were alienated form .odHs life.
T PT -B( 6B0 A@-T56B0
5BT A;A T-T56B

T< &58 68 .6( -- This is .odHs spiritual life which <e has in <imself and which <e imparts to the believing sinner. 5.B6A-B2 -- This refers not only to lack of information,
-;;&52-T56B
but also to a culpable lack of knowledge of diving truth. ;arallel passage: Aomans 1:!1-#! 5B T< 1 -- This stresses the deep-seated, indwelling character of their ignorance. Their alienation has its cause not in something e"ternal or superficial, but in themselves <-A(B 00 O the covering with a callous* ie., dulled perception. 2f. ;haraoh in ".%-1'. This speaks of an insensitivity to spiritual things. RRRRRRRRRR 174 -B( they, having become callous <-@5B. B 261 2-&&6$0 O to become callous, to cease to care. This describes the condition which results when the heart has ceased to be sensitive to the stimuli of conscience. <-@ .5@ B T< 10 &@ 0 6@ A -- 5ndicates a complete surrender. This verb is freFuently used of 2hristHs giving <imself for the world 3cf. Aom. %:!'* .al. !:!94. This person no longer cares to hide his sin. -ll that matters is gratification.
have given themselves over to sensuality
T PT -B( 6B0 A@-T56B0
5BT A;A T-T56B 0 B0$-&5T= O lewd or wanton conduct that shocks public decency.
-;;&52-T56B
for the practice of every kind of impurity
;A-2T52 -- lit., /a trade/* i.e., they gave themselves up to this life as to the carrying out of a business. 1anHs relationship with .od as a sinner has direct repercussions on his daily behaviour and his relations with his fellow man. 51;$A5T= O moral uncleanness in the widest sense.
with greediness.
.A (5B 00 O an eager grasping for more and more uncleanness. This is the spirit of a man who does not care whom he hurts and what method he uses so long as he gets his way.
T PT -B( 6B0 A@-T56B0

!94 B$T you did not learn 2hrist in this way
5BT A;A T-T56B

=6$ O the phesians. This presents a strong contrast with /.entiles/ in v. 1C. (5( B6T & -AB -- The verb tense indicates a specific time, i.e., at the time of conversion when they first were instructed in 2hristHs precepts. The 2hristian doctrine which these .entile converts had been taught in no way approved their old pagan habits. 5ndeed, they were to renounce them. RRRRRRRRRR
-;;&52-T56B
!14
58 5B(
( you have heard <im, have been taught in <im,
58 5B( ( -- 0tresses the fact that they <-@ heard <im and <-@ been taught in <im. <-@ < -A(, <-@ B B T-$.<T -- These probably refer to those instructions given at the time of conversion. 5B <51 -- The underlying idea is fellowship with 2hrist. TA$T< -- There is no definite article here and the idea is that whatever is truth or spiritual reality is embodied in 2hrist. This truth can only be known by those who have learned 2hrist,/ /have heard <im,/ and /have been taught by <im/ 3vv. !9,!14.
Just as truth is in Iesus
!!4
T<-T, in reference to your former manner of life,
T PT -B( 6B0 A@-T56B0
5BT A;A T-T56B
-;;&52-T56B
you lay aside the old self,
=6$ &-= -05( -- The verb tense suggests the translation, /you have once and for all laid aside/ 3cf. Aom. ,:,* 2ol. #:74. This occurred potentially in their identification with 2hrist in <is crucifi"ion and actually at the moment they were saved. 6&( 0 &8 -- This refers to the unsaved person, dominated by his totally depraved nature.
which is being corrupted
50 B 5B. 26AA$;T ( -- The present tense emphasiEes that progressive nature of the corruption characteriEing the old man 3cf. Aom. C:1?4. &$0T0 O - craving* a passionate desire.
in accordance with the lusts of deceit, !#4 -B( T<-T you be renewed in the spirit of your mind
=6$ B A B W ( -- lit., /you are being renewed/ O to be continually renovated by inward transformation. This represents an e"perience which is the direct opposite of the growing corruptness of the old man 3v. !!* cf. ! 2or. %:1,. This renewal is accomplished by the <oly 0pirit.
The primary instrument which the <oly 0pirit uses to renew my mind is the Word of .od. 5 will set aside ' minutes each morning to work on my memory verses. 5 will especially pray each day that .od will keep me faithful in my daily Fuiet time despite my present irregular schedule.
T PT -B( 6B0 A@-T56B0

!%4 -B( put on the new self
5BT A;A T-T56B

;$T 6B -- The verb tense again indicates definite action in the past. &it., /you have put on./ This occurred in the life of the believer at the point of conversion to 2hrist. 5t is not enough to put off the old* one must also put on the new. B W 0 &8 -- This means new, not in point of time, but in Fuality. This is the opposite of the old, outworn self of v. !#. This refers to the saved person dominated by the divine nature.
-;;&52-T56B
which in the likeness of .od has been created in righteousness -B( holiness of the truth.
5B T< &5D B 00. . .2A -T ( -- The new self has been created after the pattern of what .od is. -t the new birth the 0pirit of .od restores the image of .od broken by sin and so gives back to man what he lost at the fall: righteousness and holiness. A5.<T 6$0B 00, <6&5B 00 -- Both are attributes of the truth as it is in Iesus.
:<
84 #8LMOST& P8I4LESS GUIDE TO THE 6ISE USE O9 COMME4T85IES -. W<-T 50 - 2611 BT-A=G 1. !. (efinition: - biblical commentary is a verse-by-verse e"planation of a book 3or portion of a book4 of the Bible. 0ingle-volume commentaries on the whole Bible e"ist, but they are freFuently not detailed enough to be as useful as a commentary which covers only one book. Types of commentaries: a. "egetical: These are the most useful commentaries for the type of detailed study one does in inductive Bible study. Their emphasis is on what the te"t means rather than on providing good sermon or teaching illustrations. "positional or devotional: While these may flow from a solid e"egetical basis, their emphasis is on the present-day application of the te"t.
#.
b.
B.
W<= $0 - 2611 BT-A=G 1. !. #. - commentary should provide help on sources and information about the historical and cultural conte"t. - commentary should provide answers to specific grammatical and le"ical issues in the te"t. - commentary should provide thorough discussions of difficult te"ts* they give the possible meanings and then give the proHs and conHs for each view.
2.
<6W (6 5 0 & 2T - 2611 BT-A=G 1. 8ee and 0tuart suggest seven guidelines to use in selecting a commentary. a. b. c. 5s the commentary e"egetical, homiletical, or a combination of bothG 5s it based on the .reek or <ebrew te"t or an nglish translationG When a te"t has more than one possible meaning, does the author discuss all the possible meanings, evaluate them, and give reasons for his or her own choiceG (oes the author discuss te"t-critical problemsG (oes the author discuss the historical background of the idea of the te"t at important placesG
d. e.
f. g.
(oes the author give bibliographic information so that you can do further study if you wishG (oes the introduction section in the commentary give you enough information about the historical conte"t to enable you to understand the occasion of the bookG
!.
The best way to get at all this is simply pick one of the really difficult te"ts in a given biblical book and see how helpful a commentary is in giving information and answering Fuestions, and especially how well it discusses all possible meanings. D W6A(0G
(.
B$T W<-T -B6$T T<60 3.-0;N4 .A 1.
2onsider 8ee and 0tuartHs e"hortation: /B6T W &&--=ou can use most commentaries based on the .reek or <ebrew te"t. 0ometimes you will have to Hread aroundH the .reek or <ebrew, but you can usually do this with a minimal loss./ &ower case .reek letters are very similar to those used in nglish, as
!.
the following chart demonstrates: #. 5f you are using a commentary which often refers to the .reek te"t, it is helpful to have access to an interlinear version of the .reek te"t. a. b. c. -n interlinear te"t has the .reek te"t with a very literal nglish translation printed above each .reek word. ;arallel to this interlinear te"t will be a standard nglish translation such as B5@, B-0B, or A0@. @ A= 51;6AT-BT: Aemember that the translation supplied in the interlinear te"t is B6T inspired, and is B6T necessarily better than that of a standard Bible versionNNN
314
The ;$A;60 of the interlinear translation is 6B&= to enable you to move rapidly between the .reek te"t and a standard nglish Bible version. 5t supplies only one of the possible nglish translations for any given .reek word. The translation given in one of the standard nglish versions will generally be a preferred one.
3!4 3#4 %.
The most helpful interlinear Bible is one with a parallel B-0B te"t, since the B-0B word order follows that of the .reek te"t much more closely than does that of the B5@.
1arshall, -lfred. The B-0B 5nterlinear .reek - nglish Bew Testament. .rand Aapids: Kondervan, 17?%. 0ummariEed from .ordon (. 8ee and (ouglas 0tuart, <ow to Aead the Bible for -ll its Worth. 3.rand Aapids: Kondervan, 17?!4, pp. !17-!1. .ood commentaries will provide helpful information as you do your analysis of a passage. Brief e"cerpts from two commentaries are provided hear to help you do your assignment on 2olossians #:1!-1C. :I< Commentar% on Colossians +:)*3)/ -. Puttin+ on the ,irtues o- the ne. li-e 3#:1!-1C4
Because of their new lives in 2hrist all believers are called on to clothe themselves in virtue, letting 2hristHs peace rule their hearts. <is Word should dwell in them richly, and they should do everything in the name of the &ord Iesus. #:1! -gain ;aul called on believers to take a decisive action: Clot'e %oursel"es /endysasthe0. Because they have /put on 3endysamenoi4 the new self/ 3v. 194, they should live accordingly, with appropriate attributes and attitudes. 5n verses ?-7 ;aul listed si" vices 3anger, rage, malice, slander, filthy language, and lying4. Bow in contrast to them, 2hristians 3 as Go$?s c'osen people 3cf Aom. ?:##* Titus 1:14, 'ol% 3/separated to .od/* cf. 2ol. 1:!4 and $earl% lo"e$ 3cf. Aom. ':?, 1 Iohn %:7-11, 174 - are to have several virtues. These include compassion 3splanchna oi1tirmou, lit., /tender sympathy of heartfelt compassion/ - an unusually touching e"pression* in ;hil !:1 ;aul Joined these two nouns with /and/4, @in$ness 3benevolence in action* cf. ! 2or. ,:,4, 'umilit% 3 a lowly attitude toward .od* cf. ;hil !:#, 1 ;eter ':'4, gentleness 3prauteta4, meekness, a lowly attitude toward others, and patience 3ma1rothymian, self-restraint, a steady response in the face of provocation* cf. 2ol 1:114. The last three of these are mentioned in the .reek in the same order in phesians %*!* and .alatians ':!!-!# in the .reek includes three of them: patience and gentleness, as well as kindness. #:1# 8urthermore, believers are to ear Ait' eac' ot'er 3i.e., /put up with each other/4 with the attitudes Just mentioned in v. 1!. -lso they are to forgive A'ate"er grie"ances 3complaints4 they ma% 'a"e against others. <owG By forgiving as t'e Lor$ forgave them, graciously and freely 3 ph. %:#!4. .rudges have no place in a 2hristianHs life for
they lead to the sins mentioned in 2olossians #:?-7. #:1% But o"er all t'ese "irtues 2hristians are to put on lo"e< -s ;aul wrote elsewhere, /The greatest of these is love/ 31 2or. 1#:1#4. 5n oneHs catalog of virtues love should be the cover, because it is of supreme importance and is the perfect bond, holding t'em all toget'er in perBect unit%< #:1' Believers are also to let t'e peace oB C'rist rule in t'eir 'earts because they are calle$ to peace as mem ers oB one o$%< The closer believers are to 2hrist 3and <is likeness4, the closer they are to each other. 5n interpersonal relationships /peace/ 3transcendent, .od-given tranFuillity4 should rule 3 2ra2eueto, /arbitrate, decide every debate/* a word used only here in the BT* cf. 1ata2ra2eueto, /decide against,/ !:1?4. 2hristHs followers who have put on the virtues ;aul listed 3#:1!-1%4, are concerned about being arbitrated in every trying circumstance by <is peace, not by their wrangling. -lso 2hristians are to e thankful 3cf. ;hil. %:,* 2ol. 1:1!* #:1,-1C* %:!* 1 Thes. ':1?4. -n attitude of gratitude contributes to an enJoyment of spiritual tranFuillity, whereas grumbling makes for inner agitation. #:1, The new life 2hristians must /put on/ is one in which the 6or$ oB C'rist dwells ric'l%< 2hristHs words were recorded by 0pirit-guided apostles 3cf. Iohn 1%:!,* 1,:1#* !9:#14. The words of the Bible, .odHs written Word, are to $Aell in believers. That is, by study, meditation, and application of the Word, it becomes a permanent abiding part of oneHs life. When the words of 2hrist become a part of a believerHs nature, they spring forth naturally and daily in psalms 3songs from the Book of ;salms4, '%mns 3other songs of praise4, and spiritual songs 3as opposed to secular odes4 with gratitu$e 3en te chariti* lit., /in grace/4 This can mean either 3a4 .odHs grace, 3b4 graciousness in 2hristian singing, or 3c4 2hristian thanks. -s suggested by the B5@ it probably has the third meaning. 0uch Joyful singing is not only to please oneself or others but is to be praise to Go$< Through this 0pirit-filled kind of life 3cf. ph. ':1?-174, 2hristians can teac' 3instruct4 and a$monis' 3/counsel/4 one another 32ol. #:1,* cf. /admonishing and teaching/ in 1*!?4 if it is done with all Ais$om 3sophia* cf. 1:7, !:#, %:'4 and not tactlessly 3cf. .al ,:14. #:1C 6'ate"er one does 3cf. v. !#4 - for there is no sacred-secular spirit in .odHs eyes* <e is 0overeign over all - A'et'er in Aor$ or $ee$ 3by lip or life4 should all be done in t'e name of t'e Lor$ Cesus 3i.e., for <is glory* cf. 1 2or 19:#14 and with a thankful spirit 3cf. ;hil %:,, 1 Thes. ':1?4. Three times in three verses ;aul mentioned thankfulness: /be thankful/ 32ol. #:1'4 /sing . . . with gratitude/ 3v. 1,4, and give t'an@s to Go$ t'e 9at'er 3v. 1C4. Borman &. .eisler, /2olossians/ in The Bible Dnowledge 2ommentary, 3Wheaton, 5&: @ictor Books, 17?#4, pp. ,?!-?#. :II< COMME4T85Y O4 COLOSSI84S +:)*3)/ The ,irtues o- the ne. li-e to 2e culti,ated 3#:1!-1C4. The 2hristian has already put on the new man 3the regenerate nature, v. 194. Bow he must clothe himself 3cf. T2BT4 with the garments which befit the new man. Put on 3v. 1!4 should be compared with the terms /put to death/ 3v. '4 and /put away/ 3v. ?4. Those terms e"press the negative, this verse the positive aspects of the 2hristianHs reformation of character. The tense of the verb, an aorist imperative, speaks of an action to be undertaken with a sense of urgency. -s an incentive to the carrying out of his appeal, ;aul reminds his readers that they
are "od's elect3 holy and 2elo,ed 3v. 1!, -0@4. These descriptive terms, all used in the 6ld Testament of 5srael, emphasiEe the favoured position now enJoyed by the 2olossian 2hristians. They are the heirs of 5sraelHs spiritual privileges. -s .odHs /elect/ they are <is chosen ones. /<oly,/ which comes from the same root word which is rendered /saints/ in 1:!, marks the 2olossians as set apart for, consecrated to, .od. /Beloved/ is a reminder that they are dear to .od. ;aulHs appeal is based, then, on this threefold fact: 2hristians are chosen of .od, set apart by and for .od, and loved by .od. The three terms signify essentially the same great fact, but under different aspects. The virtues with which 2hristians should clothe themselves are listed in verses 1!b-1C. Those in verses 1!b-1%, which have to do mainly with relationships among 2hristians, fall under the regimen of /put on/ 3vv. 1!, 1%4. This group reaches its clima" in the mention of love, and all of them are in some way e"pressions of love. @erses 1'-1C depict the elevated frame of mind which should characteriEe those who profess to be 2hristHs people. The ideas e"pressed in these verses are given more individual treatment, each for the most part being associated with its own imperative verb. 314 E4pressions o- lo,e 3vv. 1!-1%4. @erse 1!b contains a pentad of great 2hristian virtues which must be /put on/: a heart o- compassion3 1indness3 lo.liness3 mee1ness3 lon+su--erin+ 3-0@4. They point up those Fualities of life which, if present in the community of believers, will eliminate or at least reduce frictions. -ll of them are manifestations of love, which is mentioned as the crowning virtue. 0ome interpreters 3e.g., 0cott and Beare4 think this grouping is the counterpart to the five vices which, in verse ?, we are told to /put off./ /- heart of compassion/ 3lit., /bowels ! of mercies,/ DI@4 betokens pity and tenderness e"pressed toward the suffering and miserable. 2.8.(. 1oule calls it /ready sympathy/ 3p. 1!#4. The word for /kindness/ combines the ideas of goodness, kindliness, graciousness. llicott defines it as /sweetness of disposition/ 3p. 1?14. 5n Aomans 11:!! it is contrasted with /severity./ 5n .alatians ':!! it is listed as a fruit of the 0pirit. /&owliness/ and /meekness,/ which are related terms, were not considered virtues in the pagan world. The Bew Testament, however, deepened and enriched their means and made them two of the noblest of 2hristian graces. The former word, which originally meant servility, came to note a humble disposition --/the thinking lowly of ourselves because we are so/ 3 llicott, p. 1?!4. /1eekness,/ the opposite of arrogance and self-assertiveness, is the special mark of the man who has a delicate consideration for the rights and feelings of others. 2ombining the ideas of gentleness and submissiveness, it is mentioned in the Bew Testament as a characteristic of 2hrist 31att. 11:!74, a fruit of the 0pirit 3.al. ':!#4, a distinctive trait of those who belong to 2hrist 31att. ':'4, and so on. /&ongsuffering,/ a word of freFuent occurrence in the Bew Testament epistles, denotes the self-restraint which enables one to bear inJury and insult without resorting to hasty retaliation. The Bible mentions it as an attribute of .od 3Aom. 2 "Bowels," though the literal meaning of the Greek word, is better expressed by "heart." The ancients thought of the lower viscera as the seat of emotions. We, however, use "heart" in this sense.
!:%4 and as a fruit of the 0pirit 3.al. ':!!4. @erse 1#a uses two participles 3 -or2earin+ and -or+i,in+4 to e"pand upon the thought of /longsuffering./ That is to say, the man who is truly longsuffering will manifest this attitude in at least two ways: 3a4 by his willingness to bear with those whose faults and unpleasantness are an irritant to him and 3b4 by his willingness to forgive those against whom he has grounds for complaint. /8orbearing/ suggests the thought of putting up with things we dislike in others. 1oulton speaks of the failure of 2hristians to practice this as /probably the most prolific cause of 2hristian division/ 3p. '!4. /8orgiving,/ which translates a word used in !:1# of .odHs action toward us, has the sense of forgiving -reely. One another and each other suggest that the need for forbearance and forgiveness within the 2hristian fellowship is mutual. @erse 1#b states on of the great incentives to forgiveness: e,en as the Lord -or+a,e you3 so also do ye. Dno"Hs version is e"pressive: /the &ordHs generosity to you must be the model of yours./ The final article of 2hristian attire is love: And a2o,e all these thin+s put on lo,e3 .hich is the 2ond o- per-ectness 3v. 1%, -0@4. -ll of the virtues listed in verses 1!, 1# are, on the highest level, manifestations of love* but love is larger than any one of them, indeed, larger than all of them combined. The mention of love as a separate /article of clothing/ is therefore not superfluous. The .reek word is a+ape3 the distinctive 2hristian term for caring love. /-bove all/ may mean /in addition to all/ or, carrying on the metaphor of clothing, /over all,/ /on top of all./ ;erhaps the latter is the better way of interpreting the phrase. The genitive 3/of perfectness/4 is taken by some to be an appositive. The meaning then is /the bond which is 3or consists in4 perfection./ # 6thers construe the genitive to be obJective. /;erfectness/ in this interpretation is that which is bound. % 0till others interpret the genitive to be descriptive. The meaning then is /the bond characteri5ed by perfectness,/ that is, the perfect bond. This is the view which, on the whole, seems best. /&ove/ is the perfect bond 3belt4 in the sense that it embraces and completes all of the other virtues. 2onybeareHs rendering e"presses this meaning: /which binds together and completes the whole./ 3!4 The rule o- peace 3v. 1'4. And let the peace o- Christ rule in your hearts3 to the .hich also ye .ere called in one 2ody 3-0@4. Those who see this verse as a
3 Peake, who interprets in this fashion, understands love to be perfection in the sense that it binds the members of the Christian community together. "When love binds all Christians together," he explains, "the ideal of Christian perfection is attained" (p. 541). 4 Lightfoot, who is an advocate of this view, takes "perfectness" to be a designation of all the virtues. Love as the bond of perfectness, then, is "the power which unites and holds together all those graces and virtues which together make up perfection" (p. 222).
continuation of the appeal for loving concern 3v. 1%4 among 2hristians are inclined to interpret /peace/ to mean peace between the members of the 2hristian community. 0cott, for e"ample, defines it as /a peace-loving temper, inspired by 2hrist/ 3p. C'4. 2hrysostom illustrates it as follows: /0uppose a man to have been unJustly insulted, two thoughts are born of the insult, the one urging him to vengeance, and the other to patience, and these wrestle with one another. 5f the peace of .od stands as umpire, it bestows the priEe on that which calls for endurance, and puts the other to shame/ 3Fuoted by adie, p. !%C4. Those who understand the verse as introducing a new idea interpret /peace/ as inward /heart/ peace. adie defines it as /that calm of mind which is not ruffled by adversity, overclouded by sin or a remorseful conscience, or disturbed by the fear and the approval of death/ 3p. !%C4. 2.8.(. 1oule e"plains it as /the peace which is the result of obedience/ to 2hrist 3p. 1!%4. ;erhaps we should not limit the word but should understand it as including peace in the largest sense. ;eace 3i.e., a peace-loving temper4 is to be the principle which governs our actions and our words, but that it might do this the /peace that passeth all understanding/ must first govern in our hearts. 5t is the peace /of 2hrist/ because it is the peace given by <im 3cf. Iohn 1%:!C4. 8or the peace of 2hrist to /rule/ in our hearts is for it not simply to be present but to e"ercise supreme control within us. The word for /rule,/ an e"pressive term used only here in the Bew Testament, originally meant /to act as umpire./ The scholars are not in agreement as to whether the word in ;aulHs time retained the connotation of a contest or was used simply in the general sense of administering, ruling, or deciding. 3- compound form of this word is used in !:1?4. The essential meaning here is that in all inner conflicts as well as in all disputes and differences among 2hristians, 2hristHs peace must give the final decision. Bothing is to be done which would violate that peace. .oodspeedHs rendering e"presses it well: /&et the ruling principle in your hearts be 2hristHs peace./ The T2BT: /&et the ;eace that the 2hrist gives decide all doubts within your hearts/* Weymouth, /settle all Fuestionings within your hearts./ -s an incentive for living by this principle ;aul reminds his readers that it was to peace that they .ere called in one 2ody 3v. 1'b4. That is, they were so called that they constitute one body, and peace should be the life-spirit which animates them. &e ye than1-ul is added not as an afterthought but because gratitude is so intimately associated with peace. The sense may be that we are to be grateful for the calling that is ours 3mentioned in the phrase which immediately precedes4, the suggestion being that .od has ordered all things for our welfare. 1ore likely, the meaning is that we are to be grateful for the peace which 2hrist bestows on us 3which is the main idea of the verse4. Thankfulness for this peace becomes an incentive for preserving it. 5t is possible that the inJunction should be taken in its broadest sense: Be thankful -- both to .od and to men. 0uch gratitude surely promotes peace and harmony within a fellowship. The word for /thankful/ was sometimes used in the sense of /pleasant/ 3cf. ;rov. 11:1,, 0eptuagint4. This meaning, while not entirely inappropriate in the present passage, is reJected by most interpreters. The verb 3/be/4 may be rendered /become,/ the suggestion being that it is a habit 3present tense4 which must be acFuired. Dno": /&earn, too, to be grateful./
3#4
The ind.ellin+ o- Christ's .ord 3v. 1,4. -ll of the preceding appeals 3with the possible e"ception of that in v. 1'4 have to do largely with duties we owe to one another. @erses 1, and 1C focus attention on matters which have to do more directly with our own personal life. ven here, however, the thought of our duty to others is not entirely absent. The .ord o- Christ probably refers to the .ospel, that is, the message about 2hrist. 5t may, however, refer to 2hristHs teaching. &ightfoot, who sees no direct reference in the phrase to any definite body of truths 3written or oral4, interprets it as /the presence of 2hrist in the heart, as an inward monitor/ 3p. !!%4. To let the word of 2hrist d.ell in you richly is to let it /have ample room/ 3Berkeley4 or to let it /remain as a rich treasure/ 3Weymouth* cf. B B4 in the heart. The general sense is that we are to submit to the demands of the 2hristian message and to let it be so deeply implanted within us that it controls all our thinking. /&et it dwell not with a scanty foothold, but with a large and liberal occupancy/ 3 adie, p. !'94. The correct punctuation of the remainder of verse 1, is uncertain. The -0@, Weymouth, A0@, B B, and others construe in all .isdom with the words following. The DI@ and ;hillips take the phrase with the words preceding. 1uch can be said for either construction. 6ur preference is for the former. The meaning, however, is not radically affected. 6ne other matter relating to punctuation: 5t appears that a break 3perhaps a semicolon4 should be made after the words one another 3cf. A0@4. The thought of the verse then is that under the influence of the word of 2hrist 2hristians are to do two things: 3a4 5n all wisdom 3i.e., making use of every kind of wisdom4 they are to teach and admonish one another. 3b4 $sing psalms, hymns, and spiritual songs, they are to sing with grace in their hearts to .od. Aigid distinctions should not be made between psalms3 hymns3 and spiritual son+s. The language is intended to emphasiEe rich variety of song, not to give instruction in ancient hymnody. ssentially the three terms are employed to heighten the idea of Joyousness called for in the passage. 5f any differentiation is made, /psalms/ may be taken to refer to the 6ld Testament psalter* /hymns/ and /spiritual songs/ both refer to distinctly 2hristian compositions, the latter possibly being impromptu rhythmic utterances produced under the influence of the <oly 0pirit. "race translates a term which may mean either grace or gratitude 3depending upon the conte"t in which it occurs4. 5f the former sense is given the word, the meaning may be something like /under the inspiration of divine grace,/ or /by the help of divine grace./ 5n spite of the fact that this is the more freFuent sense of the .reek word, many able interpreters prefer to take it here to mean gratitude 3cf. A0@, B ., B-B, 1offatt, et al.4.
3%4
The name o- Christ 3v. 1C4. The last verse of the paragraph under consideration is brought in as a sort of summary statement: And .hatsoe,er ye do3 in .ord or in deed3 do all in the name o- the Lord 6esus3 +i,in+ than1s to "od the !ather throu+h him 3-0@4. (oing all /in the name of/ the &ord Iesus is interpreted in at least three ways. 0ome, for instance, understand the meaning to be that everything the 2hristian does is to be undertaken in an atmosphere of prayer, so that he may be assured of 2hristHs presence and help. 1offatt e"presses this meaning: /...let everything be done in dependence on the &ord Iesus./ 6thers think the meaning is
that everything the 2hristian does is to be done in recognition of the authority of 2hristHs name. adie, a proponent of this view states it thus: /To speak in <is name, or to act in <is name, is to speak and act not to <is honour, but under <is sanction and with the conviction of <is approval/ 3p. !'%4. 0till others take /in the name of the &ord Iesus/ to mean /as followers of the &ord Iesus/ 3cf. .oodspeed* The Li,in+ &i2le4. This interpretation reflects the thought that to act in the name of a person is to act as his representative 3cf. prayer /in the name of/ Iesus4. The sense then is that in all the relationships of life we are to act with an awareness that we are 2hristHs people. Both of the last two interpretations are acceptable, but the third is to be preferred. /.iving thanks/ indicates an attendant circumstance of acting in the name of the &ord Iesus. That is to say, in all that we do we are to have an abiding sense of .odHs goodness to us and are to be careful to thank <im. 3'4 !amily relationships to 2e stren+thened 3#:1?-%:14. 0everal observations may be made as we approach this important paragraph. 8irst, it may be seen as applying in a specific way the general principle laid down in verse 1C. 5ndeed, it shows how all of the graces enJoined in verses 1!-1C e"press themselves within the family circle. ;aul would probably have agreed with the statement that /2hristian thinking has not become really 2hristian until it operates in our daily practice with those nearest to us/ 31oulton, p. ',4. 0econd, the emphasis of the whole passage is on duties, not rights. The rights, to be sure, are clearly implied in all that is said, but the stress does not fall on these. To be specific, when ;aul addresses wives he does not remind them of their rights 3though he unFuestionably recogniEed that they had rights4* he talks rather of the wifeHs duty to her husband. The same approach is taken in addressing husbands, parents, children, slaves, and masters. - home is on shaky ground when the members of the family are constantly thinking of and insisting on their rights. 5f each person will be solicitous of his duty toward others, the rights will be cared for. Third, the duties are shown to be reciprocal. That is, all of the rights are not on one side and all the duties on the other. Bo, if the wife has her duty, the husband has a corresponding duty. 5f the children have their duties toward parents, the parents have reciprocal duties toward the children. The same principle applies to slaves and masters. 8ourth, the entire passage is remarkably similar to, though much briefer than, that found in phesians ':!!ff. Both passages deal with the same relationships: wives, husbands* parents, children* slaves, masters. The chief difference is that in phesians ;aul introduces a rather lengthy statement about the church as the bride of 2hrist. Taken from 2olossians and ;hilemon: Bible 0tudy 2ommentary by 2urtis @aughn. 2opyright 3c4 17C#, 17?9 by the Kondervan 2orporation, pages 7?-19'. $sed by permission.
BIBLE STUDY METHODS (0 Purpose Statement: To help you understand and put into practice more principles of interpretation as you do inductive Bible study. This session will help you to: 1. !. 5nterpret passages of 0cripture correctly as you do your inductive Bible study. $nderstand the nature of epistles.
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P5I4CIPLES O9 I4TE5P5ET8TIO4 P85T II 5BT A;A T -226A(5B. T6 T< .A-11-A 68 T< 0 BT B2 6A ;-00-. 1. .rammar consists of the form of words and the relationships of words. Both affect the meaning, but you will be concerned primarily with the latter: how words are related to one another in sentences. 5f you are going to interpret the Bible according to the grammar, you must know something about it. 6ne way to refresh your knowledge is to get a good grammar book. Be sure you know the parts of speech: noun, pronoun, verb, adJective, adverb, preposition, conJunction and interJection. - sentence e"presses a complete thought in words. a. b. %. - sentence may contain a statement, a Fuestion, a command or an e"clamation. - sentence must contain two parts: a subJect and a predicate.
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- few basic facts about some elements of grammar. a. Bouns - noun is the name of a person, place, thing, Fuality, idea, etc. b. ;ronouns 314 P-1;& : Boun: Tessie studies her Bible. ;ronoun: 0he studies her Bible. 3!4 - pronoun usually refers to the nearest noun. 5n cases where the meaning is not immediately obvious, a study of the conte"t will usually clear up the problem. - pronoun is a word used in place of a noun.
P-1;& : (aniel 11:1', 1, /Then the Ding of the Borth will come, and cast up a siege mound, and capture a well-fortified city. -nd the forces of the 0outh will not stand their ground, not even to their choicest troops, for there will be no strength to make a stand. But he who comes against him will do as he pleases, and no one will be able to withstand him* he will also stay for a time in the Beautiful &and, with destruction in his hand./ c. @erbs
314 3!4
@erbs are the /action words/ of sentences and are very important in understanding any language. 6ne of the points we need to watch in verbs is what is called tense, or time. - verb usually refers to either past, present or future time. 3a4 0ome past tense forms: 5 had studied the Bible. 5 have studied the Bible. 5 studied the Bible. 5 was studying the Bible. 3b4 0ome present tense forms: 5 study the Bible. 5 am studying the Bible. 3c4 0ome future tense forms: 5 will study the Bible. 5 shall study the Bible.
d.
2onJunctions 314 2onJunctions are the main connecting words in sentences and are very important to the meaning. 5 eat meat and 5 am strong. 5 eat meat when 5 am strong. 5 eat meat because 5 am strong.
P-1;& :
3!4 e.
6ther e"amples of conJunctions include: and, for, in order to, because, when, although, therefore, etc.
There are other grammatical elements but for lack of space they will not be considered here. But to know your Bible thoroughly, you will want to become familiar with them. - grammar book can have a spiritual ministryN
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<ow to apply the principle of interpretation a. -s you do your structural diagram of a passage, identify the main grammatical parts. 5t is often easiest to begin by identifying the verbs. &ook for the core of each sentence. 2onsider the possible meanings that are indicated by the verb tenses.
b. c.
P-1;& :
phesians %:!9.
/But you did not learn 2hrist in this way./ The past tense indicates action completed in the past, and in fact, refers to their conversion to 2hrist. d. e. ,. 5n a narrative or historical passage, it is often helpful to summariEe the passage through using the verbs. 5f the meaning is still unclear, consider what you can learn from other principles, especially conte"t.
;rimary methods for determining grammar. a. b. c. 0TA$2T$A-& (5-.A-1 ( T A15B 26A 68 T< 0 BT B2 &50T0+2<-AT0 3lists of commands, comparison of parallel ideas, action charts, etc.4
B.
5BT A;A T -226A(5B. T6 T< ;$A;60 -B( T< 1 68 T< -$T<6A 1. The purpose of the author is the obJect which he has in mind for the writing. 5t is the reason why he wrote the book, what goals he wished to achieve.
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The theme of the author is the way in which he arranges the writing in order to carry out the purpose. This is sometimes called the plan or plot of the author. 5t shows the structure of the writing, a structure that is in some recogniEable pattern. P-1;& : phesians 1-# concerns the doctrinal basis of our walk in 2hrist. phesians %-, concerns the practical aspects of our walk in 2hrist. <ow to find the purpose and theme a. Aead the book through several times, noting the literary form, atmosphere, key words and phrases and special topics which are covered. What is the maJor emphasis of the book and what are the main ideasG Botice whether the purpose is e"plicitly stated in the book. 5f not, are there any indications of itG ;ersonal references to the reader usually indicate the purpose of the book, as do themes or subJects which are repeated. &ook for the theme of the book. There may be clear division points, such as Aomans 1!:1 or phesians %:1. 6r there may
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be repeated words and phrases such as the phrase /These are the generations of .../ in .enesis. d. Aeading outside reference materials such as a Bible (ictionary or commentary can also help you find the purpose and theme. <owever, you must remember that these books simply reflect the opinion of the author -- and there can be definite disagreement among authors. This is especially true with regard to the theme. 5n any case, you should not use these outside reference books until you have first done your own research on the authorHs purpose and theme.
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;rimary methods for determining purpose and plan of the author. a. b. B66D 0$A@ = 3key words, special topics, etc.4 A 8 A B2 B66D0 3Bible (ictionary, commentary, etc.4
2.
5BT A;A T 5B T< &5.<T 68 T< <50T6A52-&, . 6.A-;<52-& -B( 2$&T$A-& B-2D.A6$B(, -0 8-A -0 T<-T 2-B B DB6WB. 1. vents in the Bible took place at certain times in history. They were part of the history and shared the culture of the people living then, mainly the Iews. 0o the Bew Testament relates to the history of that time or before. We can easily misunderstand if we interpret it in our own culture. -nd we must keep in mind that the same act, statement or incident means different things in different cultures. The first and primary meaning of a passage is what it meant in its historical and cultural conte"t, that is, what the people living then ought to have understood. -s far as we can, we must try to understand that meaning. 5t is primary. Background elements a. <istorical elements: 314 (aniel ':C,1,. (aniel was made the third ruler because BelshaEaar and his father were then ruling together, there were two already. 1atthew !:!!. <istory tells us that -rchelaus was a greater threat to IesusH life than his father was.
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3!4 b.
.eographical elements: 314 In. %:%: Iesus had to pass through 0amaria because that province was between Iudea and .alilee. 5t was a simple geographical fact. 5sa. #':!. &ebanon, 2armel, 0haron were places of great natural beauty.
3!4 c.
2ultural elements, social, religious, or material:
314
&uke 7:'7. 8irst to go and bury his father. This was a sacred responsibility for the oldest son, and might involve years of waiting if the father was not already dead. &am. ':%. Wood normally was plentiful and free. This shows e"treme conditions of scarcity and distress.
3!4 %.
&earning the Background
To interpret in the light of the background we have to find out that background. 0o our first problem is one of getting the knowledge. There is much valuable background material that we can get from other books, the work of Bible scholars, such as Bible dictionaries, Bible geographies, commentaries, etc. 5f you can obtain any of these, use them. But if you cannot, remember that you can find all the essential background information in the Bible itself. - basic principle we have already noticed is that the Bible is the best interpreter of the Bible. -nd that is true in that the Bible gives background information for most obscure passages. '. <ow to learn the background a. &earn the Bible. Aead, read, read it. The more you are familiar with the whole Bible, the more you will have background knowledge to help you in interpretation. Aead the historical books. 1ake notes as you read. (etails about the Bible characters, customs, features of the land. 5f you have a Bible with marginal references use them. $se the maps in your Bible for the geographical points. 5f other books are available, they are helpful.
b. c. d. e. ,.
<ow to interpret in light of the Biblical background a. b. c. d. .ather information from the sources mentioned above about points in Fuestion. 2arefully consider how this information helps you to understand the passage more fully. (etermine then what the passage must have meant in that setting to the people at that time. 0eek to understand what meaning is relevant for us today in our culture, and make the appropriate application.
C.
;rimary methods for determining background information. a. B5B&
b. c. d. (.
1-A.5B-& A 8 A B2 0 -B( 26B26A(-B2 1-;0 B5B& (52T56B-A5 0, 2611 BT-A5 0, B66D0 6B B5B&52-& <50T6A= -B( 2$&T$A , -T&-0 0, T2.
5BT A;A T 5B T< &5.<T 68 T< B5B& T -2<5B. -0 - W<6& 1. 0tated in another way, 02A5;T$A 5BT A;A T0 02A5;T$A . a. b. c. The Bible does not contradict itself. The Bible is essentially one revelation, giving one message about .od. - verse or passage must be studied in its conte"t, that is, the verses, paragraphs, and even chapters that surround it. The final step of this principle is that the entire Bible is the ultimate conte"t for our passage. 5t follows then that one must seek to know the whole Bible.
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;arallel passages
6ne way to get the teaching of the whole Bible is by studying what are called parallel passages. There are verses in different parts of the Bible which relate to one another. 8or instance, you can find the same incident recorded in two or more of the .ospels. There are portions of phesians and 2olossians which are also parallel to one another. a. Be sure the parallel is a true one. Though the same word occurs in two verses, there may not be a parallel. 0ee /fall/ in Iudges 1?:1 and !9:%%. There must be a clear similarity of thought. Bote clearly differences and similarities. Write them down so that you can see them clearly and can compare them. 0tudy to see how each affects the meaning of the other. 0tudy each verse or passage in its conte"t.
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<ow to interpret in the light of the whole Bible. a. Aead the Bible e"tensively. <ave a plan of reading the Bible through in a regular period. 6nce a year may be all you can manage, along with the other Bible study you do, but with good planning you can possibly read it through more freFuently. -s you read, read for the general content of the books and let the minute details come with later readings and times of study. 0tudy the Bible regularly. Aeading alone is not sufficient. =ou can combine reading and study if you give sufficient time each day for it. Try to have a plan to study the Bible book by book until you have completed it.
b.
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1ake use of parallel passages.
;rimary methods for interpreting in the light of the whole Bible. a. b. c. 2onsistent B5B& A -(5B.. 2onsistent B5B& 0T$(= ;-A-&& & ;-00-. 0
This has been adopted from T.B. 0terrett, <ow to $nderstand =our Bible 3(owners .rove, 5&: 5nter-@arsity, 17C%4, pp. ,1-?7. II< THE 48TU5E O9 EPISTLES -. The Bew Testament contains two types of epistles 3i.e., letters4. 1. The first type was written only to the person or church to which it is addressed. This category contains all of ;aulHs letters, plus 1 and ! Iohn and ! ;eter. The second type was written for a large group of 2hristians. -n e"ample is the epistle of Iames, which was written to /the twelve tribes scattered among the nations./
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B.
-ncient letters, especially those in the Bew Testament, usually consist of si" parts, although the fourth part may be missing. 1. !. #. %. '. ,. Bame of writer 3;hil 1:1a4. Bame of recipient 3;hil. 1:1b4. .reeting 3;hil. 1:!4. ;rayer wish or thanksgiving 3;hil. 1:#-114 Body 3;hil. 1:1!-%:!94. 8inal greeting and farewell 3;hil. %:!1-!#4.
2.
Bew Testament epistles are /occasional documents./ 1. That is, there was some special circumstance on the part of either the writer or the recipient which occasioned 3i.e., caused4 the writing of the letter. This special circumstance was usually a doctrine which needed to be corrected, a behavior which needed to be changed, or a misunderstanding which needed to be clarified.
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Bew Testament epistles contain /task theology./ 1. The epistles contain theology which applies to the specific situation
being addressed by the letter. That is, their theology 3i.e., teaching4 is intended to speak to the task at hand. !. -s a result, there are times when we must be content with some limitations to our theological understanding. Aather than writing about every possible aspect of a doctrine in a single letter -- or even in all of them together -- the authors wrote about that part of the doctrine which applied to the situation at hand.
Bew Testament epistles are first century documents. 1. 5t is helpful to remember that the epistles were written to answer Fuestions related to specific persons or groups in the first century, not to answer Fuestions which are uniFue to later centuries. 0ometimes they will answer our Fuestions, but often they will not, because the Fuestion had not been asked back then.
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<ow to handle problem passages. 1. 0ince the epistles were written by a first century author to a specific first century audience, it is not surprising that they are difficult for us to understand. -lthough we may have difficulty understanding some of the details in a passage, we very often can understand the main point of a passage. 5t is important to discover what can be said for certain about a passage and what is possible but not certain. .ood commentaries provide important help in finding the solution. These are commentaries which state the various solutions which are possible, along with reasons for and against each view.
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;rinciples of <ermeneutics 3application4 1. !. The first principle: - te"t cannot mean what it never could have meant to the first century authors. The second principle: Whenever we share comparable particulars 3i.e., similar specific life situations4 with the first century setting, .odHs Word to us is the same as <is Word to them. The problem of e"tended application. a. When there are comparable particulars and comparable conte"ts in todayHs church, the Word of .od to us in the twentieth century must be limited to its original intent. 0uch an e"tended application is usually considered legitimate because it is clearly spelled out in other passages where it is the clear intent of that passage to assert that truth.
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The problem of particulars that are not comparable. a. 0ome BT te"ts speak of issues which have no twentieth century counterparts* others speak to problems which could, but probably will not, happen. 5n such cases, a clear principle can usually be seen which will transcend the particular historical situation in which it was originally applied. 6nce this principle is determined, it should be applied only to genuinely comparable situations in the twentieth century, not to any situation at all.
b.
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0ummariEed from .ordon (. 8ee and (ouglas 0tuart, <ow to Aead the Bible for -ll 5ts Worth 3.rand Aapids: Kondervan, 17?!4, pp. %#-C1. III< HO6 TO USE CO4CO5D84CES
$nderstanding 2oncordances -s we mentioned earlier, our goal is to determine the meaning of the <ebrew, -ramaic, or .reek word which underlies the nglish word in the verse we are studying. 0ince we must depend on nglish concordances, a few things need to be kept in mind. -. Translation (ifferences
6n the one hand, several different nglish words may be used to translate one word in the original language. 8or e"ample, in Titus !:!,, the .reek word sophronein occurs. This can be translated /to be sensible/ 3B-0B4, /to be self-controlled/ 3B5@4, to /be sober-minded/ 3BDI@4, or /to be temperate/ 3BDI@4. ven within a translation, more than one nglish word may be used for the same original word 3e.g., /sober-minded/ and /temperate/ in the preceding e"ample4. 6n the other hand, the opposite situation may also occur. That is, more than one word in the original languages can be translated by the same nglish word. 8or e"ample, in the DI@ alone, the nglish verb /dwell/ is used to translate #1 different <ebrew, -ramaic, and .reek wordsN B. 2hoosing the Aight 2oncordance 5n light of these translation differences, two things become important. 8irst, we need, if possible, to use a concordance which is keyed to the translation we are studying. 6r we need to have available a copy of the translation to which the concordance is keyed. 8or e"ample, if we are studying in the B5@, but our concordance is based on the DI@, then we will need to have a copy of the DI@ Bible on hand so we can Fuickly look up the correct nglish word in the concordance. 2. 8inding the Aight @erses to 0tudy
0econd, we need a way to determine which word in the original languages is being used. 8ortunately, this is relatively simple to do 3see ne"t page4. 6nce we know the original word, then we only need to look up those verses in which this word is used, not all the verses in which other original words are used. This greatly simplifies our
Job and also guarantees much greater accuracy in our results. (. 0T ; 1: ;rocedure for a 2oncordance 0tudy &ocate the other verses in which this same <ebrew+-ramaic+.reek word is used. There are several ways to do this, depending on which concordance you use. (etailed instructions for three different concordances are provided in /<ow to $se (ifferent 2oncordances./ 0T ; !: 2lassify these verses into maJor categories of use. The same word may have a somewhat different meaning, depending on the conte"t in which it is used. Aemember that the meaning of a word depends on its conte"t. 8or instance, the nglish word /run/ can have many meanings. =ou can say that point /runs/ down a wall or that you will /run/ a classified ad* and you can refer to a /run/ on a bank, a long /run/ of a Broadway play, or a 19D /run/ for charity. 0T ; #: (etermine the category which best fits the word in the verse you are studying. -fter you have listed all the possible categories of meaning, go back to the verse you are studying. Which of these possible meanings is most appropriate for the word in the conte"t of your verseG This is the category of meaning you will choose for the word in your verse. 0T ; %: Write up the results of your study. Briefly list the possible meanings of the word and the preferred meaning for it in the verse you are studying. Then e"plain how that meaning affects the interpretation of your passage. B6T : 0T ; ': To do a more thorough word study, there are a couple of other steps you can take.
&ook up the word in @ineHs "pository (ictionary or another word study book. 0ummariEe the information given there. 0ee how the authorHs categories compare with yours, and note which category he chooses for your target verse. 30ee /<ow to $se &e"icons and Word 0tudy Books./4
0T ; ,:
&ook up the verse in two or three good commentaries. 0ee if the meaning these authors have assigned to the word agrees with what you have chosen for it.
<ow to $se (ifferent 2oncordances 1. 0trongHs "haustive 2oncordance by Iames 0trong 3various publishers4.
a. b.
&ook up the nglish word in 0trongHs. 3Bote that 0trongHs is based on the DI@4. 8ind the listing of the verse you are studying and note the number ne"t to it on the right side of the column. This number refers to the specific .reek, <ebrew, or -ramaic word which is used. 5f you wish, you can turn to the back inde" to find out what the original word actually is. 1ark the other verses in the list in 0trongHs which have this number ne"t to them. 35f it is a verb, you may also need to look under other spellings of the verb: keep, kept, keepeth.4 These are the verses you will want to look up as you do your concordance study.
c.
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=oungHs -nalytical 2oncordance by Aobert =oung 3 erdmans and various publishers4. a. b. &ook up the nglish word in =oungHs. 3Bote that =oungHs is based on the DI@4. &ocate the listing of the verse you are studying. Bote that =oungHs already lists words in groups according to which <ebrew+-ramaic+.reek word is used. That is, he has already gathered into one list the verses which use the original language word you are studying. These are the verses you will want to look up as you do your concordance study.
c. #.
The Word 0tudy Bew Testament by Aalph (. Winter 3! vols. ;asadena, 2-: William 2arey &ibrary, 17C!4. a. This two volume set gives you clear directions for use. Briefly, you look up the verse in @olume 1. This is a DI@ Bible with a code number written over most of the words. =ou then look up that number in @olume !, which is a concordance. There you will find a handy list of every Bew Testament verse which uses that .reek word. These are the verses you will want to look up for your word study. 5f you are looking up a Bew Testament word, this is the most accurate tool you can use for concordance studies. The concordance 3which is a specially marked edition of the classic nglishmanHs .reek 2oncordance4 lists all the times this .reek word occurs in the Bew Testament, no matter how it is translated into nglish.
b. c.
8.
<ow to $se &e"icons and Word 0tudy Books 1. &e"icons
a. b.
- le"icon is a dictionary. The most useful one for Bew Testament studies is: Walter Bauer. - .reek- nglish &e"icon of the Bew Testament and 6ther arly 2hristian &iterature. 'th ed. Trans. by W.8. -rndt, 8.W. .ingrich, and 8.W. (anker. !nd nglish ed. 2hicago: $niversity of 2hicago, 17C7. 5t gives not only all the possible meanings of a .reek word* it also gives the 0cripture references where the word is used with that meaning. To use it, look up the .reek word in 0trongHs and then find this word in the le"icon. 6r, use the numbering system in The Word 0tudy Bew Testament to Fuickly find the e"act page on which the .reek word is located in 0trongHs and then look up that word in the le"icon.
c.
d.
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Word 0tudy Books a. W. . @ine. "pository (ictionary of Bew Testament Words. 3various publishers4 314 3!4 3#4 3%4 @ineHs lists the word in nglish according to the Ding Iames @ersion. &ook up the .reek word in 0trongHs and then find this word under the nglish listing in @ineHs. Be sure to note whether you are dealing with a noun, verb, adJective, etc. @ineHs is also helpful for synonyms, since several similar words 3all translated by the same nglish word4 are often listed under each nglish heading.
b.
2olin Brown, ed. The Bew 5nternational (ictionary of Bew Testament Theology. # vols. .rand Aapids: Kondervan, 17C'-C?. 314 3!4 3#4 This is a word study book which often gives lengthy discussions of different words. Bote that although you do look up the word in nglish, the nglish is not keyed to a single Bible version. 8or this reason, the fastest way to look up a discussion is to use the .reek word inde" at the end of @olume #. 3a4 &ook up the transliterated form of the .reek word 3i.e., the form written in nglish letters4, which you got from the back of 0trongsHs.
3b4
The volume and page numbers of the primary discussion of the .reek word will be given in bold print ne"t to this word in BrownHs inde".
BIBLE STUDY METHODS (1 Purpose Statement: Learning O !ecti"es: 1. !. #. %. '. To help you make application to your personal life from what you have learned in your inductive Bible study. This session will help you to: &ist possible areas of application from your inductive Bible study. &ist the steps to personal application of the Word of .od. Dnow how to interpret promises from the Word of .od. $nderstand the importance of meditation as a part of personal application of the Word of .od. &ist at least 19 verbs that help lead 0cripture application into specific action.
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STEPS TO PE5SO48L 8PPLIC8TIO4 O9 THE 6O5D O9 GOD -. <ave a receptive attitude toward the preaching and teaching of the Word. -sk the &ord to give an openness to the 0criptures 3cf. -cts 1,:1%, /The &ord opened L&ydiaHsM heart to respond to the things spoken by ;aul,/ and phesians 1:1?, /5 pray that the eyes of your heart may be enlightened/4. (uring a message, lesson or personal Bible study, be thinking of 3and+or write down4 one or more ways to apply the truth. &ist areas of oneHs life where spiritual improvement is needed. -sk others to suggest 3lovinglyN4 areas where oneHs life may be improved. Then as the Word is heard and studied, see if and how those passages relate to the area3s4 of need. Think of application in terms of relationships: oneHs relationship to .od, to 0atan, to others 3at home, church, work, school4 and to oneself. 2hoose one course of action or attitudinal response from the several possibilities. 1ake a firm decision to carry out the response. 1ake this decision a firm commitment between the individual and the &ord. This will help motivate one toward the doing. Be personal. $se the first person singular pronouns 3/5,/ /me,/ /my,/ /mine/4, not plural pronouns 3/we,/ /us,/ /our/4. -pplication that remains in the /we/ category is too general and impersonal. Be specific. -pplication that is stated in general terms 3such as /5 should be more like Iesus/ or /5 should love my wife more/4 is inadeFuate and difficult to carry out. Try writing a sentence beginning with the words /5 will .../ followed by one of the ninety action verbs 3or others4 from accompanying list. <enrichsen illustrates this kind of specific action for applying meekness from the life of 1oses: 5 will memoriEe Bumbers 1!:# and review it daily throughout the year. 5 will write /meek/ on a card and tape it to the mirror in the bathroom, so that daily 5 will be reminded of my need to work on this. ach morning 5 will review Bumbers 1!:# and pray about its application in my life for that day. 5 will share this need with my spouse and with La friendM who knows me well. 6nce a month 5 will talk over my progress with them and ask for a frank evaluation. 5. I. <ave a deadline for completing the application, and work toward it. Aeview the progress. The day after the deadline for completing an action+response, evaluate the progress made and if necessary write the same, a revised or an entirely different course of action for another date. ;ray for the enabling of the <oly 0pirit to incarnate .odHs truth in oneHs life.
B. 2.
(. . 8.
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D.
Aoy B. Kuck, /-pplication in Biblical <ermeneutics and "position,/ in Walvoord: - Tribute,
ed. (onald D. 2ampbell, 32hicago: 1oody ;ress, 17?!4, pp. #%-#,. II< 4I4ETY :E5BS TH8T HELP LE8D SC5IPTU58L 8PPLIC8TIO4S I4TO SPECI9IC 8CTIO4 e"periment find follow give go guard help invite isolate keep list listen look for look up love meet with memoriEe organiEe plan out praise pray about pray to pray with prefer pursue read realiEe record reJoice repair respond sacrifice save schedule select send share show sing spend time stay away stop study substitute take talk with teach telephone thank think about value visit wait wake up walk watch witness work on write down write to
accept admit analyEe ask ask myself avoid be sensitive be willing build buy choose claim collect commit compliment comply confess control count create decide develop direct discourse do eliminate encourage enJoy evaluate e"emplify
Aoy B. Kuck, /-pplication in Biblical <ermeneutics and "position,/ in Walvoord: - Tribute, ed. (onald D. 2ampbell, 32hicago: 1oody ;ress, 17?!4, pp. #%-#,. III< EDamples oB Personal 8pplication 3 Ep'esians ,:)/3*,< -. 5Hm struck with the challenge to view non-2hristians as .od does: lost in their sins and on their way to a 2hrist-less eternity. very day 5Hm surrounded by people who need to know 2hrist. 5 need to be faithful to obey .odHs command to share 2hrist with them before they progress any further on this downward spiral of alienation from .od. 5 will begin to pray daily that .od will provide at least two way of life witnessing opportunities each week. 5 will also pray for wisdom to take advantage of those opportunities when they come. The primary instrument which the <oly 0pirit uses to renew my mind is the Word of .od. 5 will set aside ' minutes each morning to work on my memory
B.
verses. 5 will especially pray each day that .od will keep me faithful in my daily Fuiet time despite my present irregular schedule. I:< P5OMISES / very promise in the book is mine/ is one of the overstatements of the century. 8ew Bible promises partake of such universality. 5n applying the promises of the Bible to our specific situations we need to e"ercise great care. 5f we apply promises to ourselves that are not for us, we may suffer severe disappointment. -lso, promise must not be used to tempt .od. - reserve and a patience should tempter all our usages of promises. -. B6T W< T< A T< ;A6150 50 $B5@ A0-& 5B 026; . The classic e"ample of a universal promise is /-nd whosoever will, let him take the water of life freely/ 3Aev. !!:1?4. .eneral invitations to salvation are for all men, but invitations to prayer or to special blessings are only for the company of the saved. B6T W< T< A T< ;A6150 50 ; A06B-&. When .od said to ;aul, /Be not afraid, but speak, and hold not thy peace: for 5 am with thee, and no man shall set on thee to hurt thee/ 3-cts 1?:7-194, that was personal to ;aul and may not be used generally. B6T W< T< A T< ;A6150 50 26B(5T56B-&. When it says /(raw nigh unto .od and he will draw nigh to you/ 3Iames %:?4, there is a human condition to be fulfilled before the promise is received. B6T W< T< A T< ;A6150 50 86A 6$A T51 . 0ome promises pertain Just to the Iews in their land and have ceased with the coming of the Bew Testament. 0ome promises refer to future conditions that shall prevail upon the earth at the close of the age. vidently, in Aevelation ! and # certain promises were restricted to different churches.
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2.
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5n connection with the use of promises some have used the Bible on the same principle of animistic divination. (ivination is the means whereby primitives decide whether they should undergo a proposed adventure such as hunting, fishing, or battle. 2ommon methods among primitives to decide the portent of future events are to read the entrails of pigs or chickens* to crack a bone in the heat of the fire and decide what to do from the nature of the crack* to throw an egg on a grass roof to see if it breaks or not* to use the fire test to determine guilt. 6n the sillier level divination is predicting oneHs future by the reading of cards or tea leaves. Whenever we force the Bible to say something on specific items of our life, we are in danger of divination. 5f we do this we leave the sensible, intelligent use of the Bible for that which borders on primitive divination. 1ost notorious is the custom of opening the Bible and putting the finger on a verse and taking that verse as divine guidance. This method dishonours the intelligence of .od, the sobriety of the Bible, puts the 2hristian faith in a ridiculous light, and places the method of determining the will of .od on a superstitious, magical basis. 5t ought to be added: no promise of the Bible is to be used that is not in keeping with sane, e"egetical principles. The type of divination mentioned above e"ists on a more sophisticated level with those who every day try to find specific guidance from the Bible -- not guidance in the sense of
getting truth, soul-food, and principles, but in finding one particular verse that tells them e"actly what to do that day, or how to resolve a given situation. To do this they have to admit that .od can give a message through the Bible that is completely divorced from the native, grammatical meaning of the verse. 5f this is permitted, then what is to prevent the interpreter from finding anything he wishes in the BibleG To be specific, at the outbreak of World War 55, a certain individual could not decide what his course of action should be -- enlistG Join the merchant marineG get a theological waiverG <e went to his Bible and, finding a reference to those who go down to the seas in ships, he took it as his orders from .od to enlist in the $nited 0tates Bavy. The action could not be based upon any sensible e"egetical principle, nor upon any spiritual principle* it was a haphaEard coincidence between the verse that had the word seas in it and the $nited 0tates Bavy. The will of .od is determined from the Bible only in terms of what it says in its first grammatical sense, or what can be derived from it in terms of great spiritual principles. To use the Bible as in the above e"ample is in direct violation of the nature of inspiration and of the character of the Bible. .od does not double-talk when he speaks in 0cripture, i.e., <e does not have a historical, common-sense meaning, plus some special message to us in a given situation. 5f .od speaks to us in a given situation, it must be in terms of the sound e"egesis of the passage. Bernard Aamm, ;rotestant Biblical 5nterpretation, #rd ed. 3.rand Aapids: Baker Book <ouse, 17C94, pp. 17!-7'. :< THE 5OLE O9 MEDIT8TIO4 I4 THE P5OCESS O9 ;4O6I4G GOD -. DB6W5B. .6( 1. (efinition
/Dnowing .od involves, first, listening to .odHs Word and receiving it as the <oly 0pirit interprets it, in application to oneself* second, noting .odHs nature and character, as <is Word and works reveal it* third, accepting <is invitations, and doing what <e commands* fourth, recogniEing, and reJoicing in, that love <e has shown in thus approaching one and drawing one into this divine fellowship/ 3I.5. ;acker, Dnowing .od L&ondon: <odder and 0toughton, 17C#M, p. #!4. !. -spects of Dnowing .od a. /Dnowing .od is a matter of personal dealing, as is all direct acFuaintance with personal beings. Dnowing .od is more than knowing about <im* it is a matter of dealing with <im as <e opens up to you, and being dealt with by <im as <e takes knowledge of you/ 3;acker, p. #%4. /Dnowing .od is a matter of personal involvement, in mind, will and feelings. 5t would not, indeed, be a fully personal relationship otherwise. To get to know another person, you have to commit yourself to <is company and interests, and be ready to identify yourself with <is concerns. Without this, your
b.
relationship with <im can only be superficial and flavourless. H6 taste and see that the &ord is good,H says the psalmist 3;salm #%:?4./ /The emotional side of knowing .od is often played down these days, for fear of encouraging a maudlin self absorption. 5t is true that there is nothing more irreligious than self-absorbed religion, and that it is constantly needful to stress that .od does not e"ist for our Hcomfort,H or Hhappiness,H or Hsatisfaction,H or to provide us with Hreligious e"periences,H as if these were the most interesting and important things in life. 5t is also necessary to stress that anyone who, on the basis of Hreligious e"periences,H Hsaith, 5 know <im, and keepeth not <is commandments, is a liar, and the truth is not in himH 31 Iohn !:%* cf. verses 7,11* #:,,11* %:!94. But for all this, we must not lose sight of the fact that knowing .od is an emotional relationship, as well as an intellectual and volitional one, and could not indeed be a deep relation between persons if it were not so/ 3;acker, p. #'4. c. /Dnowing .od is a matter of grace. 5t is a relationship in which the initiative throughout is with .od -- as it must be, since .od is so completely above us and we have so completely forfeited all claim on <is favour by our sins. We do not make friends with .od, .od makes friends with us, bringing us to know <im by making <is love known to us/ 3;acker, p. #,4.
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The Bottom &ine: .od Dnows 1e
/What matters supremely, therefore, is not, in the last analysis, the fact that 5 know .od, but the larger fact which underlies it -- the fact that <e knows me. 5 am graven on the palms of <is hands. 5 am never out of <is mind. -ll my knowledge of <im depends on <is sustained initiative in knowing me. 5 know <im, because <e first knew me, and continues to know me. <e knows me as a friend, who loves me* and there is no moment when <is eye is off me, or <is attention is distracted from me, and no moment, therefore, when <is care falters/ 3;acker, p. #C4. B. T< ;A-2T52 68 1 (5T-T56B 1. ;rereFuisites a. b. 5 must have a clean heart, free from unconfessed sin 3;salm ,,:1?* 5 Iohn 1:74. 5 must be filled with the <oly 0pirit 3 phesians ':1?4.
/To 2hristians who are spiritual, i.e., filled with the 0pirit, it is possible for the 0pirit to reveal the deep things of .od. 5n the e"tended revelation of this truth in 1 2orinthians !:7-#:!, it is made clear that the deeper things of spiritual truth can be understood only by those who are spiritually Fualified to be taught by the 0pirit. The teaching work of the 0pirit also e"tends to warning against error, and we are told in 1 Iohn !:!C, that the anointing of the 0pirit, i.e., <is
indwelling, makes it possible for us to be taught the truth even without human teachers/ 3Iohn 8. Walvoord, The <oly 0pirit, L.rand Aapids: (unham ;ublishing 2o., 17'?M, pp. !!9-!14. !. ;reparation a. We begin by sitting rela"ed with the &ord, putting aside things that would crowd our thoughts. -s we choose to meet with <im, <e is there to meet with us. 5t begins with restful waiting on the &ord, allowing the <oly 0pirit to bring our minds into focus on <imself and <is Word. 5t is an active putting aside of distracting thoughts, in order that we might hear <is voice. Begin by spending a few minutes in worship 3whether spoken or sung4 and in prayer. &istening to or singing along with a worship tape, praying through a ;salm may help. Take whatever time you need in order to rela" and focus on <im.
b.
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;rocess a. 1editation is the process of pondering, considering, and reflecting on portions of 0cripture, in total dependence on the <oly 0pirit to give understanding of its truth and meaning, and by obedient response and reception of that word, having it imparted to our inner being. The impartation of such truth brings life and light to the 2hristian who comes with an attitude of humility, trust, and obedience. 1editation is inwardly receiving. 5t is feeding on 2hrist, the &iving Bread and &iving Word. .od speaks to us by <is 0pirit as we meditate on <is Word. 314 3!4 1 2orinthians !:7-#:!. .od longs to communicate with us through <is Word and, as we read, ponder, and consider a portion of 0cripture, <e gives enlightenment and understanding of it.
b.
c.
We need to learn how to discern .odHs voice. 314 1essages and impressions come to us from four sources. 3a4 3b4 3c4 3d4 3!4 .od 6urselves 6ther people 0atan and his hosts
.odHs wisdom will have the hallmark of <is presence and character.
3a4
.alatians ':!!,!#: /But the fruit of the 0pirit is love, Joy, peace, patience, kindness, goodness, faithfulness, gentleness, self-control./ Iames #:1C /But the wisdom from above is first pure, then peaceable, gentle, reasonable, full of mercy and good fruits, unwavering, without hypocrisy./
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3#4
5f you wonder whether you are hearing .odHs voice or anotherHs, here are some Fuestions to ask. 3a4 3b4 3c4 3d4 3e4 3f4 3g4 5s it in harmony with the rest of 0criptureG (oes it glorify .od and e"alt IesusG (oes it cause me to worship <imG (oes it cause me to love .od or others moreG (oes it increase my knowledge of <im and <is waysG 5s it edifyingG (oes it bring a response to .od in prayer, praise, thanksgiving, confession or intercessionG
BIBLE STUDY METHODS ()2 Purpose Statement: Learning O !ecti"es: 1. !. #. %. To help you to be able to summariEe in your own words a paragraph of 0cripture or a book of the Bible. This session will help you to: 0ummariEe a passage of 0cripture by paraphrasing it. 0ummariEe a chapter or book of the Bible by outlining it. 0ummariEe a chapter or book of the Bible by charting it. Deep on track in your inductive Bible study.
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METHODS O9 SUMM85IE8TIO4 -. ;-A-;<A-0 1. !. - paraphrase is a restatement of the te"t in your own words. 5t gives the meaning of the te"t accurately, but in another form. - paraphrase is especially helpful if done immediately after the intensive study phase. a. b. 5t is important to pull together all the ideas you have discovered in each verse and to put them into an understandable form. 8or e"ample, after doing the intensive study phase on phesians %:!? you might have a paraphrase something like this: /The one who is stealing, let him stop stealing. 5nstead, let him be labouring, doing profitable work with his own hands. <e should be doing this in order that he may consistently have means available to be sharing with anyone who is e"periencing need./ #. - paraphrase can be rather long, as in the e"ample above. <owever, it can also be in a brief summary form, such as a one-page summary of an entire book. -n e"ample for the entire book of phesians is included.
B.
6$T&5B 1. -n outline is one of the most common ways to summariEe the main points of a passage. The purpose of an outline is to show in skeleton form the maJor ideas in a passage. Aemember to follow the basic points of good outlining. a. 5f you have sub-points under your main points, there must always be at least two of them. That is, if there is an -., there must also be a B* if there is a 1, there must also be a !, etc. 0eek to use similar literary construction in parallel points. 5f you use a sentence in one of your main headings, use sentences for all main headings which are eFual in importance. 5f you use one type of phrase for one sub- point, use the same type for the parallel sub-points.
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b.
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-n outline may be used for the entire book, for a chapter or section, or for a single paragraph. The following e"ample is for phesians %:1C-!%. Botice how it would fit into the overall outline for the book of phesians which is attached.
555.
B.
1.
Based on a renewed mind 3%:1C-!%4 a. (o not walk as the .entiles walk 3%:1C-174 b. (o walk as you have learned 2hrist 3%:!9-!%4 14 &ay aside old self 3%:!9-!!4 !4 Be renewed in spirit of mind 3%:!#4 #4 ;ut on new self 3%:!%4
2.
2<-AT0 1. - chart is an effective way to enable you to grasp the whole picture of a chapter or book. 5t has real value as a study device and eFual value as a teaching tool. The purpose of your chart will determine the kind you use and the material which you record. Be creativeN <ints for making good charts. a. b. c. d. #. 1ake your chart so that ideas can be seen at a glance. -void making it too large or involved. $se brief words and phrases. mphasiEe maJor ideas.
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8or an e"ample, see the attached vertical chart of Iames %. There are, of course, many other types of charts which can be made.
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E=8MPLE O9 P858PH58SED SUMM85Y
;< 05-B0 %:1C-!% 1C. This 5 say, therefore, and solemnly declare together with the &ord, that you no longer order your behaviour in the same way as the pagans around you order their behavior. Their lives are vain and aimless, and their minds are filled with things that lead to nothing. They have been darkened in their understanding and can no longer discern right from wrong. 5n addition, they have been e"cluded -- separated -- from .odHs life which <e gives to the believing sinner and they are held in the grip of spiritual death. There are two reasons for this alienation from .odHs life* first, their own deep-seated, culpable ignorance of spiritual things* second, their wilful hardness of heart and insensitivity to spiritual things. <aving thus become callous and uncaring, they have totally surrendered themselves to a life of wanton, lawless conduct in which they are engaged in the practice of every kind of moral impurity, greedily grasping for more and more uncleanness. But you, not in this way did you learn 2hrist. 8or 5 know that you have clearly heard about <im at your conversion and have since been taught in fellowship with <im* and all truth and spiritual reality are contained in
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17.
!9. !1.
Iesus. !!. =ou are taught that, in reference to your former manner of life as a non-2hristian, you have once and for all laid aside the old self. This is the old self which is continually being corrupted in accordance with the lusts of deceit. 0econd, you were taught that you are continually being renewed by inward transformation in the spirit of your mind. Third, you were taught that you have once and for all put on the new self which has been created in the likeness of .od* that is, in righteousness and holiness of the truth. E=8MPLE O9 8 BOO; SUMM85Y 3 EPHESI84S<
!#. !%.
III<
1y dear brothers in phesus, 1ay .odHs grace and peace be with you. What tremendous blessings .od has given us in the heavenly places with 2hristN -s 5 think about these riches 5 continue to pray that .od will open your spiritual eyes so that you, too, can see how great an inheritance is yours in 2hrist. 8or even though you were formerly dead in your sins, .od has now made you alive together with 2hrist. -nd, as you are seated together with <im you can actually have this entire inheritance in your e"perience and you can actually do the good works which <e has prepared for you to do. 2ertainly, there was a time when you .entiles were separated from even the possibility of salvation, but now 2hrist has provided salvation for all men -- both Iews and .entiles -through <is death on the cross. 5nsight into .odHs plan of making both Iews and .entiles fellow-members of the body of 2hrist was given to me as a minister of this .ospel, and 5 am openly preaching this /mystery/ which is part of .odHs eternal plan for all mankind. -nd so, as you consider this .ospel, 5 pray that you may be strengthened with power in the inner man so that you may fully comprehend 2hristHs love and be filled with <is goodness. Therefore, in view of all you are and have in 2hrist, let your walk -- your manner of life -be one worthy of <is name. 0ince you are all members of one body, you need to function together properly and maturely. The gifted individuals whom .od has given the church will certainly help. <owever, if you are to truly grow towards maturity, you must stop walking like non-2hristians. &ay aside your former, corrupt lifestyle and put on the new self which has been created in righteousness and holiness. -s you do this, you will want to begin making specific changes in your lifestyle. &et me put it another way: you must be imitators of .od and walk in love. This will include not doing the works of the flesh but instead walking as children of light. Walk wisely before unbelievers and be consistently 0pirit-filled. 1any good things will result from this 0pirit-filled walk, including songs and praise and thanksgiving offered to .od, a mutual submission to one another, and harmonious interpersonal relationships. 8inally, my brothers, be strong in the &ord and in <is strength, and put on all of .odHs armour so that you can resist all of 0atanHs schemes. -nd, as you stand fully protected by .odHs armour, armed with the sword of the 0pirit, be sure to continue praying at all times in the 0pirit. Tychicus will let you know further details about my situation here in prison. 5n the
meantime, peace be with you. ;aul I:< E=8MPLE O9 8 BOO; OUTLI4E ;< 05-B0 T< 1 : 6ur Walk in 2hrist seated, walk, stand firm, grace, love, riches, fullness, in body %:1: /Walk in a manner worthy of the calling with which you have been called./
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0-&$T-T56B 31:1-!4 T< B-050 68 6$A W-&D: 6$A ;605T56B 5B 2<A50T 31:# -#:!14 -. The resources of our walk 31:#-!#4 1. !. B. 6ur inheritance in 2hrist 31:#-1%4 ;aulHs prayer: 8or awareness of this inheritance 31:1'-!#4
The all-inclusiveness of this walk 3!:1-#:!14 1. !. #. %. Bew life as a gift of grace 3!:1-114 Bew life available to both Iews and .entiles 3!:1!-!!4 ;aul as a minister of .od to the .entiles 3#:1-1#4 ;aulHs prayer: 8or growth in the knowledge of .od 3#:1%-!14
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T< 2<A50T5-BH0 W-&D 3%:1-,:!94 -. B. - mature walk 3%:1-1,4 - changed walk 3%:1C-#!4 1. !. 2. (. . 8. Based on a renewed mind 3%:1C-!%4 (emonstrated in practical changes 3%:!'-#!4
- loving walk 3':1-#4 - luminous walk 3':%-1%4 - 0pirit-filled walk 3':1'-!14 - submissive walk 3':!!-,:74 1. !. <usbands and wives 3':!!-!#4 ;arents and children 3,:1-%4
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- victorious walk 3,:19-!94
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26&6005-B0 1:1'-!# 5. ;aul offers praise to 2hrist, the &ord of creation and of the new creation, who accomplished redemption 31'-!94. -. 2hrist is the &ord of creation 31'-1C4. 1. !. #. <e is the image of the invisible .od 31'a4. <e is the first in rank over all creation 31'b4. The reason <e holds absolute authority over all creation is threefold 31,4. a. b. c. %. '. B. <e is the sphere in which all things in the universe were created 31, a-e4. <e is the intermediate agent through whom all things were created 31,f4. <e is the goal of the created universe 31,f4.
<e is the absolute authority in the universe 31Ca4. <e continues to cause the entire universe to cohere 31Cb4.
2hrist is the &ord of the new creation 31?-!94. 1. !. #. %. <e is the <ead of <is body, which is the church 31?a4. <e is the founder of the new humanity 31?b4. <e is the first in opening the way of resurrection, so that <e might be first in rank in the new humanity 31?c-d4. The reason 2hrist has first place in the new humanity is twofold 317-!94. a. b. The fullness of the divine essence dwells in <im 3174. <e has reconciled all things to the 8ather through <is death on the cross 3!94.
55.
;aul applies the truth of 2hristHs redemptive work to the lives of the 2olossian 2hristians 3!1-!#b4.
-. B. 2.
;aul states that although believers were formerly alienated from .od, 2hrist has now reconciled them through <is sacrificial death 3!1-!!a4. The purpose for 2hristHs reconciling act is so that <e may present them before the 8ather, holy and blameless 3!!b4. The reason 2hrist presents believers blameless before the 8ather is because they continue in their personal faith, steadfast and unmoved from the hope of the .ospel 3!#a4. 5t is this universally proclaimed .ospel of which ;aul has become a minister 3!#b4.
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5n order to handle the Word of .od properly, it is necessary to follow certain guidelines. 6bserving these guidelines does not always guarantee correct conclusions, but disregarding them freFuently leads to error. <ere are some basic rules that are freFuently neglected. While they are not difficult to understand, care must be taken to not inadvertently break them. -. 5BT A;A T =6$A P; A5 B2 B= T< 02A5;T$A 0: (6 B6T 5BT A;A T T< 02A5;T$A 0 B= =6$A P; A5 B2 .
When people interpret the 0criptures by their e"perience, their e"perience becomes the standard of authority. 5n reality the Bible is the standard. =our life is under its authority. Whenever a 2hristian universally applies a method to others that has worked for him, he is in danger of transgressing this principle even though the method itself may be a good application of a biblical commandment. - good e"ample of this is the man who had difficulty with deficit spending and abolished all forms of buying on credit. <e was so successful in overcoming his problem that he insisted that anyone owning a credit card or buying on time violated the scriptural inJunction, /6we no one anything.../ 3Aomans 1#:?4. -t this point the individual had interpreted the 0cripture in light of his e"perience, making his e"perience normative rather than the biblical principle. B. (6 B6T B (6.1-T52 W< A T< 02A5;T$A 0 -A B6T.
There are many areas in which the Bible is not conclusive. Take care not to say more than the Bible does. 5n many issues such as personal appearance, style of dress, standard of living or church government, a person needs to arrive at his own conclusion even though the 0criptures are not conclusive. 5n these situations a stand may be taken, but do not be critical of those who accept a differing view. &ove should prevail. 2. 0T$(= - ;-00-. 5B 26BT PT.
To determine the full meaning of a passage, its setting must be carefully considered. - passage should be studied in its historical, cultural and te"tual conte"t. 3The te"tual conte"t includes the preceding and succeeding passages.4 When ;aul said, /The woman should keep silence in the churches,/ he was not prohibiting women from all participating in the worship assembly through speaking and singing. 5nstead, this statement was made in the conte"t of a passage about tongues and prophesying. (. B 2-A 8$& 5B ( T A15B5B. W< T< A - ;-00-. 50 85.$A-T5@ A-T< A T<-B &5T A-&
=ou should consider a passage figurative when the Bible says the passage is figurative. 1any times the Bible indicates in the te"t that a particular passage is to be taken figuratively. 6ccasionally the events, situations or places may be literal as well as figurative. .alatians % states that 1t. 0inai is a symbol of bondage and Ierusalem is a symbol of grace. These are literal geographic locations which are also symbols of spiritual truth. =ou should also consider a passage figurative when the statement is out of character with the thing described. 8or e"ample, a statement may be considered figurative whenever an inanimate obJect is used to describe a person or animate being. 5n the .ospel of Iohn, Iesus is referred to as /the (oor,/ /Bread,/ /Water,/ etc. These words are all used in a figurative sense. 5n ;hilippians #:!, ;aul warned /&ook out for the dogs./ <e is describing a group of heretics teaching the necessity of circumcision for salvation. Thus, /dogs/ is to be taken figuratively. Iesus says in &uke 1#:#!, /.o and tell that fo"/ referring to <erod. Thus it can be assumed to be figurative. .enerally, it is easy to determine from the passage itself if the statement is figurative and to whom it refers. - study of parallel passages on the statement, however, often supports the interpretation. 8or e"ample, the word /lamb/ refers to 2hrist both in 5saiah '#:C and Iohn 1:#,. There are times when the same word is used figuratively but has different meanings in different places in the Bible. 8or e"ample, /lion/ in 5 ;eter ':? refers to 0atan, but /lion/ in Aevelation ':' refers to Iesus 2hrist. .enerally, the correct meaning of the figure can be determined by the conte"t. - word does not have a figurative and literal meaning at the same time. When a word in a sentence is given a figurative meaning, it supersedes the literal meaning. 5f the literal interpretation fits, it should be used unless the conte"t makes it impossible. . TA -T ;-A-B& 0 (588 A BT&=
- parable is an earthly story with a heavenly meaning. The best way to describe the need for parabolic teaching is to suggest that you envision yourself as a missionary to a very primitive group of people who have never seen electricity, refrigeration or any modern inventions. <ow would you describe to such the appliances in your kitchenG =ou would have to painstakingly use something within their frame of reference to use as a picture or parable to convey your meaning. The same is true in communicating heavenly or divine truth. Iesus 2hrist was a master at using
parables. 6ften times these parables are introduced by the statement, /The kingdom of <eaven is like .../ or /- certain man went into a far country.../ When it comes to interpreting them, most people overwork parables, that is, they try to make every single detail mean something special. 5n so doing, they often destroy the basic meaning. - parable is an illustration and Just as an illustration has one central truth, so does a parable. But almost every illustration can be distorted and twisted way out of proportion by trying to apply every segment of it to something specific. 8or that reason you should be content to find that one central meaning of a parable and accept it. 8. (6 B6T A-T56B-&5K T< 02A5;T$A 0.
(o not attempt to interpret biblical statements by current philosophies and contemporary scientific theories. These thoughts often change with the passage of time. The Bible, however, is eternal and never changes. 8or many years secular historians discredited the BibleHs accuracy because there was no archaeological evidence for the e"istence of the <ittite nation referred to in 0cripture. Then in 179C archaeologists discovered tablets in Turkey which confirmed the e"istence and location of the <ittites. 5t is never necessary to apologiEe for the biblical statements that science cannot confirm or to reinterpret 0cripture in the face of current scientific evidence. Because the Bible is .odHs Word and literally true, every miracle and every statement must also be considered true. .. (6 B6T 0;5A5T$-&5K T< 02A5;T$A 0.
5n an attempt to find so called /spiritual truths/ in every verse, many people /read into/ a passage a true conclusion that is determined by an invalid process. When a man uses a wrong method to arrive at a true conclusion, he opens himself to being deceived by that same method on other occasions. 8or e"ample, -cts !? relates how ;aul was miraculously healed after being bitten by a poisonous viper. 0omeone spiritualiEing this account might say /the serpent, who is the devil, always attacks righteous men, but is always defeated./ This conclusion may be true, however, -cts !? does not teach this conclusion. This is erroneous handling of .odHs Word. Taken from The Bavigators, 0earch the 0criptures 32olorado 0prings, 26: Bav;ress, 17C%4, pp. 11-1%.

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GCTC Curriculum

BIBLE STUDY METHODS

222 3c4 Bible 0tudy 1ethods

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-ssignment: 0urvey 2hart of 2olossians Worksheet

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0piritual warfare. 5n phesians ,:11-1!, ;aul instructs believers:

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verything that follows through v !9 is a description of that walk

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holiness of the truth.

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in the futility of their mind

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