That’s Just Your Interpretation

That’s Just Your Interpretation
Inductive Bible Study Method Part 1: Observation Gold Country Baptist Church Adult Sunday School Johnston Title: That’s Just Your Interpretation Subject: Bible Study Method Author: Bob Johnston Grade Level: Adult Time Duration: 3 Sundays Overview: 3 Lessons. Observation: What does it say? Interpretation: What does it mean? Application: What do I do? Objective: Understand How to Study the Bible Using the Inductive Bible Study Method.

Agenda Bible Study Today Why We Can Study We Don’t Study
Why We Don’t Study Why We Should Study What Me Study? Why We Can Study Why We Should Study Preparation Biblical Basis for Studying

Agenda Cont The Inductive Bible Study Method Observing the Text
What is the Inductive Method? Overview What to Avoid Context Genre Literary Observing the Text What to Look For 5 W’s and H Observation Levels The Paragraph Taking Notes Observation Exercises: Book level Observation Exercises: Paragraph level Charting Outlining

Why WE don’t Study the Good Book Any More
Why We Should Study What Me Study? Why WE don’t Study the Good Book Any More

Bible Study Today 92% of Households own at least 1 copy
Average of 3 copies per household that has a Bible Use of Bible 73% Read occasionally (1980s) 59% Read occasionally ( ) 37% Once a Week – avg 52 min. 21% in Bible Study Group (1990) 14% in Bible Study Group (2000) Barna Group Researcher George Gallup points out that so many Bibles have been printed in the United States "that even rough estimates of the total number published to date do not exist." 1 Most Americans own a Bible. In fact, 92% of households in America own at least one copy. Of those households that own a Bible, the average number of Bibles is three. This includes not only the homes of practicing Christians but hundreds of thousands of atheists as well. 2 Although most Americans own a Bible, use of the Bible varies significantly. In a poll taken by the Gallup Organization in October, 2000, 59% of Americans reported that they read the Bible at least occasionally. This is down from 73% in the 1980s. The percentage of Americans who read the Bible at least once a week is 37%. This is down slightly from 40% in According to the Barna Research Group, those who read the Bible regularly spend about 52 minutes a week in the scriptures. 4 Barna, "The Bible," data is from 1997. Only one in seven Americans report an involvement that goes beyond just reading the Bible. Fourteen percent of Americans currently belong to a Bible study group. 6 This is down a full one-third from 1990 when 21% said they were involved in a Bible study group. 7 How about knowledge of the Bible? According to Gallup, "Despite the impressive statistics concerning Bible reading and study, it is apparent that ignorance about its contents is widespread." 8 He gives evidence for this conclusion: -- Only half of adults interviewed nationwide could name any of the four Gospels of the New Testament. -- Just 37% of those interviewed could name all four Gospels. -- Only 42% of adults were able to name as many as five of the Ten Commandments correctly. -- Seven in ten (70%) were able to name the town where Jesus was born, but just 42% could identify him as the person who delivered the Sermon on the Mount. 9 Researcher George Barna has also documented the lack of Bible knowledge in the United States: -- 38% of Americans believe the entire Bible was written several decades after Jesus' death and resurrection (While this is true of the New Testament, the entire Old Testament was written hundreds of years before the birth of Jesus Christ). -- 12% of adults believe that Noah's wife was Joan of Arc. -- 49% believe that the Bible teaches that money is the root of all evil. (The love of money is said to be the root of all types of evil). Americans and the Bible: Bible Ownership, Reading, Study and Knowledge in the United States by Michael J. Vlach, H:\Inductive Bible Study\Inductive Bible Study\Americans and the Bible.htm -- 75% believe that the Bible teaches that God helps those who help themselves. 10 “Why? Because we who teach often give them cut flowers that easily fade and wilt, rather than showing them how to grow plants for themselves – to discover firsthand the truth God has revealed in His Word.” Hendricks, Howard G., and Hendricks, William D., Living By the Book, Chicago: Moody Press, 1991, pg. 332. The third perspective is that "the Bible can only be correctly interpreted by people who have years of intense training in theology." This argument, which goes back to the Protestant Reformation of several hundred years ago, was rejected by 76% of adults. The segments most likely to agree with this idea were African-Americans and Hispanics (24% of each group) and Catholics (22%). Even among those segments, however, less than one-quarter believes that accurate comprehension of the Bible is beyond the capacity of the average person. If the patterns underlying these views seem inherently contradictory that may be at least partially explained by people's willingness to draw from a variety of conflicting theological sources. This is perhaps most clearly evident through the finding that a plurality of adults (44%) contends that, "the Bible, the Koran and the Book of Mormon are all different expressions of the same spiritual truths." Just 38% of Americans reject that idea. The only population segments at odds with this view are those who are 57 or older (35% accept the notion, 36% reject it, the remaining 29% are not sure); evangelicals (10% agree with the statement, 84% disagree); non-evangelical born again Christians (40% agree, 45% disagree), and adherents of Protestant churches (39% agree, 47% disagree). Taking matters a step further, the survey discovered that most Americans believe "truth can be discovered only through logic, human reasoning and personal experience." A majority of Americans (54%) embraces this perspective, which is at odds with both the traditional Protestant belief that the Bible is the source of truth and the Catholic perspective that the Bible and papal authority convey truth. Men were more likely than women to buy into this viewpoint (57% compared to 49% of women). Protestants and Catholics also differ considerably on this matter: 46% of Protestants agree with the notion compared to 62% of Catholics. - Americans Draw Theological Beliefs From Diverse Points of View - Americans get an 'F' in religion By Cathy Lynn Grossman, USA TODAY Sometimes dumb sounds cute: Sixty percent of Americans can't name five of the Ten Commandments, and 50% of high school seniors think Sodom and Gomorrah were married. The trend can be attributed in part at least to "the busyness of people's schedules," Burrel said. "Because of their work load and play load, people are spending less time in the Word of God.“Bible literacy slipping, experts say originally by Clayton Hardiman, Religion News Service

Why We Don’t Study the Bible
Don’t Know How That’s Why We Hired Pastor Its Greek to Me Its Boring Its Too Much Work Got Spirit, Don’t Need Study Settling for Cut Flowers Promise of Spirit as our teacher = we don’t need to study “All we have to do, they say, is get down on our knees and read the Bible prayerfully, asking God to teach us. Then the thoughts and convictions which come to us are from God… Diligent study is unnecessary.” Sterrett, T. Norton, How to Understand Your Bible, Downers Grove: IVP, 1974, pg. 16. “The first reason is that people don’t know how. That was my situation for many years. I would go to a Bible conference, retreat, or revival and hear great preaching. I would often leave the meeting amazed at the scriptural insight the various speakers possessed. Then I would think, Why didn’t I see that? And I would try to study on my own. But because no one had shown me how to study the Bible for myself, I was unable to do it and felt frustrated.” (Warren, Rick, Rick Warren’s Bible Study Methods, Twelve Ways You Can Unlock God’s Word, Grand Rapids: Zondervan, 2006, pg. 11f. TOO HARD “We fail in our duty to study God’s Word not so much because it is difficult to understand, not so much because it is dull and boring, but because it is work.” Sproul, R.C., Knowing Scripture, pg. 15. DON’T UNDERSTAND IT: “There's one interesting thing they've learned from the survey. Kroll says, "There is a direct correlation between how much time a person spends in the Word and how they believe it's easy to understand. So, obviously, the more you read the easier it is to understand (the Bible). People say, 'I can't understand it.' What they're saying to us is, 'I'm not reading it.'“Bible literacy poor in U-S, Christians respond Dr. Kroll Back to the Bible, Mission Network News - Bible Literacy.htm CUT FLOWERS “Why? Because we who teach often give them cut flowers that easily fade and wilt, rather than showing them how to grow plants for themselves – to discover firsthand the truth God has revealed in His Word.” Hendricks, Howard G., and Hendricks, William D., Living By the Book, Chicago: Moody Press, 1991, pg. 332. GREEK TO ME: The third perspective is that "the Bible can only be correctly interpreted by people who have years of intense training in theology." This argument, which goes back to the Protestant Reformation of several hundred years ago, was rejected by 76% of adults. The segments most likely to agree with this idea were African-Americans and Hispanics (24% of each group) and Catholics (22%). Even among those segments, however, less than one-quarter believes that accurate comprehension of the Bible is beyond the capacity of the average person. TOO BUSY: The trend can be attributed in part at least to "the busyness of people's schedules," Burrel said. "Because of their work load and play load, people are spending less time in the Word of God.“Bible literacy slipping, experts say originally by Clayton Hardiman, Religion News Service

What, Me Study? “… whether one likes it or not, every reader is at the same time an interpreter. That is, most of us assume as we read that we also understand what we read… Fee, Gordon D., and Stewart, Douglas, How to Read the Bible for All its Worth, Zondervan, 3rd ed., 2003, pg. 18. Proverbs 20:12 Ears that hear and eyes that see-- the LORD has made them both. Jn 16: Spirit guides us into all truth – therefore we can be confident that the Spirit will give us knowledge Luke teaches that after His resurrection Jesus opened (open thoroughly what had been closed) [His disciples'] minds to understand (suniemi - see study of noun form sunesis) the Scriptures. (Lu 24:45) Here Luke uses the Greek word for understand which describes the assembling of individual facts into an organized whole, as collecting the pieces of a puzzle and putting them together. - THE THREE COMPONENTS OF INDUCTIVE BIBLE STUDY

Why WE CAN STUDY Why We Should Study Preparing to Study
Biblical Basis for Studying Why WE CAN STUDY

Why We Should Study Inspired (2 Peter 1:20-21)
Profitable for Equipping (2 Tim 3:16-17) Solid Food for the Mature (Heb 5:11-14) Assurance of Salvation ( 1 Jn 5:13) 10% of what we hear, 50% of what we see and hear, 90% of what we do, hear, see (Hendricks, Living by the Book, pg. 124). 2 Peter 1:20 Above all, you must understand that no prophecy of Scripture came about by the prophet's own interpretation. 21 For prophecy never had its origin in the will of man, but men spoke from God as they were carried along by the Holy Spirit. 1500 yrs in the making 66 books 3 continents 1 Message – Faith in Christ Benefits of Bible Study Josh 1:8 Ps 119:9, 11 Ps 119:105 Mt 4:1-11 Jn 15:5-7 2 Tim 3:16, 17 All scripture inspired by God and profitable for teaching, reproof, for correction, for training in righteousness; that the man of God may be adequate, equipped for every good work. 1 Jn 5:13 Heb 5:11 We have much to say about this, but it is hard to explain because you are slow to learn. 12 In fact, though by this time you ought to be teachers, you need someone to teach you the elementary truths of God's word all over again. You need milk, not solid food! 13 Anyone who lives on milk, being still an infant, is not acquainted with the teaching about righteousness. 14 But solid food is for the mature, who by constant use have trained themselves to distinguish good from evil. Finzel, Hans, Observe, Interpret, Apply: How to Study the Bible Inductively, Wheaton: Victor Books, 1994. Benefits of Bible Study 1 Jn 5:13 1 John 5:13-14 13 I write these things to you who believe in the name of the Son of God so that you may know that you have eternal life. (from New International Version)

Foundations of Bible Study
Infallible, Inerrant Unity of Bible Progressive Revelation Bible its Own Best Interpreter Bible Language is Mostly Human Language Guidance of Holy Spirit From Sterritt, T Norton, How to Understand Your Bible, IVP, pg Clarity of Scripture – Reformation = Perspicuity “What they meant was that the Bible is basically clear and lucid. It is simple enough for any literate person to understand its basic message. That is not to say that all parts of the Bible are equally clear or that there are no difficult passages or sections to be found in it… Luther, for example, was convinced that what was obscure and difficult in one part of Scripture was stated more clearly and simply in other parts of Scripture.” Sproul – Knowing Scripture, pg. 15. Infallible – “… what the authors of Scripture willed to convey by their words,” their proposition or pattern of meaning, is true with regard to what they willed to convey….the term “innerrant” means that what the authors willed to convey with regard to maters of fact (history, geography, science, etc.) are also true and will never lead us astray.” (Stein, Robert, Playing by the Rules, pg. 62). Attitude Ps 119:18 “Open my eyes that I may see wonderful things in your law” 1 Cor 2:6-16 Heb 1:1-2, 6 James 1:22-25 1 Cor 9:24 – Run in such a way as to get the prize

Clarity of Scripture “What they meant was that the Bible is basically clear and lucid. It is simple enough for any literate person to understand its basic message. That is not to say that all parts of the Bible are equally clear or that there are no difficult passages or sections to be found in it… Sproul, R.C, Knowing Scripture, pg. 15. “Biblical Christianity is not an esoteric religion. Its content is not concealed in vague symbols that require some sort of special “insight” to grasp. There is no special intellectual prowess or pneumatic gift that is necessary to understand the basic message of Scripture.” Sproul, R.C, Knowing Scripture, pg. 16f. All things in Scripture are not alike plain in themselves, nor alike clear unto all; yet those things which are necessary to be known, believed, and observed, for salvation, are so clearly propounded and opened in some place of Scripture or other, that not only the learned, but the unlearned, in a due use of the ordinary means, may attain unto a sufficient understanding of them ... The infallible rule of interpretation of Scripture is the Scripture itself; and therefore, when there is a question about the true and full sense of any scripture (which is not manifold, but one), it must be searched and known by other places that speak more clearly. — Westminster Confession of Faith, 1647.

Preparing to Study For Eyes to See (Ps. 119:18 )
For Understanding and Meditation (Ps. 119:27 ) For Understanding Fear of the Lord (Prov 2:1-5) Be Obedient (Ps. 119:98-100) Be Observant (Acts 17:11) Need to start with Prayer – Lk 24:45; Ps 119:18 “Prayer is especially crucial when you come to a place in your study where you are hung up and confused.” Ps 119:18 Open my eyes that I may see wonderful things in your law. Prays for understanding: Ps. 119:27,34 Ps 119:27 Let me understand the teaching of your precepts; then I will meditate on your wonders. Hendricks, Howard G., and Hendricks, William D., Living By the Book, Chicago: Moody Press, 1991. “My son, if you accept my words and store up my commands within you, turning your ear to wisdom and applying your heart to understanding, and if you call out for insight and cry aloud for understanding, and if you look for it as for silver and search for it as for hidden treasure, then you will understand the fear of the LORD and find the knowledge of God.” (Proverbs 2:1-5)

The Inductive Bible Study Method
What is the Inductive Study Method What to Avoid Context Genre Grammatical Structure Literary Structure The Inductive Bible Study Method

What is the Inductive Method?
Examine Particulars of the Scriptures Base Conclusions on Examination Bible as Primary Source Use of Bible Study Tools After Own Interpretation “… first, they are based on concrete data and not on authoritative grounds; second, they are communicated to others on the same grounds on which they are derived, not by authority but by an examination of particulars; and third, in any case they are never forced upon an individual.” “Inductive Bible study uses the Bible itself as the primary source of information about the Bible… research has shown time and time again that people learn more and remember better when they enter into the process of discovery for themselves… commentaries, books, tapes, and other information about the Bible are consulted only after you have made your own thorough examination of Scripture.” Traina, Robert A., Methodical Bible Study, Grand Rapids: Zondervan, 1980, pg. 84f. Arthur, Kay, How to Study Your Bible, The Lasting Rewards of the Inductive Method, Eugene: Harvest House Publishers, 1994, pg. 10 Luke teaches that after His resurrection Jesus opened (open thoroughly what had been closed) [His disciples'] minds to understand (suniemi - see study of noun form sunesis) the Scriptures. (Lu 24:45) Here Luke uses the Greek word for understand which describes the assembling of individual facts into an organized whole, as collecting the pieces of a puzzle and putting them together. Deductive Method of Bible study Looks for particulars to support Deductions “It produces those who dictate to the Scriptures rather than those who listen to the Scriptures.” Traina, Robert, Methodical Bible Study, pg. 7. Inductive “It produces hearers rather than speakers, and the nature of the Scriptures requires hearers.” T raina, Robert, Methodical Bible Study, pg. 7.

Inductive Bible Study Method Overview
Observe – What Does it Say? Interpretation – What Does it Mean? Application – What do I Do? Example of Bereans – Examined the Scriptures daily Acts 17 Believer – 1 Cor 2:14 Hungry – 1 Pet 2:2 Obedient Ps 119:98-100

What to Avoid: Bible Study Tools
Used too Soon Like Pre-chewed Food Misses Joy of Discovery “... There is a definite harm in using reference books the wrong way – particularly by substituting them for personal study. This is like eating pre-chewed or pre-digested food. No doubt we can get some benefit from such food but think of what we miss: the benefit of doing our own chewing, the enjoyment of good-tasting food, etc. In Bible study the loss that comes from simply reading what others have learned is even greater. No blessing and joy can surpass what we get from studying the Bible and learning directly from the Lord.” From Sterritt, T Norton, How to Understand Your Bible, IVP, pg. 38. “Suppose you have some math problems to solve. It is easier to get an expert to work them for you, but you do not learn much that way. Nor do you get the joy that comes from your own discovery… it is good to use references books to get information you cannot get otherwise or to help with an occasional interpretation problem. God’s Word says that we are to “comprehend with all the saints” (Eph 3:18), and so in the body of Christ we need to learn from one another.” From Sterritt, T Norton, How to Understand Your Bible, IVP, pg. 37f.

What to Avoid: Methodless Study
Haphazard Study Cafeteria style What are we going to find today? Bibliomancy Divination by Random Selection of Texts What to do with things you do not understand – don’t be distracted by them. Work on obvious first. Avoid study Bible footnotes until you understand passage. “A haphazard study of the Word of God is an insult to the sanctity of Scripture… The “cafeteria style,” the “dip-or skip” method, or the “what-are-we-going-to-find-today” approach will not produce the results God wants in our lives. What we need is a systematic, regular plan of study, whether we go through a book, study a word, analyze a person’s character, study a chapter, or choose some other method.” (Rick Warren’s Bible Study Methods, pg. 17.)

Context Flow Controls Interpretation Contexts: Avoids Proof-texting
Before After Flow Controls Interpretation Contexts: Textual Cultural Historical Avoids Proof-texting Context Definition What proceeds and what follows – verses before and after, paragraphs before and after. Verses  paragraphs  chapter  book Why? Biblical Writer’s Flow of Thought controls the interpretation Cultural and Historical Context important as well. Environment and when passage written What did it mean to people who it was written or spoken to? What was the period like When is this happening World events at the time? Social and Political influences that may have influenced the writer or readers? Proof-texting “Most misinterpretation (and subsequently misapplication) of Scripture is the result of taking the text out of its proper context. (Inductive Bible Study: Observation) = proof-texting. Making the text say what we want it to say. “In Bible study, get the right message from the right passage. Don’t “proof text” you bias or opinions by making the Bible say what you already know you want it to say.” (MacArthur, J., F., How to Get the Most From God’s Word, Dallas: Word pub ) Text out of context = pretext.

Genre “One of the most important aspects of the human side of the Bible is that, in order to communicate his word to all human conditions, God chose to use almost every available kind of communication: narrative history, genealogies, chronicles, laws of all kinds, poetry of all kinds, proverbs, prophetic oracles, riddles, drama, biographical sketches, parables, letters, sermons, and apocalypses.” Fee, Gordon D., and Stewart, Douglas, How to Read the Bible for All its Worth, Zondervan, 3rd ed., 2003. Discoursive and Logical Extended discourses, argumentative, e.g. Epistles, longer sayings of Jesus. Focus on logical development Prose Narrative Book of Genesis, Gospels Theological history Stories “… one should be careful not to press unduly every detail. One should make a distinction between that which is essential and that which is ornamental.” Poetry Figurative language Emotional – feelings, not logic Various forms of Parallelism Drama and Dramatic Prose Vivid description of events or ideas for effect Parabolic Literature Analogy – spiritual truth illustrated by narrative. Mt. 13; Mk 4; Lk 15. Apocalyptic Lit Symbolism, Visions, prediction Daniel, Revelation Other forms Proverbs, fables, riddles, allegories, typologies, symbolism cf. Terry, M.S., Biblical hermeneutics, pg Traina, Robert A., Methodical Bible Study, Grand Rapids: Zondervan, 1980, pg. 68. Traina, Robert A., Methodical Bible Study, Grand Rapids: Zondervan, 1980, pg. 69. Traina, Robert A., Methodical Bible Study, Grand Rapids: Zondervan, 1980, pg. 70. Literary Notes No clear-cut distinction between these literary types. Often combined. E.g. people and events, chronological and historical. “Therefore, in analyzing a passage one should not think of one means to the exclusion of the others, but rather in terms of the means which is primary.” Traina calls these materials Biographical – narrative “Persons are often used to make possible structural relations.” E.g. Gen , Abraham vs. Lot; Jacob vs. Esau, Joseph vs. Brothers Geographical – Place, e.g. Israel’s relationship to Egypt. Book of Exodus Historical – Key events: Conquest, battle of Ai. “Events are frequently employed as the “mortar and bricks” from which to construct passages.” Numbers John = 7 key events (miracles) Chronological – key times, sequences. “Then … then…” e.g Gospel of John Ideological or logical – Paul’s letters, key themes Esp. Romans Traina, Robert A., Methodical Bible Study, Grand Rapids: Zondervan, 1980, pg. 56. Traina, Robert A., Methodical Bible Study, Grand Rapids: Zondervan, 1980, pg. 55.

Grammatical Structure
Ideas are Terms that are Related to other Terms Related Terms Form the Framework of a Passage Framework can be Difficult to Determine People will Differ on the Structures Definition “… the basic component of literary expression is the term. But in order to communicate ideas, terms must be related and interrelated in accordance with certain mental, linguistic, and literary patterns. These relations form what is known as “structure.” … the framework or skeleton of a passage.” Use of Many of these structural terms are closely related, often used in combination, hard to distinguish List of terms not exhaustive People will differ on the structure of various passages How to find? Outline, chart, diagram can help of the way things are put together Traina, Robert A., Methodical Bible Study, Grand Rapids: Zondervan, 1980., pg. 36. Traina, Robert A., Methodical Bible Study, Grand Rapids: Zondervan, 1980, pg. 54. Grammatical terms Nouns Pronouns Verbs Adjectives Adverbs Prepositions Conjunctions Interjections Articles Inflections (change of form –case, gender, number Therefore (1039X) – “What’s it there for?” For (9635X) Conjunction = often connective word – linking sentences = more details or explanation of previous section or purpose. Often can substitute: Because Not when used as a preposition to express a relation or quality, action or motion. So (2199X) at beginning of sentences – often used as conclusion So that (580X) So then (33x) For this reason (9x) For this cause (9x) Consequently (11x) (Inductive Bible Study: Observation) Grammar Phrase = 2 or more terms that express a partial thought Clause = group of terms with Subject and verb = partial thought Sentence = one or more clauses = complete thought Paragraph = group of sentences = complete thought Segment = group of Paragraphs Subsection = group of segments Section = Group of subsections or segments Division = Group of sections Book = group of divisions Traina, Robert A., Methodical Bible Study, Grand Rapids: Zondervan, 1980, pg. 36. Traina, Robert A., Methodical Bible Study, Grand Rapids: Zondervan, 1980, pg. 37. Comparisons Like things Heb 5:1-10 “so also” vs 5. Pivot Hinges in the text  change in direction Repetition Same terms, phrases, clauses. Leviticus “holy” Continuation “… The extended continuation of a particular aspect; the carrying through to its completion of an idea or series of events…” Gen and Climax Lesser  greater Book of Exodus  40:34-35. Cruciality “The subject matter is arranged so that it turns around or upon some one factor. II Samuel uses the law of cruciality, with chapters forming the pivotal point which changes the direction of the history recorded there.” Interchange “… the exchanging or alternation of certain elements… often employed to strengthen contrasts or comparisons.” E.g. Luke 1-2 Particularization and Generalization General  particular or Particular  general Mt 6:1-18 particularization Jas 2 generalization Causation and Substantiation Cause  effect Rom 1:18-32 Effect  cause Rom 8:18-30 Instrumentation “...the setting forth of the means to an end as well as the end itself. Instrumentation thus involves the factor of purpose.” Jn 20:30-31. Explanation or Analysis “… the presentation of an idea or event followed by its interpretation.” Similar to Particularization. Preparation or Introduction “… the inclusion of the background or setting for events or ideas… the reader is prepared to understand that which follows by that which precedes… frequently utilized in narrative literature.” E.g. Gen 2:4-25  Gen 3. Summarization “…the employment of an abridgement or compendium either preceding or following a unit of material.” E.g. Josh 12. Interrogation “…the employment of a question or problem followed by its answer.” Rom 6-7 Harmony “… the effecting of unity by means of agreement… Illustrations of this law are found in the harmony between disease and its remedy and the promise and its fulfillment.” E.g. Rom 1:18-3:20 and Rom 3:21ff. Contrasts Differences Rom 4 Change in direction But… “Jesus: “You have heard it said… but I say unto you…” (Mt. 5) Gal 5:19, 22 – “the works of the flesh are… but the fruit of the Spirit is …” Acts 1:8, “But …” Traina, Robert A., Methodical Bible Study, Grand Rapids: Zondervan, 1980, pg. 50f. Traina, Robert A., Methodical Bible Study, Grand Rapids: Zondervan, 1980, pg. 51 Traina, Robert A., Methodical Bible Study, Grand Rapids: Zondervan, 1980, pg. 51. Traina, Robert A., Methodical Bible Study, Grand Rapids: Zondervan, 1980, pg. 52. What is the change? Why is he changing What is being contrasted Why is it being “ When is it being “ But (4327X) But rather (29x) However (128x) In spite of (15x) Nevertheless (71x) On the other hand (10x) Yet (489x) Other contrasts do not use these terms Geography Where Heb 6:20 Logical Connectives Expressions of TIME Key Terms; After (773x), e.g. Rev 11:11 Afterward(s) (74x) As soon as (55x) Acts 16:16 At that time (93x) Before Jn 8:58 Later (29x) Now (2191x) Luke 16:25 So Soon (73x) Then (3607x) 1 Cor 15:6 Until (575x) Mk 14:25 When 2751(x) Jn 11:31 While Mk 14:43 Look for timing or sequence of events Mark with clock or circle Esp for Prophecy Key Phrases: In that day, Day of the Lord, Answers the WHEN question Traina, Robert A., Methodical Bible Study, Grand Rapids: Zondervan, 1980, pg. 42.

Literary Structure Cause & effect Climax Comparison Contrast
Law Description Examples Cause & effect Concept, event, action causes another (therefore, so, then, as a result) Mk 11:27-12:44; Rom 1:24-32; 8:18-30 Climax Progression of events, ideas Ex 40:34-35; 2 Sam 11; Mk 4:35-5:43 Comparison 2 or more alike or similar elements (like, as, too, also) Ps 1:3-4; Jn 3:8, 12, 14; Heb 5:1-10 Contrast 2 or more dissimilar or unlike elements (but, yet) Ps 73; Acts 4:32-5:11; Gal. 5:19-23 Explanation or reason Idea + interpretation Dan 2,4,5,7-9; Mk 4:13-20; Acts 11:1-18 Interchange Action, conversation, concept moves to another and back again Gen 37-39; 1 Sam 1-3; Luke 1-2 Introduction & summary Opening or concluding remarks on subject or situation Gen 2:4-25; 3; Josh 12; Mt 6:1 Pivot or hinge Quick change in direction or flow of context; minor climax 2 Sam 11-12; Mt 12; Acts 2 Proportion Emphasis shown by amt of space given to subject Gen 1-11; 12-15; Lk 9:51-19:27; eph 5:21-6:4) Purpose Display of author’s intent Jn 20:30-31; Acts 1:8; Tit 1:1 Question and Answer Use of questions and/or answers Malachi; Mk 11:27-12:44; Lk 11:1-13) Repetition Repeated terms or phrases Ps 136; Mt 5:21-48; Heb 11 Specific  general or general  specific Mt 6:1-18; Acts 1:8; Jas 2 Based on chart by John Hansel, in Hendricks, Howard G., Living by the Book, pg

Observing the Text What to Look For 5 W’s and H Observation Levels
The Paragraph Taking Notes Observation Exercises: Book level Observation Exercises: Paragraph level Charting Outlining Observing the Text

Observation Take Your Time Book Overview > Section > Paragraph
Discover and List Facts, Questions Read Repeatedly Chart Don’t Interpret “We are tempted to assume that observation is quick and casual… In Bible study, initial observation can take hours.” Finzel, Hans, Observe, Interpret, Apply: How to Study the Bible Inductively, Wheaton: Victor Books, 1994, pg. 22. Taking notice, carefully observing, focusing on what the text says Gathering the facts “I study my Bible as I gather apples. First, I shake the whole tree that the ripest might fall. Then I shake each limb, and when I have shaken each limb, I shake each branch and every twig. Then I look under every leaf. I shake the Bible as a whole, like shaking the whole tree. Then I shake every limb – study book after book. Then I shake every branch, giving attention to the chapters when they do not break the sense. Then I shake every twig, or a careful study of the paragraphs and sentences and words and their meanings.” Martin Luther Observation is discovery or exploration, Interpretation is digesting or explanation. (Dr. Zuck) “We begin by observing the facts. Taking a close look at what is actually in the text, observation answers the question, “What do I see?” The key to sound Bible study is knowing what to look for, and that is what the next few chapters will address. Learning the appropriate questions to ask, in the proper sequence, yields the most from our study, whether it is one hour at night or twenty-five hours for a sermon series.” Finzel, Hans, Observe, Interpret, Apply: How to Study the Bible Inductively, Wheaton: Victor Books, 1994, pg. 23. Read repeatedly, thoughtfully, patiently, list impressions G. Campbell Morgan read a book 50x before starting a series Use the 5 W’s and H Who – Identify all the characters and facts about them: the author, readers, others Go thru text and mark every reference to the Author – use different colors or symbols. Watch for synonyms, pronounds. How much detail is enough? Leave time for Interp and Application Some items you will not have time to research – note them for later Step One: Book Overview Read it, if it's brief. If it's long, skim it. If it's a narrative, jot down a fact about one or two of the main characters; list a few major events. If it's a letter, note a few facts about the writer and those being addressed. If it's another kind of literature, list some facts that impress you. Write down a few of your major impressions of the book. What helps do you think you'll get for your life from this book? Write down one or two and ask the Lord to move in your life in these ways. Step Two: The Book Look through the book to find which chapters can be most naturally grouped together, either by main characters, events, or by geography. On a simple chart, write the 2 or 3 or 4 major divisions of the book, the natural groups of chapters. Give each division a short title. What seems to be the main theme of the book? Write it in a short sentence over your chart. How does that theme apply to you personally? In what part of your life do you need to act on that truth? Write down a specific way you can begin to do that and ask the Lord to strengthen you in it. Step Three: Chapter or Part of a Chapter If your version of the Bible has many short paragraphs, you can group them into thought-units and treat each unit as you would a paragraph.) Make a list of facts that you observe in the chapter (or part). Note who, when, what, where, and how. Note also any interesting things about people, places, situations, atmosphere. Include things that are emphasized, like words that are repeated or contrasted. To cover a passage, make just a few observations on each paragraph. Write down your major impressions of the passage. What "hits" you from this passage? What does this passage teach about the Lord? What difference does it make to you that He is like this? Take sometime to praise Him. Step Four: Chapter or Part Choose a short title for each paragraph. What connections can you find between paragraphs? Look for a few, such as repeated words, similarities, contrasts, cause and effect. What significance or meaning do you find in each of these connections? Jot down the meanings. Then, look at the meanings, connections and facts and ask yourself: What is the main thing going on this passage? In other words, what is the central truth this passage is teaching? Write that truth in a sentence. What is the main thing the Lord is saying to me through this passage? Here are some possibilities. Select just one. Something to obey or an example to follow or avoid? What is it exactly? How can I soon practice it? A truth about the Lord I can rejoice in? In what part of my life is this truth especially encouraging? A promise I can take for a situation I'm in? Are there conditions in the promise which I need to fulfill? What are they? What does the Lord say He'll do? (Memorizing the promise will help in the days ahead.) Inductive Bible Study Hints - InterVarsity_org.htm “One of the greatest weaknesses in the Bible study of many Christians is that they want understanding before getting acquainted with the passage. They want to know what God means before they know what he said.” From Sterritt, T Norton, How to Understand Your Bible, IVP, pg. 40f.

What to Look For Repeated Ideas, Terms Emphasized Items
Pronouns, Synonyms Emphasized Items People, Places, Events Related Things Strange Things Things That are Not There “A term is a given word as it is used in a given context. It therefore has only one meaning, whereas the same word may have several.” Traina, Robert A., Methodical Bible Study, Grand Rapids: Zondervan, 1980, pg. 34. Usually repeated – terms or phrases Example: By faith = Heb 11. His love endures forever 26x in Psalm 136 Cannot understand text if removed May be repeated using pronouns, synonyms, similar phrases Different word, same meaning May be repeated in a paragraph, chapter, or book Answers one of the 5 W’s and H questions Hendricks, Howard G., and Hendricks, William D., Living By the Book, Chicago: Moody Press, 1991, pg. 149. Michael Green – Explorer vs. Tourist. Explorer – takes time to search out the less obvious areas. Selectivity ... Biblical writers had definite purposes which motivated their writings, and they chose their materials and utilized them in such a way so as best to accomplish their purposes.” The observer “… is ultimately searching for the author’s purpose, which is disclosed on the one hand by what the author chooses to implement it, and on the other hand by what he chooses not to use. “… an author devotes the greatest quantity of material proportionately to that which he feels is most significant and most helpful in conveying his message.” E.g. Gen = 4 generations. Gen 1-11 = many generations. Jn 17 2/3rds about the basis for the prayer, 1/3 the petitions. “…Why did the author include this particular event or idea? Why is it where it is?, What does it contribute to the whole in view of its relations to the surrounding events or ideas?” Traina, Robert A., Methodical Bible Study, Grand Rapids: Zondervan, 1980, pg. 59. Traina, Robert A., Methodical Bible Study, Grand Rapids: Zondervan, 1980, pg. 60. Traina, Robert A., Methodical Bible Study, Grand Rapids: Zondervan, 1980, pg. 62. Traina, Robert A., Methodical Bible Study, Grand Rapids: Zondervan, 1980, pg. 62

5 W’s and H WHO Author, Readers, Others WHERE
Location, Setting, Travel, Geography WHEN Time, Political, Social, Religious Conditions WHAT Event, Action, Argument WHY Why here? Why did it happen, What is missing? HOW How did it Happen? How is this truth Demonstrated? Who? “Who are the People in the text.” What is said in the text What is said elsewhere in the bible What does the person or persons say? “He wants you to see the process people went through in order to come to the conclusions they came to.” 2 Tim 3:16; 2 Pet 1:20-21 – Human beings used to write for God Where? Location – setting, going or coming from, where is writer or readers? Why? Why is this here? Why did this happen? What proceeds or follows? What does Luke skip over? “The question Why? Probes the text more than any other When? Time. How it relates to other events, what does it proceed or follow? “The political, social, philosophical, and even religious conditions of the times all came to bear on what was expressed on paper, yet without distorting or detracting from what God wanted written down for us.” What? Event, action, argument, what is wrong with this picture Wherefore? So What? Application Hendricks, Howard G., and Hendricks, William D., Living By the Book, Chicago: Moody Press, 1991, pg. 92. Hendricks, Howard G., and Hendricks, William D., Living By the Book, Chicago: Moody Press, Hendricks, Howard G., and Hendricks, William D., Living By the Book, Chicago: Moody Press, 1991, pg. 94 Arthur, Kay, How to Study Your Bible, The Lasting Rewards of the Inductive Method, Eugene: Harvest House Publishers, 1994, pg.32f. Hendricks, Howard G., and Hendricks, William D., Living By the Book, Chicago: Moody Press, 1991, pg. 93. These Questions can be asked of every Key term Usually Key terms answer at least one of these 5 W’s and H Last two are especially for Interpretation

Observation Levels Errors to avoid
Book Segment Paragraph Errors to avoid “…first, seeing the whole without noting the details; and second, seeing details and missing the whole. Observation should be both analytical and synthetical… the observational process should always culminate with a view of the whole. Observing paragraph vs. a segment More details observation for Paragraph Scan segment many times, look for key terms/phrases, key persons, places, events, structural units, key chapters. LOOK AT THE WHOLE BOOK at least three times in an easy to read translation. Then read each chapter you are studying in a good translation at least three times. Then read the verses, verse by verse in order. The Into Thy Word Ministries Inductive Bible Study “Cheat Sheet” Depth of observation Detailed observation – detailed observation of particulars, moving from the beginning of the passage to the end Survey – larger sections – getting the big picture

The Paragraph Basic Unit of Study
Complete Thought with Supporting Details Some Paragraphs Artificial Titles 2-3 words Memorable Unique Descriptive Paragraph Basic Unit of study (Hendricks, Living by the Book, pg. 131; Traina, Robert A., Methodical Bible Study, Grand Rapids: Zondervan, 1980.). A complete thought 1 main idea, supporting details Not part of original, some breaks are artificial E.g. Nehemiah 1:1-4 Paragraph Titles Short – 2-3 words Memorable Unique – applies to only that paragraph Suggestiveness – content of paragraph Traina, Robert A., Methodical Bible Study, Grand Rapids: Zondervan, 1980, pg. 77.

Taking Notes Name Sections, Paragraphs
List Observations with Reference Mark Key Terms with Color or Symbols Use Common Sense Rephrase Key Phrases  Main Subjects  Theme of Paragraph, Segment, or Book Errors to avoid “…first, seeing the whole without noting the details; and second, seeing details and missing the whole. Observation should be both analytical and synthetical… the observational process should always culminate with a view of the whole. Observing paragraph vs. a segment More details observation for Paragraph Scan segment many times, look for key terms/phrases, key persons, places, events, structural units, key chapters. Be organized Name sections, paragraphs List observations with Bible reference Underline or mark somehow major observations Write down observations that are key No “the’s” Put Observations in own words – rephrase Biblical Text Find how many observations you can make of the text – take time to observe What to do with Key terms? Mark with symbol or color to highlight Key Phrases  Main Subjects  Theme of paragraph, chapter or book Mark Key Words with Symbols God =  Time =  Holy Spirit =  Gospel =  Other?  Use common sense – marking every occurrence of the Spirit or of God may be too much Marking helps us quickly see the key terms Don’t mark every key term Pencil or Pen – helps you slow down, focus. List every fact you can about the 5 W’s and H in the passage “These facts are answers to the 5 W’s and an H.” As you compile a list, more terms may come up to list Reading is simply reading a section. Study is taking extensive notes about a passage (Rick Warren, pg. 15). “An observer will have his eyes open to notice anything which according to received theories ought not to happen, for these are the facts which serve as clues to new discoveries.” “I have six faithful serving men Who taught me all I know Their names are What and Where and When And How and Why and Who. Note omissions Compare and Contrast Observations Parallel Passages Translations Epistles Authors and readers identity, location, problems, answers. Distinguish between Observation, Interpretation, and Application Do not look for application when observing. Limit Interpretation. “This purpose is to become aware of the terms, structure, literary form, and atmosphere of a passage. The meaning and application of that of which the observer becomes aware should generally await the further phrases of study.” Arthur, Kay, How to Study Your Bible, The Lasting Rewards of the Inductive Method, Eugene: Harvest House Publishers, 1994, pg. 47. Traina, Robert A., Methodical Bible Study, Grand Rapids: Zondervan, 1980, pg. 72. Traina, Robert A., Methodical Bible Study, Grand Rapids: Zondervan, 1980, pg. 75. Traina, Robert A., Methodical Bible Study, Grand Rapids: Zondervan, 1980, pg. 75 quoting R Kipling. Traina, Robert A., Methodical Bible Study, Grand Rapids: Zondervan, 1980, pg. 77. Traina, Robert A., Methodical Bible Study, Grand Rapids: Zondervan, 1980, pg. 79.

(Author, Readers, Others)
Markup Sheet Example 5 W’s + H Text: I John 1 Who (Author, Readers, Others) Writer & Associates Jesus Readers God Who = Apostle John and those in Fellowship with him have heard, seen, looked at, touched Jesus (vs. 1, 2) Seen and testified to the life, proclaim it (vs. 1 and vs. 2) So that you can have fellowship with us (vs. 3) Our fellowship is with the Trinity (vs. 3) Epistle written to have them fellowship with the readers and to make their joy full (vs. 4) Message heard from Him (1:5) Who = Jesus – from the beginning, physical, the Word of Life (vs. 1) appeared (vs. 1) eternal life, was with the Father (vs. 2) Readers who have had the word of life proclaimed to them which is eternal life may have fellowship with John and his associates if they accept the proclamation (vs. 3) Epistle written to them (vs. 4) Claiming to be in the Light while in the dark is lying and there is no fellowship with God or John and his associates (vs. 6) Must walk in Light to have fellowship and cleansing from Jesus’ Blood (vs. 6ff.) Have Sinned (vs. 8) John and associates have fellowship with Father and Son (vs. 3) Is light and has no darkness (vs. 5)

Observation Exercise 1 Read 1 John at Least 3 Times to get Big Picture
List at Least Observations (using the 5 W’s and H) Begin Chart of 1 John Take 15 minutes to observe all you can in chp 1. List at least observations. (Who, where, what, when…)

Observation Exercise 2 Read 1 John Chapter 1 at Least 3 Times to get Big Picture List at Least Observations (using the 5 W’s and H) Due Next Meeting Take 15 minutes to observe all you can in chp 1. List at least observations. (Who, where, what, when…)

Charting Summarize Observations
Visualizes Relationships of Parts to Whole Reveals Authors Purpose Keep Simple Revise as Needed Charting Use a Chart to summarize observations Shows parts in relationship to whole Charts are memorable “We’ve come to prefer images rather than text. They can show the relationship between verses, paragraphs, sections, and even books. Using a chart, you can comprehend the purpose and structure of a portion of Scripture at a glance.” Chart Tips: Displays Author’s purpose. Keep Simple – look for key ideas, terms, themes – Big picture. If needed – break into multiple charts Look for relationships – what is purpose of chart how will it be used? Use titles that summarize Revise as you study – need to reflect your study “Came to Serve” The Gospel of Mark SERVICE PROLOGUE “Give His Life” EPILOGUE SACRIFICE And Came Jesus Is Who Mk 1:1-45 He? Mk 2:1-8:26 Say People Do Am? I That Where’s Mk 8:27-30 He Going? Mk 8:31-15:47 Up Received Mk 16:1-20 How to Hold Up – Not Fold Up SYLLABUS FOR SUFFERING SAINTS 1 Peter SUBMISSION SALVATION 1:2-12 Privileges of salvation SUFFERING 1:13-25 Products of salvation In the state 2:1-10 Process of salvation In the household 2:13-17; civil 2:18-25; social 3:1-7; domestic In the family 3:13-4:6 As a citizen As a shepherd 4:7-19 As a saint 5:8-11 As a soldier 5:1-7 THE CHISEL TO SHAPE THE SOUL THE CHRISTIAN’S LIFESTYLE! DOCTRINE IS DYNAMIC! 2: :12 1: :10 The DUTY of the Christian The DESTINY of the Christian 3: :11 Hendricks, Howard G., and Hendricks, William D., Living By the Book, Chicago: Moody Press, 1991, pg. 188. Hendricks, Howard G., and Hendricks, William D., Living By the Book, Chicago: Moody Press, 1991, pg. 182. The Discipline of the Christian From Hendricks, Howard G., and Hendricks, William D., Living By the Book, Chicago: Moody Press, 1991, pg. 183.

Chart Example The Gospel of Mark “Came to Serve” “Give His Life”
PROLOGUE SERVICE And SACRIFICE EPILOGUE Jesus Came Mk 1:1-45 Who Is He? Mk 2:1-8:26 Do People Say That I Am? Mk 8:27-30 Where’s He Going? Mk 8:31-15:47 Received Up Mk 16:1-20 From Hendricks, Howard G., and Hendricks, William D., Living By the Book, Chicago: Moody Press, 1991, pg. 183.

Markup Sheet Observations
Text: 1 Jn 1:1-10 1:1 That which was from the beginning, which we have heard, which we have seen with our eyes, which we have looked at and our hands have touched-this we proclaim concerning the Word of life. 2 The life appeared; we have seen it and testify to it, and we proclaim to you the eternal life, which was with the Father and has appeared to us. 3 We proclaim to you what we have seen and heard, so that you also may have fellowship with us. And our fellowship is with the Father and with his Son, Jesus Christ. 4 We write this to make our joy complete. 5 This is the message we have heard from him and declare to you: God is light; in him there is no darkness at all. 6 If we claim to have fellowship with him yet walk in the darkness, we lie and do not live by the truth. 7 But if we walk in the light, as he is in the light, we have fellowship with one another, and the blood of Jesus, his Son, purifies us from all sin. 8 If we claim to be without sin, we deceive ourselves and the truth is not in us. 9 If we confess our sins, he is faithful and just and will forgive us our sins and purify us from all unrighteousness. 10 If we claim we have not sinned, we make him out to be a liar and his word has no place in our lives. (from New International Version)

Where Observation Form
5 W’s + H Questions 1 Jn 1 Where? (Location, Geography) Ref Author · In the past, the author had been with Jesus while he was on earth 1:1 · They are not with the Author 1:04 Readers · The last hour 2:18 · Heard from the beginning – ongoing relationship 2:24 · Some Left the Fellowship in the past 2:19

Outlining No One Right Way Helps us Organize Thoughts and Teaching
Look for Main Theme Then Sub-Themes First Main Thought or Principle Supporting Idea, Example, Illustrations Second Main Thought or Principle Outlining the Bible is not very different from outlining any other form of writing. Thus, there are many ways in which you can do it. I will give you several ways to do this; you may come up with some of your own. The main purpose is to break down and isolate from the text the various ideas or categories it is representing. Consequently, each paragraph may have several ideas that relate or add to the main theme of the paragraph. The task of outlining is to isolate and then lay out these ideas in a systematic and logical manner. The goal is to represent and teach the passage in the way it is intended, in its context and power. (If this is for a class project or assignment, first find out from your professor/teacher the form he wants, and use it; follow the assignment and class guidelines, even if you know a better or easier way). The Basic Idea of an Outline Where to Begin To start out, just recall what you may have learned in those grammar lessons in school, which is to simply go through the passage and pull out the themes, concepts, illustrations, and ideas presented. First, look for a general theme, then sub-themes and ideas, such as where each idea begins and ends, and how it is sustained. Search for the principal themes and the logical order of each subjunctive idea; then, when you see another principal/primary theme, you can place it in the next category or section. An outline is basically an aid to help lay out the precepts and reasons of your sermon, study, or paper in a systematic, easy to use and easy to read structure. It helps you as the writer and another person as the reader to identify the general ideas and key thoughts of your line of reasoning. The basic consideration is for you to define the main idea and then the subordinate ideas. a. Here is where you place your first supporting concept, precept, or idea. 1. How to Do a Basic Outline: First, there is a main thought or principle. ii. Here is where you place more of the ideas and principles you have gleaned from the text. i. Here is where you place your further supporting idea, example, or illustration. b. Here is where you place your second supporting concept, precept, or idea. b. Supporting idea: Look at it as a “story arc” from your Major Idea, then the supporting ideas, and in each subordinate idea category and the further details thereof. a. Supporting Concept: The numbers are in a logical indention and order to indicate various levels of subsidiary interrelation (describing precepts in a descending logical order from major idea to lesser points from the main ideas). 2. Main Thought: A structured outline typically uses a descending numbered structure to disseminate (distribute, lay out) the information you have researched and learned. a. An outline helps your learning and teaching progress 3. Why Do an Outline? There are many good reasons for outlining. b. An outline guides your ideas into coherent groupings ii. An outline will show the flow of principles, the conflict, transformations, and resolutions. i. An outline helps you organize your thoughts and ideas iii. An outline has a logical, ordered overview and flow of arguments ii. An outline shows the logical relationship between ideas i. An outline helps you organize the precepts of Scripture d. An outline will help show the developments in your labor. c. An outline will help you prove your point or show you when and where you are in error ii. An outline will help you grow in humility and cultivate Fruit because you are focused on His precepts and not your own (1 Pet. 5:6). i. An outline will help you learn and teach better. i. Keep it short and concise (Further supporting idea, example, or illustration) a. Start with an introductory paragraph or sentence (First supporting concept, precept, or idea) 4. How to Construct and Outline: Basically, you are making a framework with the following components (Main or General Idea): c. Write out further details or ideas b. Write out supporting ideas (Further details or ideas) ii. Stay true to your subject (Further supporting idea, example, or illustration) d. Have a concluding paragraph or sentence (Second supporting concept, precept, or idea) · There are also many different ways to bullet-point or number your outline. (Main Thought) § More examples or supporting ideas § Input your examples or ideas o If this is for academic purposes find out the official school or teachers requirements and follow thusly (Supporting Thoughts) o Details or examples or illustrations · Second Main Thought o Further details or illustrations § More ideas § Supporting ideas b. This is where you make use of Observation. Carefully go over the text to see what is going on, the "who, what, where, when, how, and why." This will pull out facts through the nature of Scripture and help avoid presumptions and fallacies, because God’s Word speaks for itself.) a. First make use of steps II & III from Into Thy Word. (principal idea/theme) 1. How to Do an Outline of Scripture: principal idea/theme (Remember, formatting can became distorted during conversion from Word to HTML) a. For example, if you are studying the Book of John, begin with reading the whole book. Then, read the chapter you are outlining at least three times in a good translation such as the NIV; NASB, or NKJV. (Additional Sub-Themes) 2. Read the Text in Its Context Several Times. (Sub-Themes and Ideas) b. You can start by reading a paraphrase for your overview then go to the good translation. (further Sub-Themes) i. Make sure you are going into your relationship with God’s Word in a meaningful manner (see step I). iv. Never let your pride clog your vision and keep you in the dark or from discovering all you can. (Even further sub-themes) iii. Even Billy Graham, R.C. Sproul, and Chuck Swindoll, as well as other great and experienced exegetes with many times more experience than what you or I may have, do it this way! (Further sub-themes) ii. If you start too hastily, thinking you already know the passage, you will not gain the insights and depth because your haste will make waste. (Sub-themes) a. Then you may start to look for the principal theme and idea. (First Idea/Principle - Idea/Theme) 3. Write a Summary for the Passage in Your Own Words (Third Main Idea/Principle - Idea/Theme). If you are stuck, try reading it in various translations. If you know the original languages, then you know what to do. Do not forget to check out a paraphrase such as the New Living Bible, CEV, Phillips, Moffit, or the Message. i. Make sure it is accurate to the text. (Sub-Themes and Ideas). c. Then write a short description of that idea. (Third Idea) b. Start with an introduction; it needs to state the main topic or idea of the outline. This is the general principle/idea that represents the passage you are studying. d. The chapter and verses were added by the publisher and are not part of the original text nor are they inspired. So, do not constrain yourself to them. You will find that sometimes they cut off key ideas in mid-thought that are still in “thread,” that is, still going on. ii. Make sure you write down the verses next to each idea. 4. Then List All Of the Various Ideas/Points in Sequence. (Fourth Main Idea/Principle - Idea/Theme) c. Always, always go in the sequence of the text. Do not jump around! b. This is where the supporting information and details go. This is called your Sub-Topic; these are commonly listed under the idea/topic with each piece of information listed separately. a. This is where you use “Interpretation” (Steps IV, V, & VI) after you have finished the outline! This is taking what is said and finding out what the text means, how to interpret literally in the correct context. ii. In your teaching, you can call attention to other supporting verses from other parts of the Bible and use illustrations. i. Go verse to verse. i. When supporting information is listed under a sub-topic, there is a sequence that follows a logical order, especially in the Epistles. e. Each sub-topic describes the main ideas from the paragraph/passage. d. Never take out of God’s Word what is not there, or read in your will as His. f. There are normally two ideas of information that should be listed. If there is only one piece of information to support a sub-topic, traditionally that information is included in the sub-topic. iii. By being aware of the different genres of the Bible (that is types of literature), you will be able to outline more effectively. (See Appendix A from Into Thy Word.) ii. In the narrative passages, you will also find a logical order of events. However, Hebrew literature does sometimes jump the points around. It is best just to stick to the text and in the opening, summary, or conclusion, to draw attention to the general context. g. Being true to the Lord’s Word and the Divine Author’s intent is paramount! ii. Outlining, like any new activity, will take practice. Be persistent and do not get frustrated. It will take time and practice! i. Do not be so concerned with your form that you neglect your principal duty, which is to exegete the text in a logical and systematic way. a. This is where you use Application after you finished the outline (Steps V & VI)! This is taking the plain meaning and putting it to practical use. This is the, how shall I respond to the Word—what sin will I get rid of, to what commands will I yield, what pitfalls to avoid, in what actions to engage, and what promises to keep. 5. Write a Summary and Conclusion to Your Passage. (Fifth Main Idea/Principle - Idea/Theme) i. Always make sure you are surrendered to His Truth and not your truth! c. As you dig into God’s Word, you are to be listening for His voice, so you can trust and obey His voice b. The summary should be done first. However, you can incorporate it in your teaching at the end. iii. Beware that false or misleading teaching will cause strife and conflict. ii. Beware that false knowledge puffs up, or gives us pride (1 Cor. 1:8; Col. 2:18). Dr. Richard J. Krejcir How to Outline Scripture

Putting it Back Together
Paragraph Segment Subsection Section Division Book Look for Connectives (But, And, Therefore) Paragraph - Multiple Sentences Segment – Group of Paragraphs Subsection – Group of Segments Section – Group of Subsections Division - Groups of Sections Book – Group of Divisions thought Sentence = one or more clauses = complete thought Paragraph = group of sentences = complete thought Segment = group of Paragraphs Subsection = group of segments Section = Group of subsections or segments Division = Group of sections Book = group of divisions Traina, Robert A., Methodical Bible Study, Grand Rapids: Zondervan, 1980, pg. 37. Telescopically View parts in terms of the whole = the big picture Break it down then put it back together Segments – paragraphs that fit together Read section a few times to get overview Title each paragraph (main idea of paragraph) Evaluate each paragraph in light of rest of sections Evaluate each section in relation to book Main point of section List observations Study persons and places List of unanswered questions Application of section lessons Find Connectives – but, and, therefore, that connect fragments together Hendricks, Howard G., and Hendricks, William D., Living By the Book, Chicago: Moody Press, 1991, pg. 171.

Bibliography Adler, Mortimer, and Van Doren, Charles, How to Read a Book, Revised and Updated edition, NY: Simon & Schuster, 1972. Arthur, Kay, How to Study Your Bible, The Lasting Rewards of the Inductive Method, Eugene: Harvest House Publishers, 1994. Fee, Gordon D., and Stewart, Douglas, How to Read the Bible for All its Worth, Zondervan, 3rd ed., 2003 Finzel, Hans, Observe, Interpret, Apply: How to Study the Bible Inductively, Wheaton: Victor Books, 1994. Hendricks, Howard G., and Hendricks, William D., Living By the Book, Chicago: Moody Press, 1991. MacArthur, J., F., How to Get the Most From God’s Word, Dallas: Word pub Traina, Robert A., Methodical Bible Study, Grand Rapids: Zondervan, 1980. Sproul, R.C., Knowing Scripture, Downers Grove: IVP, 1977. Stein, Robert H., Playing By the Rules, A Basic Guide to Interpreting the Bible, Grand Rapids: Baker, 1994. Sterrett, T Norton, How to Understand Your Bible, Downers Grove: IVP,1974. Vlach, Michael J., Americans and the Bible: Bible Ownership, Reading, Study and Knowledge in the United States, Americans and the Bible.htm , TheologicalStudies.org Warren, Rick, Rick Warren’s Bible Study Methods, Twelve Ways You Can Unlock God’s Word, Grand Rapids: Zondervan, 2006.

An Observer’s Prayer We need not so much that God should give us more benefits, as the ability to see what He has given. C.H. Spurgeon THE THREE COMPONENTS OF INDUCTIVE BIBLE STUDY

THIS BOOK contains the mind of God, the state of man, the way of salvation, the doom of sinners and the happiness of believers. Its doctrines are holy, its precepts are binding, its histories are true, and its decisions are immutable. Read it to be wise, believe it to be safe and practice it to be holy. It contains light to direct you, food to support you and comfort to cheer you. It is the traveller's map, the pilgrim's staff, the pilot's compass, the soldier's sword and the Christian's charter. Here paradise is restored, heaven opened and the gates of hell disclosed. Christ is its grand object, our good is its design and the glory of God its end. It should fill the memory, rule the heart, and guide the feet. Read it slowly, frequently, and prayerfully. It is a mine of wealth, a paradise of glory, and a river of pleasure. It is given you in life, will be opened in the judgement, and will be remembered forever. It involves the highest responsibility, will reward the greatest labour, and will condemn all who trifle with its sacred contents. — Anonymous

That’s Just Your Interpretation

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