Observation | Knowable Word

Finding repeated words and themes

April 9, 2021 By Tom Hallman

My two-year-old son David has entered the stage where he’s quite the chatterbox. As soon as I get home from work, he’ll happily tell me everything that’s on his mind. Here’s an only-mildly-edited recent quote: “David and Mama and Jimmy go to the pool and I SPLASH in the pool and Mama splash David in the pool and I have green ball in the pool and… and SPLASH SPLASH SPLASH green ball in the pool. Daddy, may I have please go to the pool now?”

So here’s your quiz: what’s on David’s mind?

How did you know?

While usually not quite as pervasive as the rambling thoughts of toddler, one of the easiest techniques to use in doing good Bible study is that of observing repeated words and themes. Authors didn’t have bold and italics back then, so a common way to emphasize a point was to repeat it multiple times. It’s like saying, “Hey, don’t miss this!”

One of my favorite passages that makes generous use of repeated words is Amos 4. Consider these verses:

[6] “I gave you cleanness of teeth in all your cities, and lack of bread in all your places, yet you did not return to me,” declares the LORD.
[7] “I also withheld the rain from you when there were yet three months to the harvest; I would send rain on one city, and send no rain on another city; one field would have rain, and the field on which it did not rain would wither; [8] so two or three cities would wander to another city to drink water, and would not be satisfied; yet you did not return to me,” declares the LORD.
[9] “I struck you with blight and mildew; your many gardens and your vineyards, your fig trees and your olive trees the locust devoured; yet you did not return to me,” declares the LORD.
[10] “I sent among you a pestilence after the manner of Egypt; I killed your young men with the sword, and carried away your horses, and I made the stench of your camp go up into your nostrils; yet you did not return to me,” declares the LORD.
[11] “I overthrew some of you, as when God overthrew Sodom and Gomorrah, and you were as a brand plucked out of the burning; yet you did not return to me,” declares the LORD.

(Amos 4:6-11 ESV, emphasis mine)

Note how often the phrase, “yet you did not return to me,” declares the LORD, comes up. That’s the author’s (and God’s) way of saying, “This is really important! This is what I want you to do!”

Another repeated theme is the varied forms of judgment. The LORD is deliberately using all kinds of pain to get the attention of Israel so they might return to Him: starvation, dehydration, frustrated work, disease, defeat in battle, death, and even fire from heaven! Sadly, it seems that Israel persisted in running from Him time and again. It’s repeated often so we wouldn’t miss the repeated theme – even though Israel did.

Want to try looking for more repeated words and themes?

Consider Colossians 2:6-15. Notice how many times “in Him” / “with Him” appear. What is Paul trying to get across to the Colossians?
Consider Genesis 1. How did God go about creating? What is the author trying to tell us about the works of God?
Consider 1 John 3:11-24. See how many repeated words you can find!

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Catch the Differences

January 29, 2021 By Peter Krol

Earlier this week, I completed my 11th annual speed read of the Bible. This time, I used a detailed chronological reading order I’ve never used before, which enabled me to catch on to some things that have escaped my notice before. Of course, the purpose of reading large portions of Scripture is not to notice every detail. But the pathway you take through the Bible can certainly help to freshen up some things.

For example, read the following selections of Scripture, one right after the other, and see if anything jumps out at you, as it did for me.

And they were on the road, going up to Jerusalem, and Jesus was walking ahead of them. And they were amazed, and those who followed were afraid. And taking the twelve again, he began to tell them what was to happen to him, saying, “See, we are going up to Jerusalem, and the Son of Man will be delivered over to the chief priests and the scribes, and they will condemn him to death and deliver him over to the Gentiles. And they will mock him and spit on him, and flog him and kill him. And after three days he will rise.”
Mark 10:32-34

And as Jesus was going up to Jerusalem, he took the twelve disciples aside, and on the way he said to them, “See, we are going up to Jerusalem. And the Son of Man will be delivered over to the chief priests and scribes, and they will condemn him to death and deliver him over to the Gentiles to be mocked and flogged and crucified, and he will be raised on the third day.”
Matthew 20:17-19

And taking the twelve, he said to them, “See, we are going up to Jerusalem, and everything that is written about the Son of Man by the prophets will be accomplished. For he will be delivered over to the Gentiles and will be mocked and shamefully treated and spit upon. And after flogging him, they will kill him, and on the third day he will rise.” But they understood none of these things. This saying was hidden from them, and they did not grasp what was said.
Luke 18:31-34

Can you spot the differences? Image by Dmitry Abramov from Pixabay

There are, of course, many differences in the accounts, from Mark’s narration of the disciples’ amazement and fear, to Matthew’s passive voice “he will be raised,” to Luke’s hiding of the saying such that they didn’t grasp it. Each of these differences provides a clue into the narrator’s unique intentions.

But what struck me the most this time around was the differences in how Jesus is “delivered over.” If you didn’t catch the difference, go back and read the passages again, paying special attention to whom Jesus is delivered over to, and in how many stages.

What does Luke’s distinct account suggest about his intentions in describing this passion prediction? How does this fit with Luke’s larger treatment of the Jews in both Luke and Acts?

Acts 4 and 5: Similar Narratives with Distinct Emphases

January 15, 2021 By Peter Krol

“If your observation is poor, your interpretation won’t be any better.” Acts 4 and Acts 5 provide a good case study to illustrate this mantra of mine.

These two chapters of Acts (or, to be specific, Acts 4:5-31 and Acts 5:17-42) appear quite similar on the surface. In both episodes:

Jesus’ apostles draw crowds for doing miraculous signs and wonders (Acts 3:11-12, 5:14-16).
The high priest and his associates imprison Jesus’ apostles for preaching and healing (Acts 4:1-3, 5:17-18).
There is a hearing with testimony from the “offenders” (Acts 4:5-7, 5:27-28).
The apostles are compelled to bear witness to the resurrection and exaltation of Jesus (Acts 4:10-12, 5:30-32).
The priests warn the apostles to speak no longer in this name (Acts 4:18, 5:40).
The apostles contrast obedience to the priests with obedience to God (Acts 4:19-20, 5:29).
The apostles end up more motivated and more courageous to continue their proclamation (Acts 4:31, 5:41-42).

Because of these similarities, teachers and small group leaders may feel stuck when studying Acts. Should we skip over the second episode? Should we repeat the same lesson and applications? How do we prevent the study from feeling like deja vu for participants? What more can we cover the second time ’round that we didn’t address the first time?

When a biblical narrator repeats similar ideas in this way, especially in such quick succession, he may have numerous reasons for doing so. One reason could be simply to establish a matter on the testimony of two witnesses (Deut 19:15). But in almost every case, the narrator also gives clues that he has a different point to make with each episode. We can use the same skills we employ to avoid unhelpful harmonization to grasp Luke’s points in these two chapters of Acts. Let’s hear each episode and observe them doggedly.

Plot Structure to the Rescue in Acts 4

Since we’re dealing with narratives, one of the most useful tools is that of plot structure. Let’s go back over each of the two scenes with the concepts of conflict, climax, and resolution in mind. To keep things somewhat focused, I’ll be looking only at the arrest/hearing scenes and not the healing scenes that provoked them.

In chapter 4, Acts 4:5-6 describe the setting. The conflict (tangible narrative tension) enters in Acts 4:7, when the priests ask, “By what power or by what name did you do this [heal the man lame since birth and proclaim resurrection from the dead]?” The chief conflict here is the conflict between names, which represent both delegated authority and factual power. What is the name that gives you either the ability (power) or the right (authority) to do these things?

Luke masterfully foreshadows this conflict of authoritative names even as he establishes the setting: “…with Annas the high priest and Caiaphas and John and Alexander, and all who were of the high-priestly family” (Acts 4:6). Do you see what he did there? Do you see how sneaky he was in getting you to consider all those powerful and authoritative names?

The tension only increases as Peter tackles the question head-on:

“by the name of Jesus Christ of Nazareth…” (Acts 4:10)
“there is no other name under heaven given among men by which we must be saved” (Acts 4:12)

The wannabe Names, however, can’t have any of this. Luke narrates twice their resolve to prohibit proclamation in this unapproved name of Jesus (Acts 4:17, 18). They then release Peter, John, and the formerly lame man, but the narrative hasn’t climaxed yet. The question remains unresolved: Which name will prove to be the true power here?

It is only after the disciples return to their friends (Acts 4:23), pray together to the Sovereign Lord who made heaven, earth, and sea (Acts 4:24), and ask him to embolden them even while continuing his signs and wonders through the name of his holy servant Jesus (Acts 4:29-30)—only then does the conflict finally resolve. At this profession of complete trust in the name of Jesus, the place where they had gathered was shaken, and the Holy Spirit fills hem afresh with a new measure of boldness (Acts 4:31). The shaking and the Spirit are narrative evidences that they’ve been clinging to the right name. That the power of this name to preach the resurrection cannot be stopped by a few pretenders to the Jewish priesthood. What were their names again?

Luke’s emphasis in this first scene, evident through the nature of the narrative conflict and climax, is on the vindication and authority of the name of Jesus over that of the Jewish priests.

Plot Structure in Acts 5

The conflict, climax, and resolution of Acts 5 take us in quite a different direction.

Acts 5:17-18 provide the setting, where a jealous High Priest & Co. (unnamed!) locks up the apostles. And not only Peter and John this time, but, presumably, all of them. Yes, there is implicit conflict in both the jealousy and the arrest itself. But the actual narrative conflict arises in Acts 5:19-20, when an angel shows up to bust his boys out of the slammer. The priests want them in prison; the angel (and, in light of what follows, we can add: God) wants them in the temple. The conflict: Where do you want these guys to be?

The tension increases (hilariously) the next day as the priests send for their prisoners for interrogation, and they can’t find them (Acts 5:21b-25)! Nobody remembers seeing them leave, and the cells remain locked. They were so careful to place these troublemakers just so, but then they went and lost their prisoners!

They hear of the apostles’ presence in the temple (incidentally, isn’t it the priests’ job to be there?), and resolve to bring them back in. But they must do so with much sensitivity and caution, lest they get themselves killed by the crowd (Acts 5:26). Luke strongly suggests that the apostles could have resisted this re-arrest, had they chosen to stay put in the temple, and the temple officers could have done nothing to physically apprehend them. The priests are clearly losing their ability to contain these unruly preachers.

I’ll simplify my analysis by suggesting that the conflict is finally reversed (i.e. reaches its climax) in Acts 5:39, where Gamaliel’s advice is simply to trust God to decide which movements he wants to grow or demolish. The priests take his advice (Acts 5:39b), but not really (Acts 5:40). They still want to have some control over deciding when and where this Christian movement can operate. And their intimidation has the opposite effect to what they intend (Acts 5:41-42).

Conclusion

All you need to do is set aside your familiarity and take a closer look. Observe, observe, observe. Take note, especially in narrative, of the details of conflict, rising action, climax, and resolution. As you do, the distinct emphases of similar episodes will surface themselves.

Then you can teach or lead discussions on Acts 4 and Acts 5 without covering exactly the same ground. First (Acts 4), you talk about the only name that has the authority to forgive and the power to heal. Then (Acts 5), you explore the fact that opposition to this name will want to contain it but never succeed.

But if your observation is poor, your interpretation won’t be any better.

Two Kinds of Proof Texts

September 28, 2020 By Ryan Higginbottom

Any Christian article or book worth our attention will be faithful to God’s word. And one way that writers strive for that faithfulness is to quote and refer to the Bible.

These quotes and references are often called “proof texts.” For any reader of persuasive Christian writing, these are crucial elements of an argument. Proof texts are not mere sprinkles on the cupcake.

Two Different Flavors

Because the Observation-Interpretation-Application (OIA) framework offers a grid for all communication, it’s no surprise that it lends us a hand in this matter. Just as there are two ways to outline a Bible passage, proof texts also come in two varieties.

In observation proof texts, a writer refers to a verse or passage and the reader needs only to observe the Bible to verify that the text supports the point. For example, a writer might cite John 5:18 to help establish the claim that Jesus refers to God as his father.

When a writer uses interpretation proof texts, their reader must do some interpretive work with the verse or passage cited. In this category, a writer might refer to the parable of the prodigal son to support a statement about Jesus correcting the Pharisees’ notion of loving God.

Examples

These different kinds of proof texts show up in many varieties of Christian writing. Here are two examples.

The Heidelberg Catechism

Take a look at the sixth question and answer from the historic Heidelberg Catechism. (I have not included all of the catechism’s proof texts here.)

Q. Did God, then, create man so wicked and perverse?
A. No, on the contrary, God created man good[1] and in His image, that is, in true righteousness and holiness,[3] so that he might rightly know God His Creator, heartily love Him, and live with Him in eternal blessedness to praise and glorify Him.

The reference [1] points to Gen 1:31; this is an observation proof text, because that verse says that God called all that he created (including man) “good.” The reference [3] points to Eph 4:24; this is an interpretation proof text, because Paul is writing about repentance and putting on the new self, not (explicitly) the original creation of man. It takes some interpretive work to agree that the phrase “true righteousness and holiness” as used in Eph 4:24 is being used accurately and legitimately in the catechism.

The Meaning of Marriage

Here are additional examples from Tim Keller’s book The Meaning of Marriage.

Keller writes this when discussing the permanence of marriage.

The problem is not with marriage itself. According to Genesis 1 and 2, we were made for marriage, and marriage was made for us. Genesis 3 tells us that marriage, along with every other aspect of human life, has been broken because of sin. (Keller, page 44)

The references to the first three chapters of Genesis are interpretation proof texts. We cannot pluck the conclusions Keller asserts from the surface of those texts.

On the next page, however, when describing Jesus’s sacrifice, Keller writes this.

Jesus the Son, though equal with the Father, gave up his glory and took on our human nature (Philippians 2:5ff). (Keller, page 45)

This reference to the second chapter of Philippians is an observation proof text, because the words Keller writes come almost verbatim from those verses.

Associated Dangers

Knowing there are two different kinds of proof texts can help us discuss the dangers associated with each. The lines here are not always sharp and the categories are not always disjointed, but some distinctions can be helpful.

A common error when using an observation proof text is to miss the passage’s context. Most errors associated with context involve a quick, surface reading of the passage. But the obvious reading of a verse may not be the intended or accurate reading. (See this page for a multitude of examples.)

Interpretation proof texts are, unsurprisingly, prone to bad or incomplete interpretation. Sometimes writers assume too much of their readers; sometimes they simply misinterpret the Bible.

Neither type of proof text is inherently good or bad. And while neither type is better than the other, interpretation proof texts are the less stable of the two. They require more work and more care.

Conclusion

As we read Christian writing which attempts to persuade, let’s be aware of these two kinds of proof texts. We can often identify which type a writer is using by context clues.

When a writer uses an observation proof text, their claim should be easy to verify. Look up the reference, nod your head (hopefully), and move on. When the writer uses an interpretation proof text, we will need to do some interpretive work to see if their claim is supported by the text.

Knowing the distinction between these two kinds of proof texts won’t solve all our problems. This will help us to be better readers, able to know when (or if) a writer’s ideas square with God’s written revelation.

Disclosure: The Amazon links above are affiliate links, meaning that this website receives a small amount of money if you make a purchase after clicking one such link.

Why We Should be More Familiar with OT Sacrifices

September 25, 2020 By Peter Krol

For the first time in my life, I’ve been spending significant time studying the book of Leviticus. You know, that book you and I have always avoided, except perhaps for annual reading plans? It’s all been fulfilled by Jesus, so we don’t need to know it very well, right?

Let me share just a few highlights of the beginning of my study.

Leviticus 1-7 lists the regulations for five types of sacrifice, each of which has a different focus. The first type is the “burnt offering” (Lev 1), and the thing that distinguishes the burnt offering is that it is the only sacrifice where the entire corpse of the animal is consumed in the altar’s fire. Every other sacrifice has some portion reserved for priest or people to cook and eat.

In addition, the burnt offering is not directly connected with sin. I have tended to flatten my understanding of Old Testament sacrifices to little more than substitutionary payment for sin. And yet, the first type of sacrifice, the bread and butter of the Mosaic system, is not a payment for sin. It is the sacrifice someone would offer when they simply want to draw near to God and express their loyalty or praise to him (“vows or freewill offerings” – Lev 22:18). The burnt offering simply makes it possible for people to draw near to God in worship, offering oneself completely, leaving nothing out.

So why does this matter? How an Israelite would offer their burnt offering matters to God. Unless it is offered in the prescribed way, it will not be acceptable, a pleasing aroma (Lev 1:3, 9, 13, 17). And when we dig into the mechanics of bringing a burnt offering, fascinating things seep from the text’s pores. Notice how all of the following theological language has its roots in the burnt offering of Leviticus 1:

laying on of hands (Lev 1:4, 1 Tim 4:14)
acceptable worship (Lev 1:4, Heb 12:28)
atonement (Lev 1:4, Dan 9:24)
sprinkling of blood (Lev 1:5, 1 Pet 1:2)
washing with water (Lev 1:9, Eph 5:26)
turning to smoke (Lev 1:9, Rev 19:3)
consuming fire (Lev 1:9, Heb 12:29)

In addition, the metaphors “holy and acceptable (transformed) sacrifices” (Rom 12:1-2) and “fragrant offering, a sacrifice acceptable and pleasing to God” (Phil 4:18) all likely draw their word pictures from the burnt offering (and perhaps a few other types of sacrifice).

How does it deepen your thinking about such texts, when you start to see that ordination (1 Tim 4:14), marriage (Eph 5:26), or ministry philanthropy (Phil 4:18) are New Testament applications of the regulations for the levitical burnt offering?

I’m delighted to discover how richly rewarding it is to gain greater familiarity with these sacrificial rituals and with the text of Leviticus. Perhaps this will encourage you to take a closer look at this oft-neglected book as well.

Enroll in Your Own Bible Class this Fall

August 31, 2020 By Ryan Higginbottom

The journey back to school this year has been a difficult one in the U.S.. Parents have made difficult choices about how and where their children will learn, and school teachers and administrators have faced some of the thorniest challenges of their careers. A global pandemic will do that, I guess.

I am a teacher myself, and the COVID chaos has tamped down my usual affection for the back-to-school season. Normally I love to gather supplies, feel a temporary sense of organization and schedule, and look ahead with excitement about what the fall has to offer. This year, however, I felt tired before classes began.

Despite my fatigue, I can’t shake the sense of early-fall possibility. Like the new year, this part of the calendar offers a new start.

A New Start for Bible Study

Christians often start read-through-the-Bible plans in early January. We pour over schedules for books and chapters; some plans even build “make-up days” into each month.

We give a lot less attention to planning out our Bible study. This may be because our Bible study rhythms are tied to our church or small group. It may be because we have laid this important discipline to the side.

Today, I’m offering you a chance to plan out your Bible study. If you aren’t regularly studying the Bible, there’s no better time to start.

So join the children this fall. Head back to class. I invite you to design your own plan for studying the Bible this year.

In case you need a model, I’ve provided one below. There’s nothing special about my plan other than it’s already made. Feel free to modify mine or start from scratch.

How to Study the Bible

If studying the Bible sounds overwhelming or like a task reserved for professional clergy, I understand. Some people write and talk about Bible study so that it seems academic, dry, and intimidating. It doesn’t have to be this way!

This web site (Knowable Word) exists to help ordinary people learn how to study the Bible. If you need a quick way to prepare for your class, you’ve come to the right place!

I’d suggest you start with our summary page and then dig into more details. There are three ingredients to the age-old method we promote: observe, interpret, and apply.

When we study the Bible, we must first observe what is written. We must take note of the details and how they fit together. Then we interpret the text. We try to understand the meaning of the passage, and we search for the author’s main point. Finally, we apply the truth of the Bible. If we remain unchanged, our Bible study is incomplete.

An Example Class

Since the academic year usually lasts for about eight months, I’ve designed the class below to last from early September though the end of April, with some time off around the holidays. This long view will allow me to suggest a long book—Isaiah—for our study. (If you are designing your own class, you could choose a different long book or opt for several shorter books.)

The plan below begins with three weeks to do nothing but read through Isaiah as many times as possible. The Isaiah portion of many audio Bibles is just less than four hours. This means that an average reader should be able to read all of Isaiah three times during those three weeks in just 35 minutes per day. Rereading a book is the best way to understand its structure.

In your whole-book survey, put together a book overview. Try to outline the book as you go. These initial readings should not be passive!

At the end of the plan, I’ve scheduled some time for putting your thoughts together. In a high school or college class, your instructor might assign you a paper at the end of the term. This isn’t just busywork; writing or presenting your findings is a great way to help you process and organize all that you’ve learned. If you have a blog yourself, consider writing about your “class.” (Send us a link here at Knowable Word so we can read it!) You might even consider writing a guest post on this blog.

The Plan

Here’s the week-by-week schedule. Adopt and adapt and modify to fit your needs.

Aug 30–Sept 5: read Isaiah
Sept 6–12: read Isaiah
Sept 13–19: read Isaiah
Sept 20–26: Isaiah 1–2
Sept 27–Oct 3: Isaiah 3–5
Oct 4–10: Isaiah 6–8
Oct 11–17: Isaiah 9–10
Oct 18–24: Isaiah 11–13
Oct 25–31: Isaiah 14–16
Nov 1–7: Isaiah 17–19
Nov 8–14: Isaiah 20–22
Nov 15–21: Isaiah 23–24

Nov 22–28: Isaiah 25–26
Nov 29–Dec 5: Isaiah 27–28
Dec 6–12: Isaiah 29–30
Dec 13–19: Isaiah 31–33
Dec 20–26: break
Dec 27–Jan 2: break
Jan 3–9: Isaiah 34–35
Jan 10–16: Isaiah 36–37
Jan 17–23: Isaiah 38–39
Jan 24–30: Isaiah 40–41
Jan 31–Feb 6: Isaiah 42–43
Feb 7–13: Isaiah 44–45

Feb 14–20: Isaiah 46–47
Feb 21–27: Isaiah 48–49
Feb 28–Mar 6: Isaiah 50–52
Mar 7–13: Isaiah 53–55
Mar 14–20: Isaiah 56–57
Mar 21–27: Isaiah 58–59
Mar 28–Apr 3: Isaiah 60–62
Apr 4–10: Isaiah 63–64
Apr 11–17: 65–66
Apr 18–24: wrap up
Apr 25–May 1: wrap up

How Far You’ll Go

In a chaotic year, God is constant and sovereign. He has revealed himself in his word. Let’s take advantage of this time to draw closer to him.

If you give yourself to careful, regular Bible study over the next 35 weeks, imagine how much you’ll grow in your understanding! Imagine how much you’ll change!

We Need Humility to Study the Bible

May 11, 2020 By Ryan Higginbottom

A man lacking humility will want nothing to do with the Bible.

Perhaps that’s obvious, but it’s worth repeating. Our pride lurks in the shadows, ready to spew lies about our independence, our capability, and the fact that we’re not really so bad after all.

In fact, we are finite and fallible, with hearts full of corruption and self absorption. How could we possibly know about a holy God? How could we begin to approach him?

The very existence of the Bible should fill us with gratitude. How wonderful that God has made himself known! It should also kindle humility within us—we need him to reach to us because we could never reach him ourselves.

Humility must be the beginning—indeed, the ongoing foundation—of Bible study. But it is also necessary in each stage along the way.

Humility in Observation

Familiarity is a great enemy of observation—when we think we already know a passage, our hearts cool and our eyes glaze. We think that we have noticed everything before, that we have already wrung out the sponge. And since observation gathers the wood for the fire of interpretation and application, this strain of pride can blunt the force of God’s powerful word.

Familiarity is an avenue for pride, but it may also be a fact. Some Bible passages come up frequently! So how do we cultivate humility in observation?

We may need to prevent ourselves from getting comfortable. We can turn to different translations of the Bible. We might also consider different Bible formats (audio, print, digital, reader’s versions) to see a passage with fresh eyes.

Humility in Interpretation

All Christians come from certain traditions and perspectives, even if we don’t recognize it. (As they say, a fish might not describe itself as “wet.”) As a result, we might find ourselves in a rut, drawing on a narrow interpretive framework to answer important questions.

This is precisely the problem that fueled the explosive conflict between the Italian astronomer Galileo Galilei and the Catholic church in the early 1600s. Based on his astronomical observations, Galileo promoted a heliocentric (sun at the center) model of the solar system. The church opposed this view based on Biblical texts that seemed consistent with a geocentric (Earth at the center) model. The church could not fathom that Galileo’s scientific perspective could be reconciled with the Bible, so he was accused of heresy and lived the end of his life under house arrest.

One of the best ways to cultivate interpretive humility is to reject our cozy Biblical echo chambers. It is easy to think we’re always right when no one ever disagrees! There is great value in joining a Bible study group with Christians of different ages, ethnicities, traditions, and genders. We can also seek out diversity in the books we read and the sermons we download.

Humility in Application

Humility is the basis of all application. If we see no need to change, we won’t.

Those who would be humble appliers of the Bible must be courageous, because this humility requires a terrifying prayer: God, please show me my sin. Bring people and situations into my life that show me my need to change.

Bigger Than You

Humility does not demand that we belittle ourselves or our contributions. We are not called to deny the gifts or talents that God has given.

We are called, however, to seek the Lord first and love him most. Humility follows naturally when we focus less on ourselves and more on God and his plan for the world and our neighbors.

And with this preparation, we will be more faithful students of God’s word.

Literary Study Bible: Just Enough Help Without Distraction

May 1, 2020 By Peter Krol

Many study Bibles these days come with a whole lot of study and very little Bible. This is why we typically recommend them only as tools for research and not as personal Bibles. The temptation to rely on the notes is too challenging to overcome when the notes and comments dominate the page.

However, I’m pleased to introduce you to a resource that upends these tables: the ESV Literary Study Bible. This study Bible is almost all Bible, with just the right amount of nudging to assist your study. Though this resource has existed since 2007, Crossway just republished in in March 2020 with updating and fresh typesetting.

Why Another Study Bible?

There are so many study Bibles on the market. What might interest you in this one?

First, the thrust of this study Bible is the literary analysis of the Scripture. Precious few resources exist to help us understand the Bible as literature, and this one does just that quite well. There is very little comment on theological questions or matters of historical interest. You won’t find any word studies or interpretive debates here. What you will find instead is a brief literary analysis of every passage of the Bible. That is, instead of debating what the text means, the editors help you to see not only what is said but how it is said.

Second, the book introductions are fabulous. They provide some of the best book outlines I’ve seen in print. They also walk through the various literary devices and literary intentions of the book, setting readers up to study that book on their own.

Third, the commentary is brief. On average, each chapter of Scripture gets only one paragraph. And that commentary is placed before the text. The commentary’s chief purpose is to summarize the chapter and outline the literary genres and devices found within the text.

Fourth, the best part of this study Bible is that it never presents itself as having done your study for you. It clearly pushes the reader toward further study of the text. The introductions and commentary only nudge us in the right direction, expecting us to build on those observations as we pursue our study.

Weaknesses

This study Bible fills a particular niche (literary analysis), and thereby won’t provide you with a one-stop shop for Bible study.

Also, at times the literary analysis comes across as pedantic, offering many labels for various devices without ever advancing into the practical benefits of recognizing such devices. For example, in the Psalms, we confront an incessant repetition of the components of lament (cry to God, definition of the crisis, petition, statement of confidence in God, and vow to praise God). But at times these components are presented in such a dry, academic way, that we are never moved toward heartfelt lament along with the psalmist.

Conclusion

This study Bible will not help you with either interpretation or application. The help it provides stays exclusively in the realm of observation. And only a few parts of observation at that (structure and genre).

But such specialization enables this study Bible to do what it does with speed and efficiency, and then get out of the way. I happily recommend it to you.

You can see how the Literary Study Bible compares to other study Bibles, with respect to how they help or hinder OIA Bible study, in my study Bible buying guide.

Disclaimer #1: Crossway offered me a complementary copy of the Literary Study Bible in exchange for an honest review.

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Teach Bible Study to a 2-Year-Old

March 13, 2020 By Peter Krol

I’ve stated elsewhere that we can teach OIA Bible study to anyone of any age. It’s great to start ’em young.

Two-year-old children are terrific, not terrible. They’re learning so much so quickly, and they’re ready to feast on the bread of life. Jesus wants them with him (Matt 19:13-15), so let’s not get in the way.

How can you take advantage of this time of life? I won’t give a comprehensive manual for parenting, but I hope to help you inspire these little ones to treasure God’s Knowable Word and learn to study it.

1. Read Scripture

Believe it or not, Bible study involves the Bible. God’s Word reveals his heart (2 Pet 1:21) and pierces ours (Heb 4:12). It shapes us for glory (2 Tim 3:16-17). And it wasn’t written just for adults (Eph 6:1-3, Col 3:20).

But sometimes we give our children a diet of caffeine-free, low-fat story book Bibles, and we neglect the nutritious, life-giving, spiritually fattening, satisfactorily scrumptious, obedience-empowering, grace-delighting Word of God.

Children’s Bibles are just great. I like this one for two-year-olds (although sometimes it can use a stronger connection to the gospel). But children’s story Bibles are supplements. Not the meal.

Read the Bible regularly with your child or Sunday school class.

2. Focus on observation

Young children notice much more than we think they do. Just look at how much they imitate us.

While preaching a sermon last Sunday, I saw my two-year-old daughter copying my hand motions. The accuracy of her gestures threatened my composure and confirmed my suspicions. She catches far more than she lets on, and I’m in a position to hone her fledgling prowess.

Read just a few verses, and expect the children to notice stuff. Ask them about what they heard and have them repeat the key details. Then read a few more verses and repeat the process.

3. Ask basic questions

It seems obvious, but it’s easy to neglect, especially if older children are also present. I find myself often assuming the youngest child is “still a baby,” and I speak exclusively to the older children. But the youngest needs practice, too. “How many men did Jesus heal?” “Why did he heal them? Because they were _____ [sick].” “How many came back to thank him [hold up one finger]?”

4. Take advantage of the “Why” phase

By the time they reach 3 years of age, many children learn how to ask “why” and never turn back. They ask it all the time. Don’t be annoyed by it. In fact, you can beat them to it.

“Why did Jesus die? So we could have ______ [life].” “Why do we need Jesus? Because our hearts are ______ [sick].”

5. Ask leading questions

It’s okay if your questions have obvious answers. The repetition over time is more important than unique insight on the child’s part. Young children excel at memorization, and asking the same questions over and over builds their foundation.

In our house, the mantra is: “How does God want you to obey?” Answer: right away, all the way, and with a cheerful heart.

That’s followed by: “And why did Jesus die?” Answer: so we could have life.

Every Bible study connects in some way to these two questions.

When it comes to training my children, I don’t want to be original. I want to be useful.

6. Give them Jesus

They need Jesus more than anything – more than Bible knowledge, more than life lessons, and more than good behavior. Even at age two, children can learn that “Jesus” is usually the right answer to any question.

Question: What other ideas do you have? What resources have you found helpful?

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How to Navigate the Middle of Luke

February 21, 2020 By Peter Krol

Of the four New Testament gospels, Luke’s is the lengthiest. And in my opinion, the longest section within the book (Luke 9:51-19:27) is the most challenging to get through. It can feel aimless and meandering, almost as though Luke indulges his personal wanderlust without a clear purpose or organization.

Literary Stasis

At least his second volume, the book of Acts, can be organized according to travel sequences. The gospel moves out in waves from Jerusalem, into Judea, then Samaria, and then to the ends of the earth. And “the ends of the earth” section is commonly subdivided into Paul’s first, second, and third missionary journeys, with a voyage to Rome appended to the end.

But in Luke, Jesus simply commits himself to going to Jerusalem (Luke 9:51), and then he finally goes up to Jerusalem (Luke 19:28). And nothing really happens plot-wise in the intervening 10 chapters. There is a lot of talking and meandering, with occasional reminders that Jesus is “on the way.” But very few narrative events take place. And they are the sort of events that don’t typically show up on a summary timeline of the life of Christ.

There’s a funny thing about these 10 chapters. In a sense, Luke could have gone without them. Luke more or less puts Jesus into a literary stasis, frozen in the act of traveling toward Jerusalem (with almost no named stops along the way). And Luke’s overall themes could function without this part of the book. In Luke 1:1-4:13, Luke presents Jesus as, himself, the salvation of God. In Luke 4:14-9:50, Jesus proclaims the coming salvation of God through himself. And in Luke 19:28 to the end, Jesus goes and accomplishes the salvation of God. Luke could have jumped right from Luke 9:51 to Luke 19:28 without the intervening material, and the book would still have made sense.

The “parenthetical” nature of Luke 9:51-19:27 is so stark that commentators even have a label for it. They tend to call this section of Luke “The Travelogue” or “The Travel Narrative.”

What further sense can we make of this literary stasis?

Literary Divisions

It appears that Luke divides this large section into four sub-sections.* His literary signal, to show the beginning of a new sub-section, is a reminder that the plot is still frozen and Jesus is still “on the way” to Jerusalem.

When the days drew near for him to be taken up, he set his face to go to Jerusalem.
Luke 9:51

Now as they went on their way, Jesus entered a village.
Luke 10:38

He went on his way through towns and villages, teaching and journeying toward Jerusalem.
Luke 13:22

On the way to Jerusalem he was passing along between Samaria and Galilee.
Luke 17:11

In each case, Luke makes sure to remind us that Jesus is “on the way” to Jerusalem. And then, almost immediately, somebody asks Jesus a weighty question. And Luke spends the rest of the section showing us how Jesus answered the question.

So the pattern to mark each sub-section is as follows:

Luke reminds us that Jesus is on the way to Jerusalem.
Somebody asks a weighty question.
The following collection of scenes and dialogues answers the question.

For example, in the first section (Luke 9:51-10:37), James and John ask Jesus if he wants them to call down fire from heaven on an unresponsive village (Luke 9:54). Jesus rebukes them, and then he calls another disciple to “go and proclaim the kingdom of God” (Luke 9:60). The rest of the section describes the plan for such proclamation.

In the second section (Luke 10:38-13:21), Martha asks Jesus whether he cares that her sister has left her to serve alone (Luke 10:40). She asks Jesus to tell Mary to help her with the work. Jesus tells Martha that he absolutely cares about what Mary has done, and that Mary has actually chosen the better portion—to sit at his feet and grow closer to him. The rest of the section describes the process for such growth in the lives of those who will sit at Jesus’ feet. We get instruction about such practical topics as the Holy Spirit, prayer, tradition, money management, and repentance.

At the start of the third section (Luke 13:22-17:10), a random person asks Jesus if those who are saved will be few (Luke 13:23). Jesus acknowledges that they will, in fact, be few. And very many will strive to enter the kingdom but will find themselves weeping outside. The rest of the section shows a great concern for how many will get in and how many will be left out.

At the start of the fourth section (Luke 17:11-19:27), the Pharisees ask Jesus when the kingdom of God will come (Luke 17:20). Jesus claims that it has already arrived, but they are simply unable to recognize it for what it is. The rest of the section then describes how to recognize the kingdom, how it is already upon us, and how most Jews of that generation are just about out of time to enter it.

Summary

In summary, this lengthy section of Luke, this literary stasis, could be called “The Life of Discipleship.” This large section describes life in the kingdom of God, the life of those who would be his disciples. Luke freezes the plot to draw out the implications of what he’s told us so far in the book. What is Jesus really after? How would he describe the results he expects from his salvation? When does he expect things to play out? And what sort of people does he want his followers to be?

This lengthy section concerns four main topics:

How we must proclaim his kingdom (Luke 9:51-10:37)
How to grow as citizens of the kingdom (Luke 10:38-13:21)
Who is a true citizen, and who is not (Luke 13:22-17:10)
How to recognize that the kingdom has, in fact, come through Jesus (Luke 17:11-19:27)

Now that you grasp this skeleton, perhaps you can make more sense of the meandering parables and dialogues found there. We find some of Jesus’ most famous parables here (e.g. good Samaritan, lost sheep, prodigal son, Pharisee and tax collector, rich fool, and rich man and Lazarus). Perhaps you’ll grasp these parables—and other familiar texts—more clearly when you consider them within the context of their sub-section.

* For these structural insights, I am indebted to William Taylor’s marvelous two-volume study guide on Luke in the Read Mark Learn series (Christian Focus, 2016 & 2018).

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