Chapter 31 How to Develop the Main Idea of a Bible Passage Introduction A question you may have at this point is, so what do I do with all this now? There is no great value in knowledge for knowledge sake. Learning how to study the Bible more effectively is, however, intrinsically valuable in that knowing God’s Word is part of knowing God. Our burden, though, with this book is not merely to help you have a more effective personal quiet time. While learning to study the Bible effectively can help you grow in the Lord, it also offers a ministry outlet: learning how to communicate God’s word more effectively to others. This section of the book (chapters 31–33) is designed to help you learn how to communicate God’s word to others. In this chapter, we will focus on taking the material you have amassed in your study of a passage and developing a main idea and outline that can serve as the basis for a teaching outline, sermon, or written article. There are many approaches to developing outlines. This chapter will focus on developing an expositional outline—that is, one that will be developed from the text itself. The main idea will be a summary of the content of the text, and the main points that develop the main idea will also come from the text. I firmly believe that this is the best place to start. Bible study that is done well is the foundation for teaching and preaching done well. We will not abandon that process now! The Main Idea Before developing an expositional outline, it is best to develop the main idea. In my undergraduate program, my professor taught us how to develop a “surefire proposition.” Twenty-five years later, I have not forgotten the process. It is that process that we will follow here. In order to develop this “surefire proposition,” we will need to revisit the block diagram that we developed (chapter 22) on Galatians 5:16–18. Here is what the block diagram looked like: I say then, walk by the Spirit you and will not carry out the desire of the flesh. For the flesh desires what is against the Spirit, and the Spirit desires what is against the flesh; these are opposed to each other, so that you don’t do what you want. But if you are led by the Spirit, you are not under the law. Once you have laid out the block diagram for your passage, determine how many main sections there are in the passage. This will require you to examine the structural layout of the diagram and think through how these sections relate to each other. It will look something like this: Once you have laid out the block diagram and determined the number of main sections in the passage, there are a few more steps before you can write out the surefire proposition. First, try to summarize the basic theme of the verse in a few words. For example, John 3:16 is obviously about God’s love for the world. We are not looking for something profound but, rather, a basic summary. You can always polish it later if you like. The theme of this passage could be described in a variety of ways, but here’s one option: “the desires of the flesh.” Again, at this point, an accurate summary of the theme is more important than something perfectly polished. After you have nailed down the theme, combine the number of the main sections and the theme and you have two of the three ingredients for a surefire proposition. All that is needed now is the appropriate plural noun. What do I mean by a plural noun? Perhaps it is best to see the surefire proposition without the plural noun: In Galatians 5:16–18, there are three ________ regarding the desires of the flesh. In the blank, we want to place a plural noun that is based on the three sections of the passage. We might call them truths, questions, facts, observations, steps, or something similar. What is important is that the word be an accurate reflection of what is seen in the text. Whatever you decide to call them, they become the basis for the main sections of your outline. For this example, let us put it this way: In Galatians 5:16–18, we can make three observations regarding the desire of the flesh. Building the Outline Now that the surefire proposition is established, you can develop the rest of the expositional outline. Remember, the surefire proposition describes the main idea of the text, and the main points of the outline also come from the text and develop this surefire proposition. We are doing nothing more than describing what is going on in the text. Our surefire proposition stated that the outline will consist of three observations regarding the desires of the flesh. To develop this, we need to return to the three main sections from our block diagram. The first main section of this passage reads, “I say then, walk by the Spirit and you will not carry out the desire of the flesh” (Gal 5:16). What observation could we make that would briefly describe what Pail is saying in relation to the desire of the flesh? One observation that would sufficiently describe this portion of the passage could be “Submitting to the desire of the flesh is not inescapable.” The second section of the passage is 5:17: “For the flesh desires what is against the Spirit, and the Spirit desires what is against the flesh; these are opposed to each other, so that you don’t do what you want.” This section explains that walking in the Spirit and giving in to the desire of the flesh are incompatible acts. They are both indeed acts of submission; one either submits to the rule of the flesh or submits to the rule of the Holy Spirit. What observation adequately describes this verse? Let’s try this: “Submitting to both the flesh and the Spirit is not possible.” The final section of this passage is, “But if you are led by the Spirit, you are not under the law” (5:18). So the one who submits to the Spirit is the one who is no longer under the law. In other words, only those who possess the Spirit can submit to him. And those who are in him are no longer under the rule of the law. Those who are governed by the flesh, on the other hand, remain under the law. Thus a third observation that describes this section is, “Submitting to the Spirit, for the Christian, is natural.” These three observations serve as the basic structure of the outline. At the top, you should state your surefire proposition followed by the main points of your outline. It would look like this: In Galatians 5:16–18, we can make three observations regarding the desire of the flesh. I. Submitting to the desire of the flesh is not inescapable. v. 16: “I say then, walk by the Spirit and you will not carry out the desire of the flesh.” II. Submitting to both the flesh and the Spirit is not possible. v. 17: “For the flesh desires what is against the Spirit, and the Spirit desires what is against the flesh; these are opposed to each other, so that you don’t do what you want.” III. Submitting to the Spirit, for the Christian, is natural. v. 18: “But if you are led by the Spirit, you are not under the law.” You should pause here and look at your work so far. Does the surefire proposition capture the verse or passage in a single sentence? Are the main points a faithful reflection of the three sections of the text? Do the main points develop the surefire proposition? If you called the main points “observations” (or “truth” or “questions,” etc.), are your main points actually observations (or truths or questions, etc.)? Once the surefire proposition and the main points of the outline are developed, you should see if any of the main points can be developed further. As you might guess, it is the block diagram that will help you here. Look at each section and determine where the subsections can be found. It could look something like this: Each of these subsections can further develop the main points of your outline. Just remember, the process is really just a matter of describing what you see. These subsections, if done correctly, will relate to the main idea that you have already established. Once you have developed the outline fully, you have the framework upon which the material gleaned from your observations steps can hang. In Galatians 5:16–18, we can make three observations regarding the desire of the flesh. I. Submitting to the desire of the flesh is not inescapable. v. 16: “I say then, walk by the Spirit and you will not carry out the desire of the flesh.” A. The obedience required in order to avoid the flesh. “walk by the Spirit” B. The result of submitting to the Spirit. “You will not carry out …” II. Submitting to both the flesh and the Spirit is not possible. v. 17: “For the flesh desires what is against the Spirit, and the Spirit desires what is against the flesh; these are opposed to each other, so that you don’t do what you want.” A. The battle between the flesh and the Spirit described. “For the flesh …” B. The incompatibility explained. “These are opposed …” III. Submitting to the Spirit, for the Christian, is natural. v. 18: “But if you are led by the Spirit, you are not under the law.” A. The condition: being led by the Spirit. “But if …” B. The result: being free from the law (a Christian). “You are not …” Outlining is part art and part science. The first step to developing sound expositional outlines is the science of observing what is going on in the passage. As students of God’s Word, we are first and foremost aiming to correctly describe the Bible. A well-organized outline is an excellent foundation for the other steps in the process. Conclusion Study Questions 1. What is the first step in developing an expositional outline? 2. How is a block diagram instrumental to developing an expositional outline? 3. Which is more important in an outline, accuracy or alliteration? [Cartwright, John & Hulshof, Chris (2016). Everyday Bible Study (p. 173). B&H Publishing Group. Retrieved from https://app.wordsearchbible.com.] Chapter 32 How to Incorporate the Fruit of Your Study into Your Outline Introduction Once you have developed your initial outline, you now have the skeletal framework on which everything else can be built. At this stage in the development of your lesson plan, sermon, and so forth, it is time to incorporate the supporting material gleaned from your study of the passage. Recall that our passage is Galatians 5:16–18: “I say then, walk by the Spirit and you will not carry out the desire of the flesh. For the flesh desires what is against the Spirit, and the Spirit desires what is against the flesh; these are opposed to each other, so that you don’t do what you want. But if you are led by the Spirit, you are not under the law.” We are going to use the outline below that we established in the previous chapter, and review all the possible information that could be incorporated into this outline. In Galatians 5:16–18, we can make three observations regarding the desire of the flesh. IV. Submitting to the desire of the flesh is not inescapable. v. 16: “I say then, walk by the Spirit and you will not carry out the desire of the flesh.” A. The obedience required in order to avoid the flesh. “walk by the Spirit” B. The result of submitting to the Spirit. “You will not carry out …” V. Submitting to both the flesh and the Spirit is not possible. v. 17: “For the flesh desires what is against the Spirit, and the Spirit desires what is against the flesh; these are opposed to each other, so that you don’t do what you want.” A. The battle between the flesh and the Spirit described. “For the flesh …” B. The incompatibility explained. “These are opposed …” VI. Submitting to the Spirit, for the Christian, is natural. v. 18: “But if you are led by the Spirit, you are not under the law.” A. The condition: being led by the Spirit. “But if …” B. The result: being a fee from the law (a Christian). “You are not …” Steps of Observation It is important to remember that we have provided a lengthy list of observation steps. However, not every step will necessarily be relevant to every passage we study. For example, you will not find anything geographical in the Galatians 5 passage we are currently looking at. Additionally, there are certain things, like building a diagram, that have already been done. Comparing Multiple Translations When comparing this passage across several different kinds of Bible translations, there are several points of comparison worth noting. First, we will note similarities among key words. Virtually all standard translations use the words “walk,” “flesh,” “Spirit,” “do,” “led,” and “law.” Second, we need to note key words that are different across various translations. Those key words that are different among the translations are “carry out,” “desire,” “opposed.” These words become the basis for choosing the words for your word studies later. Asking Key Questions The key questions to ask of a passage are “who?” “what?” “where?” “when?” “why?” and “how?” The “who?” question focuses on three characters in this passage: “I,” “Spirit,” and “you.” The “what?” questions that need to be answered are, “What does it mean to walk in the Spirit?” and “What does it mean to carry out the desire of the flesh?” There are no “where?” topics. There are also no phrases that deal with time and, thus, no “when?” questions to be answered. Regarding the “why?” question, there is one key word in this verse: “for.” Often, when you see this word it is introducing an explanation for a previous statement given. Finally, walking in or being led by the Spirit answers the “how?” of avoiding carrying out the desire of the flesh. Transitional Words There are several transitional words to pay attention to in this passage. The first one is “then.” This word links us to the previous context because it is a word of conclusion. Paul has been saying something in the previous context that leads him to conclude with what he says in verses 16 and following. “For” is a word we have already discussed as a “why?” word. It is also a transition word introducing an explanation to the previous statement. Finally, the word “but” is a transitional word. “But” almost always indicates contrast. Seeing Parts of Speech When identifying parts of speech, always begin with the verbs. Sentences revolve around verbs. In this passage, the verbs are “say,” “walk,” “carry,” “desires,” “opposed,” “do,” “led,” and “are.” Next, you should identify the nouns in the sentence. Nouns and pronouns that function as subjects are “I,” “you” (three times), “flesh,” “Spirit,” and “these.” You should determine what nouns these pronouns refer to. Other key nouns and pronouns are “Spirit,” “flesh,” “other,” “what,” and “law.” These lists contain key words that we have already mentioned in this chapter and should, therefore, reinforce the importance of understanding and being able to explain them. Additionally, by now, you will notice that certain words are repeated multiple times throughout the passage. This is also important. Understanding Figures of Speech Are there any figures of speech in this passage? Recall that the way to spot a figure of speech is to identify a sentence or phrase that doesn’t make sense when interpreted literally. The most significant figure of speech in this passage is the word “flesh.” The literal idea of “flesh” is a reference to our physical bodies. The use of “flesh” here is an example of synecdoche. Synecdoche is the use of the part to represent the whole or the whole to represent the part. In this case, “flesh” is a representation of the whole person. Specifically, here, it is a reference to the person in relationship to the human default mode of the sin nature. This use of “flesh” is found throughout Paul’s writings. Identifying Structure There are two elements of structure in the passage that are meaningful. The first is the cause/effect element in the beginning of the passage. Verse 16 gives us a sense of do this (walk in the Spirit) and this will be the result (you will not give in to the flesh). Cause/effect appears a second time in verse 18 where the “if” clause related to being led by the Spirit points to the condition of not being under the law. A second major structural element in the text is contrast. The most obvious contrast is seen in the word “but.” However, the contrast of the Spirit versus the flesh is repeated throughout the passage. Considering Historical Context There are no historical references in this passage. But an understanding of the background of Galatians and the circumstances that caused Paul to write the letter is still valuable here. Evaluating Literary Context Galatians is a letter by the apostle Paul to a group of churches that he founded during his first missionary journey. Unfortunately, the believers in these churches were being influenced by those who would pervert the Gospel. The letter was written to correct this false gospel. In the process, Paul needed to reestablish his apostolic authority. The letter to the Galatians can be outlined as follows: I. Introduction and defense of Paul’s apostleship (1:1–2:21) II. Defense of justification by faith (3:1–4:31) III. Defense of Christian liberty and conclusion (5:1–6:18) The passage we are examining in this chapter is found in the third section in which Paul is defending Christian liberty. In this section, Paul argues that the gospel truly frees us. Any message that returns believers to a yoke of slavery under the law is counter to gospel. Prior to our passage, Paul cautions against the selfish abuse of this freedom that comes by being in Christ. After verses 16–18, Paul gives two lists: the fruit associated with the flesh and the fruit of the Spirit. Our verses, therefore, are framed on one side by Paul’s urging against the abuse of Christian liberty and on the other side by the external evidence that demonstrates whether a person is submitted to the flesh or the Spirit. Conducting Word Studies Determining what words should be studied further is usually the result of following the above steps. Beginning with the translation analysis, we note key words that are similar: “walk,” “flesh,” “Spirit,” “do,” “led,” and “law.” We also notice key words that vary among translations: “carry out,” “desire,” and “opposed.” A second part of the process of observation that might help you identify terms for your word study is the analysis of the parts of speech. Recall that in our passage, the verbs are “say,” “walk,” “carry,” “desires,” “opposed,” “do,” “led,” and “are.” The nouns and pronouns that function as subjects are “I,” “you,” “flesh,” “Spirit,” and “these.” Other key nouns and pronouns are “Spirit,” “flesh,” “other,” “what,” and “law.” A third way to identify terms for your word study is to find repeated words. The words “Spirit,” “flesh,” and “desire” (or “desires”) are each repeated a number of times. Terms in this passage for which word studies would be profitable to understanding the passage definitely include “walk,” “Spirit,” “flesh,” “desire(s),” and “opposed.” There are certainly others that could be included, but this would be an excellent start. Conclusion Finally, there is the process of assembling all this information. The best way to do this is to integrate the information into the outline wherever appropriate. Using some way of stylistically setting your own comments apart from the structure of the outline you have already developed, insert information from the various aspects of your observation analyses. Literary and historical context can be left out for now, as they fit best as part of the introduction. Your outline might look something like this. For brevity, only the first main section is included: In Galatians 5:16–18, we can make three observations regarding the desire of the flesh. I. Submitting to the desire of the flesh is not inescapable. v. 16: “I say then, walk by the Spirit and you will not carry out the desire of the flesh.” A. The obedience required in order to avoid the flesh. “Walk by the Spirit” Note: Paul begins with a command “walk” (insert word study for the word “walk” here). - “by the Spirit” (insert word study here to explain what it means to “walk by the Spirit.” Include lengthy notes that speak about the act of submitting to the Holy Spirit). B. The result of submitting to the Spirit. “You will not carry out …” Note: As a believer, sin is not inevitable. This verse conveys the clear idea that submission to the Holy Spirit results in sin prevention. The opposite could also be said. Sin is inevitable when the believer is not submitted to the Spirit. - “desire of the flesh”: (insert word studies on “desire(s)” and “flesh” here). - Explain “flesh” as a synecdoche. - Reiterate the cause/effect conveyed by verse 16. Once you have included all the relevant information from your observational analysis, look through the passage to see where correlation could be included. How does your passage fit with the rest of Scripture? Recall the spiral of correlation and include other passages of Paul’s, appropriate references to Acts, and references to other New and Old Testament writings. These various correlations will deepen your teaching and reinforce the unity of Scripture. Study Questions 1. When adding information from the twelve steps of observation, will each step yield useful information for your study? Explain. 2. Explain why the word “for” in Galatians 5:17 is an important transitional word. 3. Explain the word “flesh” as a synecdoche. [Cartwright, John & Hulshof, Chris (2016). Everyday Bible Study (p. 180). B&H Publishing Group. Retrieved from https://app.wordsearchbible.com.] Chapter 33 How to Form an Introduction and Conclusion to Your Study Introduction After you have designed your structural outline and inserted all the relevant material as your own personal notes, you should have a lengthy outline to reference in any setting, whether it be teaching, preaching, or writing. Every well-developed outline needs a few more components in order to be ready for the task of communication. Those elements are an introduction, a conclusion, transition statements, and illustrations. How to Form an Introduction Purpose When writing an introduction, you should keep two purposes in mind. The first purpose of an introduction is to arouse interest. Your introduction should be able to answer “yes” to each of the following questions: Is this worth listening to? Is this relevant (up to date)? Is this practical? Another purpose of a good introduction is to prepare hearts and minds. Your listeners or readers need to be prepared to apprehend truth, appreciate the importance of the Word of God, and—perhaps most importantly—accept the conclusions and the claims that God’s Word makes. Good Introductions Like most aspects of communication, introductions can be done well or poorly. Here are a few characteristics of a good introduction. First, it must be well-prepared. Have you thought through the content of your introduction? Have you considered how you will write or say it? A second characteristic of a good introduction is that it must be presented with conviction and confidence. Third, a good introduction must be simple and transitional. In other words, it is not the study itself. The introduction can’t “let the cat out of the bag” and reveal too much. Rather, it should orient the listener or reader toward the lesson that is to follow. Finally, introductions must be varied. This is highly important if you are teaching, preaching, or writing regularly. Like anything, an approach can become boring if it always follows the same track. Consider these five kinds of introductions: interesting, arresting material (a quote, statistic, thought provoking statement), a statement of relevance or importance, reading the text to be preached, or a simple explanation of how the text deals with the subject. Your introduction can also incorporate more than one of these. Developing an Introduction Sometimes, developing an introduction can be a challenge. The following are a few suggestions for finding the material or the inspiration for an introduction. Sometimes, there is an occasion during which you are teaching or writing. For example, holidays such as Christmas or Easter are the perfect occasions from which an introduction can be drawn. Second, the surrounding context of the passage you are teaching can serve as an appropriate introduction. This is especially true if you are teaching through a series. In this case, reviewing the previous week’s lesson can be a sufficient introduction. Third, the historical background of a book or passage can also be the perfect backdrop for an introduction. These run the risk of being boring, but they don’t have to be! Some of the historical background information in the Bible is riveting. Fourth, if your passage contains meaningful geographic references, the introduction could address it. A fifth approach would be a biographical sketch of a biblical character that is relevant to the lesson. Lastly, a relevant story could also appropriately introduce a passage. Finally, it is important to develop a transition from the introduction to the main body of your teaching outline. Whatever the makeup of your introduction, you will need to work on smoothly transitioning to your surefire proposition. Furthermore, it’s usually helpful for you and your listeners to indicate where you are going with the passage (e.g., “three observations regarding the desire of the flesh”). How to Form a Conclusion Purpose If you consider the main part of your lesson as a flight, your conclusion is the landing. Bad landings (conclusions) can make great flights (lessons) forgettable. Good conclusions should bring unity and clarity to your lesson. They should be organized and coherent. Conclusions should be personal as they draw listeners or readers toward personal decision. Conclusions should be specific rather than vague and, like introductions, should have variety. But more than anything else, conclusions need to be well-planned. As with introductions, conclusions can be poor. A few examples of conclusions to be avoided include touchdown conclusions (“do this and all your problems will go away”), circling conclusion (that seem to never end), and detachable (“one size fits all”) conclusions. Good Conclusions Building good conclusions takes practice, but there are a few things to keep in mind. First, conclusions should always keep with the proposition and aim of the lesson. The conclusion will be confusing if it charts an entirely new direction. Second, keep the conclusion brief. Land the plane. Long, drawn-out conclusions that ramble are a sign of unplanned conclusions. Third, conclusions should answer the “so what?” question. What is the appropriate response to this lesson? Finally, a conclusion should be about the entire lesson, not just the final point. Some conclusions to cultivate include application conclusions, illustration conclusions, direct appeal conclusions, and summary conclusions. Transitions Any time you communicate, whether writing or speaking, it’s important to think through your transitions. Transitions are the “seams” that enable you to flow naturally from one point to another. Transitional sentences are necessary for the following reasons: (1) clarification of thought; (2) cohesion—they are the glue that holds your sermon together; and (3) preaching efficiency—they keep the sermon moving from point to point. A well-planned, quality transition should serve as a transporter moving the listener or reader from one main idea to the next. Good transitions use bridge words such as “finally,” “not only— but also,” “again,” “in addition to,” “besides,” “furthermore,” “moreover,” and “on the other hand.” You can also transition by giving a skillful summary of the previous idea before moving on to the next idea. Transitions can be boring, especially if you resort to the same approach every time, so use variety and plan them in advance. Illustrations Purpose Illustrations are an important aspect of any form of communication. They can be described in multiple ways. Illustrations are analogies used to explain or apply truth. They are concrete examples used to support general assertions in order to reduce the level of abstractions. Illustrations are windows to let the light of understanding shine on that which is unknown. Illustrations serve multiple purposes. They can illuminate or clarify a subject, obtain and hold interest, establish rapport, give rest to the audience when a topic is particularly weighty, make a truth vivid, strengthen the argument, bring conviction of sin, persuade, aid memory, add humor, stimulate imagination, speak to a difficult situation indirectly, or make the message practical. Illustrations are tangible. They help the listener or reader see truth in action, aid in making application, show the need for truth or the advantage of applying truth, show the popularity of a given topic, and demonstrate the disastrous consequences if the lesson is not applied. Good Illustrations A good illustration is fresh, interesting, and up to date. You can accomplish this by drawing from personal experience, firsthand observation, or old stories provided you deliver them well and give them a new twist. A good illustration must be convincing and accurate. Avoid errors of fact and errors of probability. Good illustrations must also be understandable and interesting. A confusing illustration is particularly problematic since illustrations are meant to assist in understanding. Illustrations can be personal, but avoid illustrations that will bring harm or embarrassment to anyone. Above all, good illustrations must illustrate the point you are explaining in the passage. What types of illustrations are there? Illustrations come in a variety of forms: stories, anecdotes, parables/allegories, object lessons, dramatizations, figurative language, poems, analogies, and quotations. Sources for Illustrations Where can illustrations be found? By far, the best source for illustrations is the Bible itself. There are numerous reasons that biblical illustrations are the best. They teach the passage from which the illustration comes plus the passage you’re interpreting. They honor the God of the Bible. They enlist the presence and power of the Holy Spirit as he works through Scripture. They open the hearts and minds of the hearers in unexpected ways. They give the speaker added authority. They never wear out and are never out of date. They never arouse adverse criticism. And they show the unity of the Bible. There are other places, though, besides the Bible from whence illustrations can be drawn: personal experience, personal observations, nature, sports, entertainment, biographies, history, missions, literature, science, art, archaeology, theology, and, of course, your imagination. Conclusion After you have a complete and well-developed outline, it’s time to add the finishing touches. These touches include an introduction, a conclusion, well-planned transitional statements, and illustrations. These elements will engage your readers/listeners and aid in their attentiveness and understanding. Study Questions 1. What are the purposes of an introduction? 2. What are the purposes of a conclusion? 3. What is the definition of a transition? 4. What are the purposes of an illustration? [Cartwright, John & Hulshof, Chris (2016). Everyday Bible Study (p. 187). B&H Publishing Group. Retrieved from https://app.wordsearchbible.com.] Chapter 34 Creating a Topical Bible Study Introduction There are ten steps to faithfully studying a topic throughout the Scripture. When you employ this method, you are seeking to discover and understand what the Bible teaches on your topic. This means that you will need to be both detailed and thorough. Sloppy work in one step could result in concluding something that the Bible does not teach. We want to be careful and faithful. Observation Step 1—Choose Your Topic There is no shortage of topics that can be addressed in a Bible study of this nature. You may want to pick a topic that peaks your curiosity. Perhaps there is a character quality that you want to develop. Is there a theological topic you’d like to explore? Whatever topic you pick, make sure that it is one that will hold your interest for the length of study. You want to have fully explored this topic by the end of your study. Choosing a topic that only mildly interests you will lead to frustration and ultimately the abandonment of this Bible study. Step 2—Create a List of All Related Words When you begin a study on a topic, you will need to take into consideration not only the word you are studying but also other words the Scripture uses that are synonymous with your word. Limiting your topical study to just one common word related to the topic is shortsighted and will not represent the breadth of what the Bible teaches on the topic. For example, if you are studying the word punishment you will also need to consider words like chastisement, discipline, and correction. Words like vengeance, retribution, and penalty might also be worthy considerations. At this stage of the study, your list should be extensive rather than limited. Step 3—Gather the List of Bible Passages Once you have created your list of words, you will need to develop the list of Bible passages that address these words. As in the previous step, this list ought to be more broad than narrow. When your list is complete, it ought to represent what the Bible has to say on this topic. To complete this step, you will need to consult an exhaustive concordance and a topical Bible. These two tools will help you develop a list that is both extensive and meaningful. Caution should be given to using other tools like a study Bible or an expository dictionary of words. These will be useful as you move from observation to interpretation, correlation, and application. However, they also contain information that may bias your study in this early stage. Step 4—Read Each Reference and Note General Observations Based on First Impressions In this step, you want to accomplish two tasks. First, you want to read through all your references and make notes based on your general observations and first impressions of the passages. As you turn to each reference, try to imagine it is the first time you have encountered the text that you are reading. What things catch your attention? What elements stick with you? These notes should not be extensive, deep, or detailed. You simply want to record basic observations about the passage. The second task is to narrow down your list. Your general observations and first impressions should help you determine what words fit within the framework of your topical study. For example, you may find that words like retribution and vengeance do not accurately reflect a study on punishment, especially if your topical study of punishment is related to its role in the life of a Christian. Step 5—Study Each Reference by Asking Key Questions and Observing Structure and Grammar In this second reading of your collection of verses, you want to move through them in a more thorough and detailed manner. You want to explore each verse by asking the six key questions (who? what? where? when? why? how?), as well as noting how grammar and structure help you understand the topic. As you move through this second reading, you should be able to gain more clarity on the topic. This clarity will allow you to remove more passages from the list and classify the ones that remain. It is wise to pace yourself as you engage in a topical study of Scripture. It will take time to explore, connect, and understand how these verses all fit together in a way that is consistent. Step 6—Organize Your Observations Now that you have a better grasp of the verses in your topical study, you will need to organize them. As you studied the passages, you probably noted how some of them fit together in an orderly manner—perhaps thematically or logically. Organize your observations so that you are grouping the verses in a natural way. You should not force relationships that are not apparent. In a sense, you are building a systematic theology on your topic. Interpretation Step 7—Identify Meaning in Your Topic Now that you have collected and organized all the material related to your topic, you need to determine the meaning. Look through the ways that you have organized your topic and see if you can discern a meaning within each collection of verses. If you organized your observations by genre, you would want to answer the question of meaning as it relates to the various literary types. If you organized your observations by character, you will want to express the interpretation in terms of each person. Your work in this section should ultimately answer the question, what did God say? Correlation Step 8—Relate Your Study to All the Scriptures How does the meaning in your study relate to all the Scriptures? In other words, your understanding of this topic needs to be consistent with the rest of God’s Word. It should reflect his timeless nature. One way to do this is to trace your topic as it is developed through the Bible. You may want to do this by moving through the various genres of the Bible. If you were studying the justice of God, you would note how this topic is presented in the different genres of Scripture. Another way to accomplish this would be to track the topic through the various personalities of the Bible. If you were studying the topic of God’s compassion, you could highlight God’s compassion expressed toward different characters of the Bible. In a sense, when you have completed this step, you have developed a biblical theology of your topic. Step 9—Relate Your Study to Christ Consider how your findings are reflected in the person and work of Jesus Christ. How does the meaning you discovered in your study highlight Christ’s nature, character, work, or purpose? Completing this step helps you keep your focus centered on Christ. Without it, your topical study may devolve into simply a checklist on how to do more or try harder. For example, if you were studying the topic of faithfulness, you would want to briefly examine the life of Christ so that you understand a biblical perspective of faithfulness in light of the person and work of Jesus Christ. Application Step 10—What Points of Application Can Be Made Using the Four Common Questions Consider the question of duty. How does the topic you have studied lead you to take action in your responsibility to God? In your responsibility to others? Consider the question of character. How should your character change in relation to your topic? What Holy Spirit empowered choices must you make in order to develop the Christlike character reflected in your study? Consider the question of cause. What goal or cause should you pursue based on what you have learned? Is there a mission or ambition in your life that you must reject or redefine? What elements of your study touch on God’s calling in your life as a Christian? What parts of your topical study address the desires and passions of God communicated throughout the Scriptures? How will you respond to this? Consider the question of discernment. How does your topical study help you see God’s perspective on this topic? What choices must you presently make in order to demonstrate godly discernment? How does this topical study prepare you to be more discerning in the future? Conclusion Study Questions 1. What do you believe is one benefit from conducting a topical Bible study? Explain. 2. What are the significant observation elements in conducting a topical Bible study? 3. How do the four questions of application fit into a topical Bible study? [Cartwright, John & Hulshof, Chris (2016). Everyday Bible Study (p. 195). B&H Publishing Group. Retrieved from https://app.wordsearchbible.com.] Chapter 35 Creating a Book-of-the-Bible Bible Study Introduction One beneficial type of specialized Bible study is a Bible study that covers a whole book of the Bible. When you conduct a study of this nature, you are committing to not only knowing but understanding the contents of an entire book of the Bible. When a book-of-the-Bible Bible study is conducted properly, the reader has a clear sense of things like the theme of the book, important theological terms, relationship to other books of the Bible, and practical importance for today. Indeed, students of God’s Word often find that this type of study is one of their most favorite ways to study Scripture. Observation Step One—Select the Book You Want to Study In order to complete this step, you will choose one book of the Bible that you want to spend time studying in-depth. Pick a book that you have wanted to study for some time. Perhaps pick a book that your pastor is preaching. Another option would be to pick a book that addresses a theme that interests you. Regardless of how you select a book, it is important that you select one that will hold your interest and attention for the duration of the study. Step Two—Read Repeatedly The focus of this step is to read and reread the book you are studying so that you become very familiar with its contents. This is not likely to happen in just one or two readings. If possible, you may want to read it all at once. Also read it out of at least three different translations— including formal equivalence, functional equivalence, and paraphrase. Another helpful exercise is to use a Reader’s Bible—a Bible that does not use verse or chapter markings. If one of these is not available to you, do your best to read the book without paying attention to chapter and verse demarcations. Another way to read a book of the Bible is to listen to it being read from an audio version. There is no magic number to how many times you read through the book. But you will want to be familiar and comfortable with the book when you finish. Step Three—Record Your Thoughts and General Impressions On your final reading of the book, record your general thoughts and observations. You are not trying to mine the book for great detail. You are simply trying to get a bird’s-eye view. As you read, look for repeated words, thematic elements, or structural components. You should be able to answer some of the following questions: Who are the key people in the book? What theme or themes does the author seem to be addressing? Is there anything that strikes you as peculiar regarding geographical, historical, cultural, or social factors? Can you identify the basic “who,” “what,” “where,” “when,” “why,” and “how” of the book? While each of these could be explored at a deeper level, this is not the goal of this step. When you have completed this step, you ought to feel like you could give a general overview of the book. Step Four—Discover Background Information by Consulting Resources In this step, you will consult other sources to help you understand the necessary background information for the book. You will want to explore the geographical, historical, cultural, and social elements. While you are researching these, you will undoubtedly discover answers to some of the questions you noted in the previous step. Issues that you marked for further study will also likely be uncovered. To complete this step, you will need some good tools, such as a study Bible, a Bible handbook, a Bible atlas, a Bible dictionary, an encyclopedia of the Bible, and either commentaries or surveys that help you with the questions from the previous step. When you have completed this step, you should feel that you possess more than an elementary knowledge of the book and be able to speak somewhat informatively on it. It may be tempting to combine steps three and four. However, you will find that if you list your own thoughts, questions, and impressions first, then you will have greater clarity and direction as you consult the various tools. Without the guidance of your work in step three, you will find that you are “stumbling in the dark” as you attempt to put the various tools to work. Step Five—Construct an Outline of the Book Now that you have a full complement of information, it is time to organize it in a useful manner. The best way to do this is to construct an outline of the book. First, you should note the major divisions. If you are working through one of Paul’s letters, you should be able to identify where it moves from the introduction to the body or main idea and then into a conclusion or final greetings. If possible, note where Paul addresses the theological portion of his letter and where he addresses practical implications of this doctrinal section. Once you have the divisions, identify where these can be subdivided. If you are studying one of Paul’s letters, notice the flow of his argument. Finally look at your outline and propose a title for each of these sections. You may wish to check your work by consulting a good study Bible or commentary. Interpretation Step Six—Identify the Theme of the Book Now that you have studied the book through observation, the use of good tools, and the organization of your content, you should be able to identify a theme that flows through the entire book. When you have identified this theme, you have discovered the truth that God has placed in the book. In this step, you should be able to answer the following questions: “What is the book I am studying about, and how is this reflected across the book?” For example, if you were studying the book of Titus, you would know that the book of Titus is about God’s desire for order within a particular church (Titus 1:5). This orderliness is communicated through orderly leadership (chapter 1), orderly relationships inside the church (chapter 2), and orderly relationships outside the church (chapter 3). Correlation Step Seven—How Does This Theme Relate to All of the Scriptures? When you move to correlation, you want to address how this theme relates to the rest of Scripture. Where else is it reflected in the Bible? Are there other books that address this theme? If so, how does their treatment of these two things fit with your conclusions? If you were working through the book of Titus, you would want to identify other places in Scripture where God speaks to the importance of orderliness and then show how these passages or books are related. Step Eight—How Does This Theme Relate to Christ? Similarly, in step eight, you want to explore how your theme and meaning relate to the person and work of Christ. What you want to see is how Christ addresses this theme in his teaching or how he models it in his life. Completing this step narrows the focus from all Scripture to the person of Christ. Thus you will understand how this theme is reflected in a single book, in all of Scripture, and in the life of Christ. Application Step Nine—What Points of Application Can Be Made Using the Four Common Questions? Consider the question of duty. How does the theme and meaning of this book address my responsibility to God and to others? What must I do to practice this theme or meaning in my life? How does the study of this book influence what I must do? Consider the question of character. When I understand the theme and meaning of my book correctly, what kind of person must I be? How will this theme and meaning help me become more Christlike in my character development? What Holy Spirit empowered choices will I need to make? Consider the question of cause. In light of my book study, how are the passions and drives of my life to be assessed? Does the theme and meaning in my book study reveal goals or causes in my life that are not in keeping with one who has been called by Christ? Do the mission and ambitions of my life need to be altered? Consider the question of discernment. How has my study of this book influenced my ability to see things from God’s perspective? Has the theme and meaning of this book clarified areas where my discernment needs to be better? What choices could I face in the near future where the theme and meaning of this book will help with needed discernment? Conclusion Study Questions 1. What do you believe is one benefit from conducting a book-of-the-Bible Bible study? Explain. 2. How do the five observation steps help you become familiar with the content of the book of the Bible you are studying? 3. What is the connection between interpretation and identifying the theme of the Book of the Bible? 4. How does correlation help you see the connection between the book you are studying and the rest of the Bible? [Cartwright, John & Hulshof, Chris (2016). Everyday Bible Study (p. 200). B&H Publishing Group. Retrieved from https://app.wordsearchbible.com.]
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