Method | Knowable Word

Against Springboard Studies

April 24, 2023 By Ryan Higginbottom

How can a Bible study go wrong when the entire focus is on the Bible? How can a Sunday school class or sermon be steeped in God’s word and leave us feeling empty?

Springboard Studies

Some Bible studies are springboard studies. The Bible study leader reads the passage and identifies connected biblical themes. Then the group time becomes an opportunity to teach on or discuss those themes.

I call these “springboard studies” because the leader takes the given passage as a jumping-off point—a springboard—to a different discussion. Springboard studies have the appearance of being faithful to the text of Scripture because the group is reading numerous Bible passages and talking about theology and doctrine. However, at the end of the hour, participants rarely have a good idea about the meaning of the discussion’s “text of origin.”

This is common for teachers, speakers, and preachers, too. People serving those in those roles should read on with their domain in mind.

What Drives Discussion?

Springboard studies can be lively and engaging. This is often because the leader jumps from the passage to a topic about which they are passionate or interested. As such, the leader puts a lot of energy into defending a doctrine or explaining some theological development close to their heart.

The problem with this approach is that it almost by definition misses the main point of the passage. People attending the Bible study may leave with a better sense of the leader’s allegiances and theological preferences but without an understanding of why the original text was written.

Bible interpretation is hard work, and we often need to fight to understand what the author was trying to communicate. But if a Bible study group claims to be studying a certain book of Scripture, the goal should be to observe, interpret, and apply that text.

Building a Theological Framework

Please don’t misunderstand me. Theology and doctrine are of great importance, and we sometimes build portions of our theological frameworks on the smaller points or assumptions of the Biblical authors. (Although, it is worth asking how devoted we should be to doctrines which are not the main points of any Bible passage.)

My issue is with Bible studies (or sermons) that claim to be expositional, verse-by-verse examinations of Scripture passages which may better be described as “inspired by the text.”

How to Avoid Leading a Springboard Study

Springboard studies come about, in part, because we don’t think the Bible is interesting or important enough to hold our attention for 45 minutes. So we map a word, phrase, character, or scene from the Bible onto something “more relevant” that will sustain a longer conversation. As though merely having a conversation—any conversation at all—were the goal of Bible study!

The main way to avoid leading a springboard study is to let the text of Scripture drive the discussion. After observing the passage, we fire every related question we can think of at the text. The Scripture in front of us may not have answers to all (or many) of these questions, but the work of interpretation is to keep asking and answering questions until we identify the author’s main point.

There is an important place in the church for classes, lectures, and conversations about Biblical topics which are not rooted in a single passage. But let’s not confuse this with Bible study.

What to Do When One Passage Refers to Another

February 24, 2023 By Peter Krol

Though the Bible was written by dozens of human authors across centuries, it also claims to have been written by a single divine author (2 Tim 3:16) who was and is and is come. For that reason, these 66 books are all parts of that one great book, the Good Book, that the Lord caused to be written and preserved for his people through the ages.

You may have heard about New Testament quotes of the Old Testament. But that is not the only sort of intertextuality present in the Bible. Because the Bible is one unfolding revelation of God’s rule through his chosen Messiah, later portions of the Bible make constant reference to earlier portions.

Examples

In Ephesians 4:8, Paul quotes Psalm 68:18. And Psalm 68 itself (in Ps 68:1) quotes Numbers 10:35.

Hebrews 3:7-11 quotes Psalm 95. And Psalm 95:8 refers to the events of Exodus 17 and Numbers 20.

Mark 4:12 quotes Isaiah 6, but Isaiah 6 is difficult to understand apart from its allusions to texts such as Psalms 115 and 135.

Many places in the Old Testament reference “steadfast love and faithfulness” (2 Sam 2:6, Ps 25:10, Ps 40:11, Prov 3:3, Is 16:5, etc.), a pair of treats heavy with allusion to the character of the God in covenant with Israel (Ex 34:6).

What to Do

So quotations and allusions are not only what happens from the New Testament to the Old Testament. They also occur from later OT texts back to earlier ones. Identfying an OT quote in a NT passage may be only the first step in a linear chain of references that go farther and farther back.

That means that, in order to understand the passage with the quote, we must go back and understand the passage being quoted. Ancient authors didn’t quote older texts the way we today turn things into soundbites.

I’ve written before about what to do with such quotes. I’ll restate the principles here, but I encourage you to check out that blog post for further explanation.

NT quotes of the OT are referencing passages, not verses.
Don’t read past the OT quotes.
Look up the OT quotes and study them in context.
Consider how the NT author employs the OT context and repurposes it for his audience.
What seems obvious may not be all that obvious.

These principles apply just as much to quotations or allusions from an OT text to a prior OT text, as to quotations or allusions from a NT text to an OT text. Such connections are like divine road maps showing us how the Good Book fits together. Let’s take advantage of these opportunities to deepen our understanding of the entire body of God’s revelation.

Why it Matters that the Bible was Written to Specific People at a Specific Time

February 17, 2023 By Peter Krol

While the Bible was written for us (1 Cor 10:11), it was not written to us. When we read the Bible, we are reading someone else’s mail.

This is why context matters. It is not appropriate to isolate sentences and sentiments and use them to our own ends. We must grasp the author’s main point to his original audience. We must consider how that main point either looks forward to Christ or reflects back upon him. And only when we have done those things are we in a position to consider how the text ought to produce change in anyone’s life today.

Photo by Mr Cup / Fabien Barral on Unsplash

Historical Context Defined

We’ve spent much space on this blog giving examples of how the literary context matters. But that is not the only kind of context.

One other such context is the historical context. How does the historical situation of this text affect the way we read it? And by “historical situation,” I’m not referring to cultural practices or artifacts within the text. I’m talking about the real-life situation of the author and audience of the text. What was going on in the lives of the author and audience that caused this person to write this text to these people at this time?

We cannot answer that question with certainty—or even high probability—for every book of the Bible. But whenever we can answer it, we ought to make sure that answer guides us whenever we seek to understand a text.

An Example

Have you ever noticed the difference between how the books of Kings and Chronicles describe the moral character of King Abijah (Abijam) of Judah?

In the eighteenth year of King Jeroboam… Abijam began to reign over Judah… He walked in all the sins that his father did before him, and his heart was not wholly true to Yahweh his God, as the heart of David his father. Nevertheless, for David’s sake Yahweh his God gave him a lamp in Jerusalem. (1 Kings 15:1-4)

Then Abijah stood up…and said… “But as for us, Yahweh is our God, and we have not forsaken him… Behold, God is with us at our head, and his priests with their battle trumpets to sound the call to battle against you. O sons of Israel, do not fight against Yahweh, the God of your fathers, for you cannot succeed.” (2 Chron 13:4-12)

Both Kings and Chronicles go out of their way to label each king of Judah as doing either what is right or what is evil in God’s eyes. There are clear good guys and bad guys, good kings and bad kings. But when it comes to Solomon’s grandson Abijah, the authors of these two books just couldn’t get their assessments aligned.

The author of Kings definitely knew about the warfare between Abijah and the northern kingdom (1 Kings 15:6; see 2 Chron 13:2). But he chose to leave Abijah’s faith in God, as demonstrated in that warfare, out of his narrative. Why would he do that?

The historical context of these two books can help.

Different Audiences, Different Times

The book of Kings (1 Kings and 2 Kings make up one long book that happened to be divided into two scrolls) was written for the people of God languishing in Babylonian exile. The book tells the story of the kingdom, ending with Nebuchadnezzar’s conquest of Jerusalem and the deportation of the population to a foreign land. The book is not without hope, as the final paragraph describes the reversal of fortune for one of their last kings (2 Kings 25:27-30).

But when all is taken into account, the book of Kings answers the chief question of those stuck in Babylon without temple, priest, or sacrifice: How did we get here?

The book of Chronicles (again, 1 Chronicles and 2 Chronicles are one book kept on two scrolls) was written for the people of God who had returned to Jerusalem to rebuild the city and repair their lives. This book also tells the story of the kingdom, but it ends with a very different hope: Cyrus’s decree to return and rebuild (2 Chr 36:22-23). From the detailed genealogies of 1 Chr 1-9 to the lengthy liturgical sections (1 Chr 15-16, 22-29; 2 Chr 15, 19-20, 24, 29-31, 35), the book of Chronicles provides pertinent instruction and thrilling hope for those reconnecting to their past and reinstating the proper and authoritative worship of their God.

So when all is taken into account, the book of Chronicles answers the chief question of those who have returned from exile: How do we start things back up in the right way, without repeating the mistakes of our ancestors?

Employing Historical Context for Interpretation

How does this historical context help us to answer the thorny interpretive question of King Abijah? Was he good or evil? Faithful or disobedient?

The audience of Kings needed to hear of Abijam’s faults. The thrust of his life and rule was more like his father Rehoboam than his great-grandfather David. He was not undivided in his allegiance to Yahweh, and he carried the pride and insecurity of Rehoboam into a new generation. This was not pleasing to Yahweh, and it was one step along a lengthy slide into Judah’s abandonment of the covenant, leading to her demise and deportation.

But the audience of Chronicles needed a different message. They needed to know that Abijah was not as bad as he could have been. In fact, he had his shining moments. One such moment was when he publicly professed his faith in Yahweh and gave the priesthood its proper place: not as a magical totem but as an opportunity to lead the people toward covenant fidelity. Now that you are back in the land, you need to know that you, like Abijah, have a history of great sin against God. But if you bear fruit in keeping with repentance—demonstrating your faith through establishing a legitimate priesthood that leads the people to serve Yahweh above all gods—you, too, will find great success and security in the land you rebuild.

Conclusion

The historical context is an important piece of the puzzle we call Bible study. By placing yourself in the shoes of the original audience, you are more likely to grasp the intended message for them in their day. And when you have done so, you will unsurprisingly find the Bible becoming even more — not less — relevant to our lives today.

10 Truths About God’s Word From Nehemiah 8

February 13, 2023 By Ryan Higginbottom

Both nature and the Bible give compelling arguments that God wants to be known. He reveals himself.

It should therefore not surprise us that God reveals to us something about those very means of revelation. How else would we understand?

So, while it may seem circular to some, the Bible is a valid and rich source of information about how we should treat special revelation coming from God. The eighth chapter of Nehemiah is crammed with this sort of instruction.

In the Midst of Rebuilding

The books of Ezra and Nehemiah are largely about new beginnings. A remnant of Israel has returned to Jerusalem from exile in Babylon. They have rebuilt the altar, the temple, and the city walls, and they are rebuilding the city itself. In the midst of so much building, they are learning how to be God’s people again.

The occasion in Nehemiah 8 is a special month in the Jewish calendar. The first day of the seventh month is the Feast of Trumpets, and later we have the Feast of Booths. On the first of the month, the people call for Ezra the scribe to bring the book of the law into the public square (Neh 8:1).

Learning about God’s Word

From the way the people handle, approach, and react to the Law, we can learn much about God’s word.

God’s word has divine authority

The scrolls that Ezra carried into the square before the Water Gate were not merely historical. The people were not just feeling nostalgic. This was “the Book of the Law of Moses that the Lord had commanded Israel” (Neh 8:1).

God’s word is preserved

The people called for the Law, and—rather remarkably—Ezra had it (Neh 8:2)! Between the devastation that Jerusalem experienced and the decades spent in Babylon, the existence of these scrolls is surprising. Because God wants to be known, he protects and preserves his word.

God’s word is meant to be understood

There is staggering emphasis on understanding the Law in this chapter. Those who gathered were those “who could understand” (Neh 8:3, 4). Levites “helped the people to understand the Law” after Ezra read it (Neh 8:7). “They read from the book, from the Law of God, clearly, and they gave the sense, so that the people understood the reading” (Neh 8:8). The people rejoiced greatly “because they had understood the words that were declared to them” (Neh 8:12).

The reading of the Law was no empty religious activity. The people wanted to understand the words from their great God.

God’s word demands sustained attention

Ezra read from the Law “from early morning until midday” and “the ears of all the people were attentive to the Book of the Law” (Neh 8:3). This is a long time to stand and listen, but this reading is worthy of such focus.

God’s word is honored

The Israelites constructed a platform for Ezra to stand on for this reading, so they were literally elevating God’s word in front of the people (Neh 8:4). When “Ezra opened the book in the sight of all the people,” “all the people stood” (Neh 8:5).

God’s word leads to worship of God

Note what happened after Ezra brought out the scroll.

And Ezra blessed the Lord, the great God, and all the people answered, “Amen, Amen,” lifting up their hands. And they bowed their heads and worshiped the Lord with their faces to the ground. (Neh 8:6)

God speaks and as the people learn from and about their Sovereign Lord, they are humbled and driven to worship him.

God’s word is understood in community

Trained ministers of the temple—the Levites—moved among the people to give instruction after the reading of the Law was over (Neh 8:7–8). The Israelites “remained in their places” while this happened, so this may have looked like teachers walking through a large crowd and stopping to help small groups.

In the West we sometimes overemphasize the individual nature of religious life. We’d do well to remember the blessings of being among God’s called people.

God’s word brings conviction

As the people heard the words of the Law, they wept (Neh 8:9). They were likely overcome by their sin and moved to confess their violations to God (see Neh 9:3). The Scriptures are not cold or dry. This living and active word sinks a hot poker into our hearts and points us to the deep mercy of God in our conviction.

God’s word is worthy of study

After a long day of hearing the Law and working to understand it, some of the Jewish leaders wanted more. They went back to Ezra the next day “in order to study the words of the Law” (Neh 8:13).

God’s word informs behavior

As a result of this study, the leaders realized they had not been keeping the Feast of Booths properly (Neh 8:17). There was immediate and fruitful application from this study of God’s word as the whole city was brought into obedience.

A Rich Word

There is more to say about the Bible than what is captured in Nehemiah 8, but this is quite a list. I was quieted and convicted as I read this chapter of God’s word, because I don’t always treat the Bible as it deserves. Perhaps you might benefit from a slower meditation on these truths about the Scriptures. Do you believe them? Do they shape the way you and your church approach the Lord?

Units of Thought in Poetry

February 10, 2023 By Peter Krol

The Bible’s poetry can seem so strange and foreign, until you realize how to follow their train of thought. Then you can see why so many of them are among the most moving and beautiful poems in the history of the world.

The trick is to learn to read them as poems and not simply as random collections of inspiring sentiments. Why is it encouraging to be assured that you will regularly traverse the valley of death (Ps 23:4)? Because you have a divine shepherd (Ps 23:1-4) who is a lavish host (Ps 23:5-6).

So how do we go about observing the structure of a biblical poem? How do we distinguish the stanzas or sections?

Photo by Trust “Tru” Katsande on Unsplash

Stanzas

The primary structuring device in a biblical poem is the stanza. A stanza is sort of like a paragraph in prose texts; it’s a collection of lines or sentences into a coherent unit of thought. So when seeking the structure of a poem, the first and primary goal is to divide the poem into stanzas.

Many modern Bible editions help immensely, since they put a blank space between stanzas for you. The main challenge is to figure out from the text whether your Bible’s editors are right.

For example, in Proverbs 3:13-35, every translation seems to have a different idea of where the thought-divisions occur. Though most treat Prov 3:13 as the start of a unit, the LEB includes verses 11-12 with the first stanza. There is some diversity as to whether to treat Prov 3:19-20 as its own unit or as part of what follows. Also, the ESV sees Prov 3:27 as the end of the stanza that begins with Prov 3:21, but nearly every other version considers Prov 3:27 as the start of a new stanza.

ESV	CSB	LEB	NET	NIV
13-18	13-18	11-18	13-26	13-18
19-20	19-20	19-35		19-20
21-27	21-26			21-26
28-35	27-35		27-35	27-30
				31
				32-35

Stanza divisions in Proverbs 3:13-35

How do we decide who is right? A few tools will help us make such a decision.

Refrains

The first and simplest structuring device in Hebrew poetry is the refrain. A refrain is a line or sentence that repeats at regular intervals to mark off units of thought.

Here are some examples of refrains:

“Restore us, O God, let your face shine that we may be saved” (Ps 80: 3, 7, 19) divides Psalm 80 into three stanzas.
“The Lord of hosts is with us; the God of Jacob is our fortress” (Ps 46:7, 11) divides Psalm 46 into two stanzas.
“Why are you cast down… Hope in God” (Ps 42:5, 11; Ps 43:5) divides Psalm 42-43 into three stanzas.
“For all this his anger has not turned away” (Is 9:12, 17, 21; Is 10:4) divides Isaiah 9:8-10:4 into four stanzas.
“Yet you did not return to me” (Amos 4:6, 8, 9, 10, 11) divides Amos 4:6-12 into six stanzas.

Inclusio

An inclusio is a word or phrase that occurs at the beginning and end of a passage. It is similar to a refrain, except that it occurs specifically at beginning and end, like bookends on a library shelf.

Some psalms use an inclusio at the beginning and end of the entire poem (e.g. Psalms 8, 103, 113, 118). That encompassing inclusio may help us to grasp the poem’s main idea, but it doesn’t help us break the poem down into subdivided stanzas or units of thought.
Other times, an inclusio marks off a stanza or unit of thought for us. For example:
- “wisdom and instruction” repeated in Prov 1:2, 7—showing us that those verses all fit together as a unit of thought.
- “gazelle or young stag on the mountains” bookends the poetic stanza in Song 2:8-17.

Metaphor Shifts

Often, a poet shifts gears in his thought when he shifts from one overriding metaphor to another.

In Psalm 23, there is a shift from the larger metaphor of shepherd (Ps 23:1-4) to the metaphor of host (Ps 23:5-6).
In Psalm 71, the poet seeks refuge in God (Ps 71:1-6), proves that enemies aren’t so scary (Ps 71:7-15), remembers God’s work in the past (Ps 71:16-18), and employs the past to provide hope for the future (Ps 71:19-24). The shifts in these metaphorical phases of life outline the poem’s train of thought.
In Isaiah 5, the metaphor of the vineyard dominates Is 5:1-7. Then the threat of curse (Is 5:8-23) turns into the metaphor of fire (Is 5:24-25), before the chapter concludes with the metaphor of signal or alarm (Is 5:26-30).

Grammar Shifts

Sometimes, the changes from stanza to stanza are evident through shifts in the grammar.

There could be shifts in subject, as in Psalm 24: God (1-2), God’s people (3-6), God together with his people (7-10).
There could be shifts in pronouns or audience, as in Psalm 29: speaking to heavenly beings (1-2), speaking about Yahweh’s voice (3-9), speaking about Yahweh’s enthronement (10-11).

Conclusion

To draw defensible conclusions regarding a poem’s main point, we must be able to identify the poem’s units of thought. Then we can show how each of those units builds a case and contributes to the main idea. The trick is that we can’t simply go with what “feels right.” We ought to have observable clues within the text that mark the divisions for us. Refrains, incusios, and shifts in metaphor may be among such observable evidence.

Back to Proverbs 3

So where does that leave us on the question of Proverbs 3:13-35? How do these tools help us identify the stanzas (see the chart above)?

Prov 3:13-18 has the inclusio of both “blessing” and the concept of finding or laying hold of wisdom. Prov 3:21-26 has an inclusio of “keeping” or being “kept.” That whole section of Prov 3:13-26 thus has a unified metaphor of finding and keeping wisdom. At the center of that section is a brief description of how Yahweh built wisdom right into the fabric of the universe at the moment of creation (Prov 3:19-20). This explains why it “works” that finding and keeping wisdom will result in great blessing.

Prov 3:27-28 has two prohibitions against “withholding good.” Prov 3:29-30 has two prohibitions against “planning evil.” The chapter ends (Prov 3:32-35) with a grammatical shift to four assurances (parallel to the four prohibitions) that Yahweh neither plans evil nor withholds good from the right people at the right time. In between those two four-verse chunks is a warning not to envy violent men (Prov 3:31)—those who constantly plan evil and withhold good from others when it suits them. So the entire section (Prov 3:27-35) sticks together under the larger metaphor of humanitarian dealings (love your neighbor as yourself).

So in the end, I agree with both the NET and the NIV (though the CSB is not far off). The NET is correct that there are two main units of thought. The NIV is correct that each of those main units has three subsections. We’d be greatly helped if there were a clear way to represent both the main stanzas and their subdivisions in the way our Bibles lay out the text.

Units of Thought in Narrative

February 3, 2023 By Peter Krol

One of the most important observations to make in a passage is the structure. And the way to observe structure is to first identify the parts of the passage (the units of thought) so that you can figure out how those parts relate to one another. In this post I’ll show you some of the ways to recognize the units of thought in a narrative.

What is a Narrative?

Along with discourse, narrative is one of the three text types in Scripture. A narrative is any sort of passage that describes an event or tells a story in prose (not poetry). It could be a brief episode or a sprawling epic. Either way, most biblical narratives record true events.

That adds some complexity, because we don’t typically write history books today in a narrative format. Even biographies and historical “retellings” are more concerned with chronology and sequence than with plot. But ancient writers, including biblical narrators, saw no conflict between writing true history and telling a compelling (though perhaps dischronologized) story. Such stories became an essential part of the Jewish (and later Christian) cultural consciousness. With that in mind, a few tools will help us to discern the units of thought in that narrative.

Scenes

The primary building block of a narrative is a scene. A scene is an interaction between characters in a particular place at a particular time. Therefore, the clearest way to distinguish between scenes is to identify major changes in either characters (the main actors) or setting (the time and place).

For example, in Mark 7, the first scene consists of Jesus speaking with or about the Pharisees (Mark 7:1-23). In Mark 7:24, the setting shifts up to the region of Tyre, and in Mark 7:31 it shifts again back to the Sea of Galilee. So Mark 7 has three clear scenes (Mark 7:1-23, 24-30, 31-37) based on the various settings.

In 2 Kings 4, we have an example of clear shifts in who the characters are. In 2 Kings 4:1-7, Elisha serves a widow of one of the sons of the prophets. In 2 Kings 4:8-37, he serves a wealthy woman of Shunem. In 2 Kings 4:38-41, he serves the sons of the prophets themselves during a famine. And in 2 Kings 4:42-44, he serves a man from Baal-shalishah, who himself wishes to serve the sons of the prophets during the famine. So the chapter divides into four main scenes based on the characters involved.

Sequence of Scenes

Average scenes in Matthew, Mark, and Luke tend to be quite short, when compared to average scenes in other narrative books (such as Genesis, Kings, John, or Acts). In the case of those three Gospels (called “synoptics”), it’s easier—and perhaps more important—to keep multiple scenes together when studying so we can see how one flows to the next and the next.

For example, there is certainly profit to be gained from studying the solitary scene of Mark 2:13-17 to reflect on Jesus’ mission to be a physician to sinners. But we’re more likely to grasp Mark’s main idea when we observe that this scene is the first of four controversies right next to each other (Mark 2:13-17, 2:18-22, 2:23-28, 3:1-6). And shortly before these four controversies, Mark narrated four healings in a row (Mark 1:21-28, 29-34, 35-39, 40-45). And right in between the four healings and the four controversies is a story that is both healing and controversy (Mark 2:1-12), functioning as a pivot between the two four-part sequences. Therefore, the episode with the paralytic ought to cast its shadow over our interpretation of the entire segment of Mark 1:21-3:6.

Narrator Insertions

Most of the time, biblical narrators write about other characters and the events surrounding them. But with some regularity, those narrators step into the story to share their thoughts on what just happened (or what is about to happen). They do this not only through introductions and conclusions, but something through summaries or assessments. When we come across such narrator insertions, it is not enough to consider what the narrator says. We must also account for why the narrator has inserted himself at this point in the story. Sometimes, such insertions mark off units of thought for us.

For example, Mark uses narrative summaries to mark off the main sections early in his gospel. Mark 3:7-12 summarizes Jesus ministry in Galilee as one involving great crowds coming to hear him and be healed by him. Unclean Spirits attempted to name him the Son of God, but he would not permit them. This summary is not here by accident. It is the narrator’s way of bringing everything since Mark 1:16 to a conclusion before he launches into a new idea in the following section (which ends with a briefer narrative summary at the end of Mark 6:6).

Plot

When you’re studying a book with lengthier scenes, such as John, Acts, or Old Testament narratives, the tool of marking scenes will get you only so far. What if a single scene is 20, 30, or 40 verses long? How do you break that scene down further into units of thought to help you determine the author’s main point?

In such cases, the best tool to employ is perhaps the plot structure. Develop the skill of identifying precisely where conflict is introduced, where it is solved, and how the tension escalates on the way from its introduction to its resolution—and you’ll be well-equipped to map out the structure of many biblical narratives.

The bad news is that I don’t have enough space here to elaborate on how to develop these skills. The good news is that I have already done so in another post.

Conclusion

Bible stories provoke the imagination and grip hearts. Bible characters might be used as examples to imitate or avoid (though not as often as you might think!). Bu our chief goal with narratives ought to be discovering the author’s main points in telling them. What is it the author seeks to persuade his audience of?

As you develop proficiency in distinguishing between scenes, observing the logical flow from one to the next, recognizing the structural use of narrator insertions, and tracking plot arcs, you will become equipped to identify the structure of the Bible’s narratives. And once you’ve identified your passage’s structure, you’re well on the way toward drawing credible and defensible conclusions about the passage’s main idea.

Why We Reread the Bible

January 30, 2023 By Ryan Higginbottom

The Bible is not like other books. When we finish a novel or biography, we put it down and pick up something new. But many Christians complete a Bible reading and start right in again. For those new to the faith, this may seem strange.

Because frequent rereading of the Bible is not an obvious activity, I thought it might be helpful to highlight some of the reasons Christians never really finish reading the Scriptures.

The Bible is a Singular Book

Christians believe that the Bible is God’s Word, that God himself inspired what we read on those pages. This gives the Bible an authority and status unequal to any other book.

While this by itself does not imply we should reread the Bible, it does mean it’s no surprise if we treat it differently than other volumes on our shelves.

We Need to Keep Learning

The Bible gives us instruction, correction, comfort, and hope. This is the infinite, eternal God’s primary revelation of himself, and we finite, fallen humans don’t understand everything about God the first or second or tenth time we read it. Given our limitations and our nature, we will never have perfect knowledge of God in these imperfect bodies.

Because the Holy Spirit illuminates the Bible for us and gives us understanding, rereading the Bible can sometimes feel like reading a completely different book. I’ve talked to many Christians who admit to reading a passage dozens of times—over decades of their lives—before grasping something profound that now seems obvious.

We Forget

The Bible is a long book, containing truths both profound and difficult. Our frail minds do not easily hold all of these truths for long periods of time, especially when only exposed to them once.

We forget who God is and what he has done because we are weak and limited. We also forget God’s word because in our corruption we do not hold tightly to stories that emphasize our dependence and guilt. This is especially true when our lives are comfortable. (See the relevant warning to Israel in Dt 8:11–20.)

Because we easily forget God, we reread his word to remember.

We Are Commanded

Keeping the holy teachings about God top of mind is not just a recommended Christian activity. God commands it!

We are to “let the word of Christ dwell in [us] richly” (Col 3:16). Because we are forgetful, it’s hard to imagine obedience to this command without rereading.

Jesus says that part of the way we abide in him is to let his words abide in us (John 15:7). The words of Christ take up residence with us when we revisit them frequently.

To Grow in Love

Reading (and rereading) the Bible is not an end in itself. There is no heavenly trophy for most times reading the Bible.

We are getting to know a person—God—not a textbook. And we must hold tight to the gospel truths that fuel our love of our neighbors.

We read because we are loved by God. And because God loves us, we read so that we might love him and love our neighbors.

And until we love perfectly, we reread.

Units of Thought in Discourse

January 27, 2023 By Peter Krol

What is a Discourse?

Discourse is one of the three text types in Scripture. A discourse is simply a passage where someone is speaking. It could be a speech or sermon. It could be a law code. It could be a letter. It could be a prose prophetic text. But when someone is speaking or teaching, a few particular tools will help us to discern the units of thought in that speech.

Photo by Volodymyr Hryshchenko on Unsplash

Logical Connectors

The first thing to look for is logical connectors. These are words or phrases that signal the movement from one idea to another. Such words include because, since, however, therefore, consequently, for this reason, finally, and many more.

It’s important to observe the use of such logical connectors, but it’s even more important to figure out how they are being used. For example, the word “but” could signal a very narrow and particular contrast between two words (e.g. the contrast between “bronze bases” and “silver hooks” in Ex 38:17). It could signal a larger contrast between clauses (e.g. the contrast between “the patriarchs sold him into Egypt” and “God was with him” in Acts 7:9). Or it could signal a larger contrast between sections or units of thought (e.g. the contrast between “you were” in Eph 2:1-3 and “but God” in Eph 2:4-6).

Noticing these larger, discourse-level transitions (not just word-level or clause-level transitions) helps us to follow the author’s larger argument by identifying his units of thought. For example, in Ephesians, after the blessing of God in Eph 1:3-14, the connector words “for this reason” (Eph 1:15) signal the next section. And there is no discourse-level connector word again until the “therefore” of Eph 2:11. This suggests that Eph 1:15-2:10 are a single unit of thought, explaining Paul’s prayer for the Ephesians to perceive their union with Christ. And the “therefore” section of Eph 2:11-22 explains the practical implications of such union of the entire community with Christ (and therefore with one another).

Transitional and Thesis Statements

In a modern-day sermon, you might hear the preacher say “My first point is…” or “Having seen [the first point], that leads us to consider the matter of [the second point].” These are the sorts of transitional words and phrases speakers use to let their audience know they are moving from one idea to the next. Some biblical discourses do the same thing.

For example, Hebrews 1:4 states a thesis that the Son of God is superior to angels because he has inherited a superior name. Heb 1:5-14 then explains the superiority of the Son, and Heb 2:5-18 demonstrates his superior name. Though there is some application in the middle (Heb 2:1-4), Heb 1:4-2:18 makes one complete unit of thought.

Another example: Eccl 11:7-8 states a thesis that because light is pleasant for the eyes, we ought to rejoice in what God gives and remember that dark days are coming. Eccl 11:9-10 then expands on the command to rejoice in God’s gift of life, and Eccl 12:1-7 expands on the command to remember the Creator before the dark days of old age threaten your joy.

One more example: In the second half of 1 Corinthians, Paul introduces each section with a transitional “concerning [the matters about which you wrote.” These transitional statements clearly inform us how to understand each section, so that we don’t get lost in the details. 1 Cor 7 deals with sexual relationships. 1 Cor 8-11 addresses the matter of food offered to idols. 1 Cor 12-14 covers the topic of spiritual things or spiritual people (the word “gifts” does not appear in the Greek of 1 Cor 12:1 but is added by translators).

Shifts in Content

When distinguishing units of thought in discourse, one final tool to keep in mind is straightforward shifts in content. We see such shifts clearly in Jesus’ Sermon on the Mount where he uses very few direct transitions or connectors. After the blessings (Matt 5:3-12) he discusses salt and light (Matt 5:13-16) and the proper understanding of the Law and the Prophets, against Pharisaic oral tradition (Matt 5:17-48).

Then he does offer a thesis statement in Matt 6:1 to warn us of practicing righteousness before other people, and his shifts in content from giving (Matt 6:2-4) to prayer (Matt 6:5-15) to fasting (Matt 6:16-18) mark the subdivisions under that larger thesis.

Finally, he concludes the sermon with discussion of treasure (Matt 6:19-34), true and false judgments (Matt 7:1-20), and hearing and doing (Matt 7:21-27).

Embedded Discourse

One special type of discourse to watch for is embedded discourse, which is when a speech is placed within another kind of text, such as a narrative. When we’re dealing with embedded discourse, we must not only look for structural markers within the discourse itself. We must also pay close attention to the narrative markers that show the author’s larger purpose.

The Sermon on the Mount is embedded within Matthew’s larger narrative. So while the shifts in content help us to observe structural units of thought within the speech, we must also take note of the narrative frame in Matt 4:23-5:2 and Matt 7:28-29 to grasp not only Jesus’ point but also Matthew’s larger point in recounting the sermon.

Another example: In the Flood narrative, notice the narrative markers “And God said to Noah” (Gen 6:13) and “Then the LORD aid to Noah” (Gen 7:1). Prior to the Flood, God makes two speeches to Noah. We ought not squish them together, as though they were a single set of instructions. The narrator signals that God had two points to make or two sets of instructions for Noah.

Similarly, in Genesis 17, the narrative markers of Gen 17:1, 9, 15, and 22 mark three distinct speeches of God. God had something to say about himself (Gen 17:1-8). Something about Abram (Gen 17:9-14). Something about Sarai (Gen 17:15-21). And then he was done (Gen 27:22). Simply observe how the discourse has been embedded within the narrative, and you have immediately found the main units of thought and thereby the structure.

Conclusion

Discourse texts are some of the most beloved passages in all the Scripture. But we must be careful, for it is remarkably easy to get lost in the details. Employ these four tools—logical connectors, transitional and thesis statements, content shifts, and narrative markers for embedded discourse—to help you find the units of thought, and you’ll be well on your way to grasping the passage’s structure. This matters, because only once you’ve grasped the structure will you be able to draw credible and defensible conclusions about the passage’s main idea.

How to Find the Parts of a Passage

January 20, 2023 By Peter Krol

Your top priority in Bible study is to discern the author’s main point. And to discern that main point, one of the most important observations you can make is the passage’s structure. The structure of the text refers to how the author has arranged of the parts.

However, before you can see an order or arrangement of the parts, you have to be able to identify the parts!

What are the parts?

We can identify units of thought on different scales. What are the divisions of a whole book? What are the parts of each division? What are the paragraphs or stanzas within each part? Ryan addressed some of these different scales when he asked how much of the Bible we should study at a time. Because the skills of observing units of thought carry over from the smaller scale to the larger scale, I’ll address that smaller scale (dividing the text into paragraphs or stanzas) first.

When in doubt, you can begin by following the editors of your favorite translation, who have typically broken up the text into paragraphs or stanzas for you. But different translations have divided the paragraphs or stanzas in different places, so no single committee is always right! For example, take Proverbs 3:27. The ESV handles it as the end of a stanza (Prov 3:21-27), but the CSB treats it as the beginning of another (Prov 3:27-35). I’m inclined to agree with the CSB on this one, on account of the structure of the argument.

How do you recognize the parts?

But how do you go about making such a decision? How do you identify coherent parts or units in the passage without simply dissecting the whole thing like a bin full of Lego minifigure heads? It all depends on the text type.

In a narrative, units of thought are generally defined by scenes. Sometimes (especially in the gospels) scenes contain one complete plot arc—for example, Luke 5:1-11. Sometimes (especially in Old Testament narratives) a single plot arc can stretch over a few scenes—for example, 1 Kings 18:1-46.
In a poem, units of thought are generally defined by coherent metaphors or persons. When the metaphor shifts, or the address shifts from talking about one person to talking to or about another, you may be observing distinct units of thought. For example, Psalm 80 shifts from the metaphor of a saving shepherd (Ps 80:1-3) to that of an angry provider (Ps 80:4-7) to that of a ravaged vine (Ps 80:8-19)—marking three units of thought.
In a discourse, units of thought are generally defined by conclusions and premises. The authors of letters and speeches seek to persuade their audience through argumentation, so they mark their units of thought by means of their conclusions. For example, Heb 1:13 argues that God has spoken by his Son. Heb 1:4-14 argues that this Son is superior to angels. Heb 2:1-4 argues that we must pay closer attention to the Son’s message that we would to the angels’ message. And so on. Track the flow from one conclusion to the next, and you’ll discern the units of thought.

Conclusion

I’m not suggesting a simple one-size-fits-all approach to any of these text types. Such literary analysis can get quite complex and requires careful thought. But if you start with these basic skills, you’ll improve at recognizing when you need to expand your toolset to other sorts of skills as well.

Repeated Words and Titles as a Clue to the Main Point of a Book

January 16, 2023 By Ryan Higginbottom

We’re big fans of observing repetition in the Bible. Just like in our emails and conversations, the words, phrases, and topics we dwell on most are usually at the center of our thinking. We’ve pointed out how this helps us find the author’s main point in a passage of Scripture.

The same is also true for books of the Bible! Since books of the Bible are really just long passages, maybe this isn’t that shocking. But I was a bit surprised how easy this was in the New Testament book of Titus.

Look at the Data

Titus is a short book, so we can read it several times without much effort and uncover the repetition. (For longer or more complicated passages, Bible study software might come in handy. We’ve pointed out the capabilities of both Logos and e-Sword to help in this regard.)

Titles of God

The title of God as “Savior” shows up six times in Titus. Combine that with one occurrence of “salvation” and one of “saved,” and we can see part of what occupies Paul as he writes.

Paul has been entrusted with preaching by the command of “God our Savior” (Titus 1:3).
Paul sends grace and peace “from God the Father and Christ Jesus our Savior” (Titus 1:4).
The submission of bondservants to masters will “adorn the doctrine of God our Savior” (Titus 2:10).
The grace of God has appeared, “bringing salvation for all people” (Titus 2:11).
Living godly lives in the present age involves waiting for “the appearing of the glory of our great God and Savior Jesus Christ” (Titus 2:13).
The “goodness and loving kindness of God our Savior appeared” (Titus 3:4).
God “saved us” (Titus 3:5).
The Holy Spirit was “poured out on us richly through Jesus Christ our Savior” (Titus 3:6).

The titles used to refer to anyone (especially God) are important details in a passage. So when a title is repeated this often in three little chapters, we should take note.

Good Works

The other repetition that jumped out at me in Titus was the idea of works or good works. I count eight occurences.

The unbelieving profess to know God but “deny him by their works” (Titus 1:16).
Because they deny God, these unbelievers are “unfit for any good work” (Titus 1:16).
Paul charges Titus to be a “model of good works” (Titus 2:7).
Jesus gave himself (in part) to purify a people “who are zealous for good works” (Titus 2:14).
Titus is to remind his people to be “ready for every good work” (Titus 3:1).
God saved us “not because of works done by us in righteousness” (Titus 3:5).
Those who have believed in God should “devote themselves to good works” (Titus 3:8).
Paul wants “our people” to “devote themselves to good works” (Titus 3:14).

Putting Pieces Together

Noticing the repetition of these two ideas is not enough to produce a main point for the book of Titus. These data points are essential, but we have merely observed so far; it takes the additional work of interpretation to take the next step.

Epistles, more than other books in the Bible, sometimes contain a purpose or summary statement. This is not true of all epistles, just like it is not true of all our conversations or emails.

There are two short sections of Titus that involve one or both of our repeated ideas and which might function as a summary of Paul’s letter.

For the grace of God has appeared, bringing salvation for all people, training us to renounce ungodliness and worldly passions, and to live self-controlled, upright, and godly lives in the present age, waiting for our blessed hope, the appearing of the glory of our great God and Savior Jesus Christ, who gave himself for us to redeem us from all lawlessness and to purify for himself a people for his own possession who are zealous for good works. (Titus 2:11–14)

The saying is trustworthy, and I want you to insist on these things, so that those who have believed in God may be careful to devote themselves to good works. These things are excellent and profitable for people. (Titus 3:8)

Stayed tuned, for in a future post I plan to use the observations here to produce an interpretive overview of Titus.

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