Diving In: Getting the Most from God s Word Investigate the Word (Observation and Study) Teaching: Paul Lamey Overview of Class: January 5: Invoke the Word (Worship and Reading) January 12: Investigate the Word (Observation and Study) January 19: Interpret the Word (Meaning and Significance) January 26: Inhabit the Word (Application and Implementation) Once we move away from superficial reading and into serious reading, the text begins to open up to us, and we can mine treasures out of the text forever. There is no bottom to the biblical gold mine; the mine does not play out. But we have to dig diligently. We cannot simply stroll into the mine, poke at the dirt with our foot, and say we now have all there is from the mine. Yet that is exactly how many Christians read the Bible! No wonder they are disappointed with their personal Bible study. 1 Main Idea: To observe the Scripture with great care and attention, we must study it diligently before God (2 Tim 2:15) so that our feet will be established in his Word (Ps 119:133). It will give more light to our path (Ps 119:105) as we carefully study what makes its radiance so great. As the Scripture is unfolded through observation, it will give way to understanding for the simple/naïve believer (Ps 119:130). I. Observation: What does the Bible say? Think of yourself as a detective looking for clues to a [text s] general theme or idea, alert for anything that will make it clearer. Mortimer J. Adler A. 1. Observe the sentences not the verses. 2 Verse numbers (and chapter divisions) are helpful but were not a part of the original text. They can at times interrupt the flow of thought in a passage (e.g., Gen 18 19; Matt 14:34 15:9). 2. Repetition of words First, note words that repeat within the sentence. Second, notice if the same words are repeated in the surrounding sentences. 1 J. Scott Duvall and J. Daniel Hays, Grasping God s Word: A Hands On Approach to Reading, Interpreting, and Applying the Bible (Grand Rapids: Zondervan, 2005), 29. 2 At this level of reading, the question asked of the reader is What does the sentence say? That could be conceived as a complex and difficult question, of course. We mean it here, however, in its simplest sense in Mortimer J. Adler and Charles Van Doren, How to Read a Book: The Classic Guide to Intelligent Reading (New York: Simon & Schuster, 1972), 17. 1
Example: pray ( prayer ) in James 5:13 18. Example: comfort in 2 Cor 1:3 7 (4x in the first sentence) 3. Contrasts Focuses on differences This is especially evident in the wisdom passages like Proverbs. Example: Prov 14:31; 15:1 Example: from an epistle (Rom 6:23) Example: from a NT narrative/discourse (Matt 5:21, 27, 33, 38). Note here that contrast is paired with repetition. 4. Comparisons Focuses on similarities. Example: Prov 25:26 Example: James 3:3 6 5. Lists More than two itemized things in a series How are they ordered, grouped? Example: Matt 10:2 4 (the disciples) Example: Gal 5:22 23 (fruit of the Spirit) Example: Matt 1:2 17 (genealogy) Example: Gal 5:19 21 (sin nature) 6. Cause and Effect Example: Pro 15:1 (also includes a contrast) Example: Rom 6:23; John 3:16 7. Figures of Speech These are word pictures, which are understood in a sense other than the normal, literal sense. Attempt to identify what kind the figure of speech is in the word or phrase. Example: Ps 119:105 Example: Ps. 18:2 Example: John 10:9 ( door ) 8. Conjunctions and, for, but, therefore, since, because, or, yet are frequently employed They are the glue of any narrative passage. There is a sense in which conjunctions constitute the skeleton on which the meaning of the New Testament hangs. 3 They highlight contrast (e.g., Matt 5:17). Provide explanation (e.g., John 4:8) Transition between scenes (Matt 1:18; John 5:10) 9. Verbs 3 Robert L. Thomas, Introduction to Exegesis, 43. 2
What is the action being performed in the sentence (also participles, infinitives)? How is the verb being used for emphasis? Is it present, past, future? Is the action continuing (I was going)? Is the action imperative (e.g., Go!)? Example (imperatives): Eph 4:2 3 Example (active and passive): Col 3:1 Example (passive): Eph 1:11 Example (passive and future): Gen 12:3 10. Pronouns Word used in place of a noun (there are about nine types of pronouns in English). Key: identify the antecedent for each pronoun. our, us, he, she, it, they, this, that Example: Eph 1:3 ( our, us ) B. 1. General and specific An introduction of an idea/statement/summary/main idea which is followed by specific explanation/illustration/examples Example: Gal 5:16 (general statement); 5:19-23 (two illustrative lists) The order can be reversed (e.g., 1 Cor 13:1 13) so that the summary statement is at the end. 2. Questions and Answers Rhetorical questions or questions posed by a character in a narrative Example (epistle): Romans 6:1 2 (provides answer) Example (narrative): Mark 2:7, 16, 18, 24; 3:4. Notice the answers (2:10, 17b, 19, 25, 27b) Example: Matt 11:3 (John the Baptist) 3. Dialogue Who are the participants? Who is speaking to whom? Is the dialogue an argument? Discussions? Lecture? Friendly conversation? Rebuke? Usually obvious in narrative but look for it in other places as well (e.g. Habakkuk) 4. Purpose Statements Phrases or sentences that describe the reason, the result, or the consequence of some action Typically that, in order that, and so that Example: Deut 6:3 ( that ) 3
5. Means Can be introduced by an infinitive ( to ). Example: John 15:16 ( to go and bear fruit ). Ps 119:11 I have hidden your word... How is the action or result brought into reality? How is the purpose accomplished? Example: Ps 119:9 6. Conditional clauses (56) Usually signaled by the use of if and usually followed by then. The conditional action is if, and the consequence is then. Example: 1 John 1:6 Example: 2 Cor 5:17 Example: Deut 28:1 7. The actions of people and of God How is the action of the verb developed in the passage? What do people do in this passage? Is there a connection between the actions of the characters? Example: Phil 2:1 8 8. Emotional terms Look for familial terms (e.g., father, brothers ). Terms of affection and friendship (e.g., nursing mother, plead ). Take note of the tone in a passage (e.g., Gal 3:1 4). Example: Luke 2:42 C. These are units of connected text that are longer than paragraphs (also story, pericope, episode, unit of thought, scene, chapter Terminology is not important, but the idea is larger portions of Scripture. Everything we have learned about sentences and paragraphs applies to discourses. A. Connections between paragraphs and episodes Cause/effect, repeated words/themes, conjunctions. How is the paragraph tied to the preceding and following paragraphs? B. Scene The location and the time in which a narrative or discourse takes place (e.g. Matt 5:1-2) The scene frames the various pericopes of the text. Scene is the most important architecture in a narrative. Look for words like now then, after these things, so when, and at that time to signal changes in scene. 4
Watch for geographical changes (cities, mountains, Temple, house, boat, etc.). Scenes appear in other ways in other genres. In epistles there can be a shift in topic (e.g., moving from doctrinal to practical. In Eph 1 3, Paul uses almost no imperatives but employs descriptive verbs. Beginning in 4:1 imperative verbs dominate). Look for pivot narratives in larger stories (e.g., 2 Sam 11 12). C. Characters What are the characters saying? Doing? To whom are they speaking? Is the character giving a speech or sermon? What can we know about the character s background from the text? D. Narration The narrator is the voice of the writer. He informs the reader of specific motives, hidden thoughts, undisclosed actions, private conversations, and most importantly, God s perspective. The narrator is key in many passages because he reveals what we would otherwise never see or hear. His voice is also crucial because he assists the reader in rightly interpreting the meaning of the events in the story. In one sense, the narrator is omniscient 1) Reporting narration: simply reports or states what has happened (e.g., Matt 14:1; Luke 7:24; 8:1; Acts 18:1). 2) Dramatic narration: will typically be more oriented toward characters and their speeches rather than elements of time. 3) Descriptive narration: provides specific details beyond just stating action (e.g., Acts 28:11). 4) Commentary narration: reveals hidden motives and internal dialogues which are known only to the minds of the characters. It allows the storyteller to clarify anything that they think the audience needs to know (e.g., Mark 6:34 felt compassion, John 6:6 this He was saying to test him. ). E. Helpful hints for observing the text: 5
Questions to Ask (General) Who? What? When? Where? Question Seeks to Understand People Events Time Location Questions to Ask (Specific) Who is writing? To whom is it being written? Who is mentioned? Who are the characters in the narrative? What information is provided about the people? What events are described? In what order do the events take place? What is being argued? When do the events take place? When will the events take place? When was the author writing? What is the setting of the events? What is the setting of the author? What is the setting of the recipients? II. Study: Cultivate the discipline of spiritual diligence The way in which spiritual disciplines are propagated today is often predicated on a withdrawal from the world for regular periods of silence, solitude, meditation, and fasting. This approach is not really borne out by a study of the New Testament itself.... two aspects of the believer s relationship with God that are repeatedly stressed in Scripture: prayer and the study of God s Word. 4 Diligence: entails sweat and sustained effort, fueled by a quest for excellence and a desire to get it right no matter what the cost, ultimately to please one s heavenly master, the Lord God himself, to whom we will ultimately have to give an account. 5 A. Keep reading and reading and reading (during kid s naps, breaks, lunches, commutes, housework). B. Find your best environment for study. C. Look for short bursts of study but also aim for at least one time a week for extended study. D. Turn off things with a screen; you don t need Bible software at this stage. A simple notebook and your Bible is all you need. At the least, a simple way to record your questions and basic observations of the text under consideration. E. Read the Bible in two ways: 1) Broadly to ascertain the big picture. This is done over months and years and does not pause for in-depth analysis except where 4 Andreas J. Köstenberger, Excellence: The Character of God and the Pursuit of Scholarly Virtue (Wheaton, Ill.: Crossway Books, 2011), 75 76. 5 Ibid., 91. 6
necessary. 2) In-depth through books of the Bible so that attention is given to grammar, flow, and meaning. F. Ask God to help you understanding what you are observing. G. What else? What are some habits that you have found helpful as you carefully observe the Word of God in study? Further Reading: I have questions about translations, manuscripts, and the canon of scripture but I don t want to read something that will kill my faith or drive me to boredom. Brian H. Edwards, Nothing But The Truth: The Inspiration, Authority, and History of the Bible Explained (Evangelical Press, 2006). I want to understand how epistles are different from narratives, proverbs, laments, etc. but in a way that is actually practical. Gordon D. Fee & Douglas Stuart, How to Read the Bible for All Its Worth (Zondervan, 1993 or newer edition). I want to understand the structure and basic teachings of the Bible but I don t want to go to seminary and I don t have a lot of time. Max Anders, 30 Days to Understanding the Bible (Thomas Nelson, 2004). I want to expand my reading as a Christian but I need help evaluating different kinds of literature. Tony Reinke, Lit!: A Christian Guide to Reading Books (Crossway, 2011). I hate reading. Ask God to help you love His Word as you read it prayerfully. Start reading the Gospel of John and ask God to help you love His Word. 7