Course Goal: To become acquainted with, practice, and use of basic methods in Bible study

and to learn important principles for interpreting the Bible.

Class Verses
Joshua 1:8. This book of the law shall not depart out of thy mouth; but thou shalt meditate
therein day and night, that thou mayest observe to do according to all that is written therein: for
then thou shalt make thy way prosperous, and then thou shalt have good success.

Psalm 1:1-3. 1 Blessed is the man that walketh not in the counsel of the undgodly, nor
standeth in the way of sinners, nor sitteth in the seat of the scornful. 2 But his delight is in the
law of the Lord and in his law doth he meditate day and night. 3 And he shall be like a tree
planted by the rivers of water, that bringeth forth his fruit in his season; his leaf also shall not
wither; and whatsoever he doeth shall prosper.

II Timothy 2:15. Study to shew thyself approved unto God, a workman that needeth not to be
ashamed, rightly dividing the word of truth.

James 1:22-25. 22 But be ye doers of the Word and not hearer only, deceiving your own selves.
23 For if any be a hearer of the word, and not a doer, he is like unto a man beholding his

natural face in a glass: 24 For he beholdeth himself, and goeth his way, and straightway
forgetteth what manner of man he was. 25 But whoso looketh into the perfect law of liberty, and
continueth therein, he being not a forgetful hearer, but a doer of the work, this man shall be
blessed in his deed.

1
 Winning God’s Approval
II Timothy 2:15

1. The primary point of this verse is not about Bible study.

- The Greek word here translated “study” occurs 11 times in the NT. This is the only place where the KJV
translators rendered it “study.” The other two times this Greek word occurs in this epistle it is
translated do thy diligence or make every effort.

2. The primary point of the verse is to make every effort to present oneself approved before
God.
- It presupposes the reality that someday we shall give an account to God our work for Him in this
life. Not all will be approved! You are responsible before God for your life! It is not approval
before your people; it is not approval before your peers; or approval by other religious leaders.
Live in light of the judgment day!

3. The primary point of the verse, to use an illustration, is to be an unashamed workman.

- Illustration: Uzzah (II Sam. 6:6-7)
- Illustration: The Parable of the Talents (Matt. 25:14-30). The master gives his three servants five
talents, two talents, and one talent, respectively, and then leaves. When he comes back, he
calls them to account for their work. Two of the servants present their work for his approval.
They are approved – their work is accepted. But the third servant only hid his one talent in the
dirt. His master castigates him as a “wicked and lazy servant,” and he is cast out.

4. The verse then tells how to be an unashamed workman – by rightly dividing the Word of
truth.
- Is there really a danger of a minister’s not rightly dividing the Word of Truth?
- How about in context?
• strive about words to no profit, but to the subverting of the hearers (2:14)
• shun profane and vain babblings (2:16)
• who concerning the truth have erred, saying that the resurrection is past already (2:18)
• foolish and unlearned questions avoid (2:23)

5. In summary, your ability to rightly divide the Word of Truth is what will determine, to a great extent,
whether you will stand approved before God as an unashamed workman.
- Example: Was this not true for Uzzah? We did not seek Him according to the ordinance (I Chron.
15:13)

6. If you will present yourself approved before God on judgment day, then you must make every effort
to learn how to study the Bible.

Welcome to Methods of Bible Study! 1

1
This is Methods of Bible Study Syllabus, 2016, from Bob Jones Memorial Bible College, QC
2
 Milk Your Own Cow2
"As newborn babes, desire the sincere milk of the word,
that ye may grow thereby" (I Pet. 2:2).

Patrick was an Irish Catholic, who for years had longed

for the assurance of peace with God. A visiting tourist, who fell
into conversation with him, left him a copy of the New
Testament, the Douay version, approved by the officials of his
church. Through reading this, Pat was brought to a saving
knowledge of the Lord Jesus Christ, and from that time on,
read and studied his Testament with eagerness, ever seeking a
deeper knowledge of the things of God.

The parish priest, who had missed him from the regular services, called on him and found him deep in the
study of the Word.

"Pat," he asked, "what is that book you are reading?" "Sure, your riverence," was the reply, "it's the New
Testament."

In horrified accents the priest exclaimed, "The New Testament! Why, Pat, that's not a book for the likes of
you. You'll be getting all kinds of wild notions from reading it and will be running off into heresy."

"But, your riverence," remonstrated Pat, "I have just been reading here—it's the blessed apostle Peter
himself that wrote it—`As newborn babes, desire the sincere milk of the word, that you may grow thereby,' and
sure it's a newborn babe in Christ I am and it's the milk of the Word I'm after. So I can't see the harm of reading
the Testament."

"Ah," said the priest, "It's perfectly true, Patrick, that you need the milk of the Word, but the Almighty has
appointed the clergy to be the milkmen. The clergy go to the college and the seminary and learn the meaning of
the Word and then when the people come to the church we give it to them as they are able to bear it, and
explain it in a way that they won't misunderstand."

"Well, sure, your riverence," said Pat, "you know I kape a cow of me own out there in the barn, and when I
was sick, sometime ago, I had to hire a man to milk the cow and I soon found he was shtealin' half the milk and
fillin' the bucket up with water, and sure it was awful weak milk I was gettin'. But now that I am well again I have
let him go and I am milkin' me own cow, and so it's the rich cream I am gettin' once more. And your riverence,
when I was dependin' on you for the milk of the Word, sure it was the blue, watery stuff you were givin' me. But
now I am milkin' me own cow and enjoyin' the cream of the Word all the time."

We may well emulate Patrick and each for himself milk his own cow and thus get God's Word firsthand as He
opens it up by the Holy Spirit.

2
Taken from http://moreillustrations.com/Illustrations/bible%2030.html, accessed Thursday, September 03, 2020, 8:44
p.m.
3
 GETTING ACQUAINTED WITH YOUR BIBLE

• Basic Truths about the Bible

The word Bible is not found in the Bible. Bible comes from the plural of the Greek word biblion
(“book”). Thus, “the Bible” is literally “The Books” – the books recognized as sacred oracles inspired by
God. Think of the Bible as library of books organized on two bookcases. All the books (39) on the first
bookcase fall under the category Old Testament; those books (27) on the second bookcase are under
the category New Testament.
- Inspired (lit. “God-breathed” – II Tim. 3:16)
1. Every word and part of a word (John 10:35; “jot” and “tittle,” Matt. 5:18)
2. What is not inspired?
a. Hebrew vowels and accent marks (added by the Masoretic scribes in A.D. 500 – 950)
b. Psalm “superscriptions” (they are accurate, but not inspired)
c. Book titles
d. The order of the books of the Bible
e. Chapter and verse divisions3 (and paragraph divisions)
f. Italicized comments (“unknown tongue – I Cor. 14:2)
g. Comments and cross-references supplied by the editors or publishers

- Written
1. By about 40 human authors
2. Over a period of about 1550 years
a. From 1446 BC
b. To AD 95-98
3. In Hebrew and Aramaic (OT)
4. In Greek (NT)

- Preserved
1. Preserved by God Himself (Psa. 119:89; Matt. 5:18; Luke 21:33)
2. OT Committed to the Jews (Rom. 3:2)
3. Preserved in Hebrew (OT) and Greek manuscripts (NT)
4. Preserved in ancient versions (Septuagint; Aramaic Targums; Latin Vulgate; Syriac Peshitta)
5. Preserved in translations into the common language of the world

- Sufficient (Ps. 19:7; II Tim. 3:17; II Pet. 1:4)

3
The Jewish division of the Hebrew Scriptures into pesukim, which resembles our modern verse divisions, dates back
before the Talmud (2nd century A.D.). Chapter divisions (in both OT and NT) were added sometime in the 13 th century –
by either Cardinal Sancto or Stephen Langdon. Verse divisions “first appear in the NT in Robert Stephens’ edition of the
Gr Testament in 1551. Henry Stepthens, Robert’s son, reports that they were devised by his father during a journey on
horseback from Paris to Lyons.” ISBE, 1:469. The first English Bible to contain chapter and verse divisions was the
Geneva Bible of 1560. The Bible has 31, 102 verses.
4
• Reasons for Studying the Bible Daily
A. It is the source of doctrine, the objective body of truth to be believed and practiced.
B. It is, in part, the source of personal faith (Rom. 10:17; I Tim. 1:5). (The other source of faith is
prayer - Jude 20.)
- The Word is intended to produce faith (Hebrews 4:2).
C. It provides a knowledge of salvation and assurance of eternal life (John 20:31, II Tim. 3:15; I
John 5:13)
D. It is the tool by which the Holy Spirit brings conviction, sanctification, and spiritual growth.
1. It is living and powerful, effectually working in those who believe (Heb. 4:12; I Thess. 2:13).
2. It brings spiritual growth. (illustrated in the life of a babe; I Pet. 2:2)
3. It builds up or strengthens (Acts 20:32).
4. It is a "critic" (kritikos; "discerner," Heb. 4:12).
See also James 1:23-24: It is a mirror that points out flaws.
5. It cleanses. (Psalm 119:9-11; John 15:3; Eph. 5:25-26; from "corruption" II Pet. 1:3-4).
Illustration: “Cleansing” - shampoo, soap, detergent
6. It sanctifies. (John 17:17, Eph. 5:20)
- for cleansing soul, “eliminates that which is impossible for holiness”
E. It provides light and guidance. (Pa. 119:24; 105:130; Prov. 6:23)
F. It can keep from error and help determine truth from falsehood. (Ps. 19:8, 11; II Tim. 3:16-17;
Isa.8:20)
G. It produces joy and peace. (Jer. 15:16; John 15:11; John 16:33; Psalm 19:8; 119:165)
H. It guarantees success…
1. In doing the will of God for our lives .(Josh. 1:8; Psa. 1:1-3)
2. In sharing and defending our faith. (Titus 1:9; I Pet. 3:15; Psalm 126:6; Eph. 6:17)
I. It is the source for more knowledge about charity. (Luke 29:49-46; John 5:39; Acts 8:32-38;
II Cor. 3:18)

• The Bible does what it does because it is what it is (Psalm 19:7-9)!

What It Is What It Does

1. Perfect 1. Turns or restores the soul

2. Sure 2. Makes wise the simple

3. Right 3. Rejoices the heart

4. Pure 4. Enlightens the eyes

5. Clean 5. Endures forever

5
 • Biblical Principles of Bible Study

A. Study the Word. (Acts 17:11; Luke 24:27; 1 Thess. 2:13; Psa. 1:2)
B. Study receptively. (Luke 8:4-21 – hear!)
C. Treasure the Word (value it in your heart) and, therefore, store it up (Job 23:12; Psa. 119:11).
D. Meditate on the Word to apply it to daily life (Joshua 1:8; Psa. 1:1-3; I Tim. 4:15)
- “Whatever really shapes a man’s thinking shapes his life.” – Derek Kidner
E. Examine carefully. (Acts 17:11)
F. Study daily. (Psa. 1:1-3; Acts 17:11)
- “Spend at least one hour each day in actual Bible study.” – Ptr. Frank Jones
G. Study what you believe. (Acts 17:11; Titus 1:9; I Peter 3:15) “… if the Bible says so…”
H. Study dependently – dependent on God (the Holy Spirit) to open the Word to you. (Psa. 119:18,
73, 125; I Cor. 2:13-14; I John 2:20, 27)
I. Study Christologically. (Luke 24:7; John 5:39)
J. Do it. (James 1:22)
- Those who use what they hear will be given more. (Luke 8:18)
- God reveals truths to those who obey.

• The Inter-relationships of the Holy Spirit to Bible Study

A. His role in the writing of Scripture: Author (II Peter 1:21)

B. His role in the believer's study of the Scripture
1. Indweller (1 Cor. 6:19; Rom. 8:9, 11, 15)
a. Special privilege (The Author is with us when we read the Book.)
b. Special relationship ("Abba"; Rom. 8:15; Gal. 4:6)
2. Teacher
a. The task: to guide (John 16:13)
b. The necessity: to interpret (1 Corinthians 2:13-14)
- The Spirit of God is necessary to know the things of God (I Cor. 2:12)
- The Spirit of God teaches us, giving understanding (illumination)
C. the appropriation to aid us in prayer (Rom. 8:26; Psalm 119:18)

Concluding Remarks

A. Diligence/Discipline (II Tim. 2:15; Acts 17:11)

B. Exercise (Hebrews 5:11-14)
C. Rewards
1. Perpetual answer (I Pet. 3:15)
2. Promised success (Josh. 1:8)
3. Continual fruitfulness (Psalm 1:2-3)

6
 Biblical Canon
Christian OT (39 Books and at least 33 authors)
Law Historical Poetic Prophets
5 Books 12 Books 5 Books Major Prophets (5) Minor Prophets (12)
Genesis Joshua Job Isaiah Hosea
Exodus Judges Psalms Jeremiah Joel
Leviticus I Samuel Proverbs Lamentations Amos
Numbers II Samuel Ecclesiastes Ezekiel Obadiah
Deuteronomy I Kings Song of Solomon Daniel Jonah
II Kings Micah
I Chronicles Nahum
II Chronicles Habakkuk
Ezra Zephaniah
Nehemiah Haggai
Esther Zechariah
Malachi

Jewish OT (Tanakh)
Law Prophets (Nebi’im) Writings

Torah (Hebrew name) Former Prophets (5) Later Prophets (12) Kethubim (Hebrew Name)

Genesis Joshua Isaiah Psalms

Exodus Judges Jeremiah Job
Leviticus Samuel Ezekiel Proverbs
Numbers Kings Book of the Twelve Ruth
Deuteronomy (Minor Prophets) Song of Solomon
Ecclesiastes
Lamentations
Esther
Daniel
Ezra
Nehemiah
Chronicles

7
 New Testament (27 Books and at least 8 authors)
Biographical Historical Epistles Prophetical
4 Books 1 Book Pauline General 1 Book
Genesis Acts Romans Hebrews Revelation
Exodus I Corinthians James
Leviticus II Corinthians I Peter
Numbers Galatians II Peter
Deuteronomy Ephesians I John
Philippians II John
Colossians III John
I Thessalonians Jude
II Thessalonians
I Timothy
II Timothy
Titus
Philemon

Bible Facts and Statistics

Old Testament New Testament Total
Books 39 27 66
Chapters 929 260 1189
Verses 23,100 or 23,145 7,957 or 8,002 31,102
Time of Composition ca. 1025 [1446-425 ca. 50 [ca. A.D. 45- ca. 1550 [including
B.C.] 95] intertestamental period]
Authors At least 33 At least 8 Approx. 41
Language Hebrew, Aramaic Greek 3
Theme Person and Work of Messiah

Major Division Components Literary Form

Pentateuch Genesis – Exodus 19 Historical Narrative
Exodus 20 – Deuteronomy Legal Literature
Historical Books Joshua – Esther Historical Narrative
Poetical Books Psalms Poetry
Job, Proverbs – Song of Songs Wisdom Literature
Prophetic Books Daniel 1-6; Jonah Historical Narrative
Ezekiel; Daniel 7-12; Zechariah 1-6 Apocalyptic / Prophetic

Isaiah – Malachi Prophetic (Poetry)

Biographical Matthew – John Gospels
Historical Narrative
Parables
Historical Acts Historical Narrative
Epistolary Romans – Jude Epistolary
Apocalyptic Revelation Apocalyptic

8
 Hermeneutics4
Introduction

1. Definition of hermeneutics
Hermeneutics is the study of the principles and methods of Scripture interpretation.
Essentially, it answers the question: "How do I interpret the Bible?"

2. Related words in the study of hermeneutics

A. Homiletics: the art or method of preaching
B. Exegesis: to lead out of the text the meaning of the author ("discover truth") – describing the
text in detail and accurately.
C. Eisegesis: to lead into the text the meaning and ideas of the interpreter ("distort truth") –
making the verse say what you want it to say.
D. Exposition: to lay out in plain view the meaning of the text for the audience ("display truth")
explaining clearly and applying specifically the truth discovered in the process of
exegesis.

Hermeneutics consists of the interpretational principles that guide the exegetical process."
Exegesis is the detailed study of the text that precedes exposition. Homiletics focuses on the
delivery of the exposition.

3. Purpose of hermeneutics
The purpose of hermeneutics is to provide a system of interpretation that will ensure
proper exegesis of the Scriptures. It provides the interpretation principles necessary to
answer the following:
A. What the Bible meant (understanding the original meaning and intent of a passage).
B. What the Bible means (understanding how to apply a passage to modern-day life).
e.g. Lev. 19:2

4. Need for hermeneutics (proper Bible interpretation)

A. Proper interpretation of the Bible prevents theological and doctrinal error.
Without proper hermeneutics, one can prove anything!
B. Improper interpretation nullifies the authority of Scripture.
Failure to give the God-intended meaning of a passage results in a forfeiture of Biblical
authority.
C. Accurate interpretation of Scripture is commanded (II Cor. 4:2; I Pet 4:11; II Tim. 2:15).

Ten Foundational Principles of Interpretation

I. The Spirit of God is absolutely necessary in any Bible study. (I Cor. 2:12-14; I John 2:27)
• Assumes salvation

4
Methods of Bible Study, BJMBC, 2016; these notes were originally prepared by BJMBI professor, Rev. Bud Hall. They
have since been revised by various professors.
9
 • Assumes a person is right with God
• Assumes a person is dependent upon the Spirit of God in his Bible study
Why the Spirit? He is the author of the Bible. The Bible is like no other book in the
world in that the Author ministers His words to our hearts.
“The pinnacle of pride is trying to interpret God’s Word by your own.”

II. The goal of Bible interpretation is to determine the intent of the author.
This is the difference between exegesis–leading out of the text the meaning of the
author–and eisegesis–leading into the text the meaning of the reader.
Ask questions like:
1. Why did the Spirit of God include this verse or passage in the Bible?
2. What was He trying to teach us?
3. Why did He include it here?
4. What is the primary purpose of this passage of Scripture?
Use passages of Scripture for the purpose that God put them in the Bible! To use a
passage otherwise is to substitute the preacher's authority for the Bible's authority.
“The passage, and therefore the Word of God itself, is misrepresented, misused, and
mishandled when its purpose has not been determined, with the direct result that its power
and its authority are lost.”5
Application: The godly Scottish preacher, Robert Murray McCheyne (1813-1843)
differentiated between “essays on truth” and “expositions.”6

III. A passage of Scripture has one primary meaning.

A. What it meant for Moses, David, Solomon, Paul…is what it means for us today.
A passage “cannot mean what it never could have meant.”7
B. One meaning but multiple applications.

IV. Consider the Context. [Context…Context...Context]

A. Definition: lit. To weave together (“the connection of thought that runs through a passage,
those links that weave it into one piece”).8
The context will identify the speaker, the audience, the setting, and the purpose.
Ultimately, context includes not only the surrounding verses, but also the surrounding
paragraphs, the entire book (e.g. Ephesians), and all the Scripture that precedes it.
B. A text without a context is a pretext. [That is, a text used apart from its context is a text used
to prove a personal agenda.]
You must always interpret a verse or passage in context!!!!!

5
Jay E. Adams, Preaching with Purpose: The Urgent Task of Homiletics, p. 27.
6
Robert Murray McCheyne, Memoir and Remains of the Rev. Robert Murray M'Cheyne, p. 178 (cf. pp. 124, 497). “He
endeavored at all times to preach the mind of the Spirit in a passage for he feared that to do otherwise would be to
grieve the Spirit who had written it.”
7
Gordon Fee and Douglas Stuart, How to Read the Bible for All Its Worth (Zondervan Publishing House, 1981), 60.
8
Kaiser, Toward an Exegetical Theology, p. 71.
10
 C. When dealing with cults, simply read the entire context of the verse they are using.
Illustration: Col. 1:15-firstborn of every creature. So Christ was created (say JWs). But
keep reading-look at v. 16. Verse 16 explains what v. 15 means.

V. Interpret the Bible literally or normally.

A. This is the normal historical-grammatical sense of words-requires an understanding of
grammar and vocabulary.
“The Scripture cannot be understood theologically, until it is understood grammatically.” “A
certain knowledge of the sense of Scripture, depends solely on a knowledge of the words.”
Normal interpretation should also characterize the interpretation of OT prophecy.
This is one identifying characteristic of dispensationalism. Certainly, there are figures of
speech in OT prophecy, but the presence of figures of speech does not permit changing the
entire sense or focus of the passage

B. If the normal sense makes good sense seek no other sense!

C. Use common sense.
D. Avoid the temptation to say something new and sensational
E. Avoid seeking “deeper mystical meaning” in Scripture.
Illustration: Song of Solomon: “I am black but comely.”
What God says is probably what God means.
F. Normal interpretation recognizes the presence of figures of speech – word pictures,
exaggerations, comparisons, etc.9
Illustration: Luke 14:26 – If any man hate not his father… he cannot be my disciple.”
1. Metaphors (Mt. 5:13; Luke 13:32): an implied comparison that identifies an abject as
another
2. Similes (Acts 2:2; Rev. 1:15): a comparison that uses the words like or as
The key in metaphors and similes is to identify correctly the point of similarity:
3. Hyperbole (II Sam, 1:23; Psa. 6:6); “a purposeful overstatement employed to
emphasize a truth” (Bryan Smith, BJU Press).
4. Anthropomorphism (Deut. 33:27; Isa. 65:5): assigning human characteristics to God in
order to understand what He is like.

VI. Recognize the different types (genres) of literature in the Bible.

The Bible is literature! It is more than literature, but it is literature!
A. Narrative (no explicit truth - truth derived from details of story)
B. Poetry (semantic parallelism; many figures of speech)
C. Parables (one major point – find it!)
Illustration: The parable of the pearl of great price – not teaching salvation by works but the value
of the Kingdom of Heaven (Matt .13:45)
D. Prophecy (preaching and prediction)

9
Other figures of speech include irony, synecdoche, metonymy, personification, apostrophe, and understatement.
11
 E. Letters (logical progression of truth – paragraph by paragraph)

VII. Compare Scripture with Scripture.

A. No one passage contains all of God's words on a given topic. Bible study requires a
comparison of one passage with another.
B. Write down cross references (use an English Bible if necessary).
C. Always interpret in light of the entire Bible.
D. Never base a doctrine upon one, isolated proof text (e.g. Mark 16:18; I Cor. 15:29)

VIII. Use clear passages to explain passages that are less clear.
A. Some passages are difficult or seem to contradict each other (Acts 2:38 cf. John 3:16, Rom
4; Col. 1:24 cf. John 19:30, I Pet. 2:24).
B. Remember, Scripture never contradicts itself.
C. Allow the light of clearer passages to shine on the more difficult ones.
Illustration: If you cannot see something clearly, you get a bigger light. Why use a candle if you
have the sun!
D. Recognize that there is often greater clarity in later passages than in earlier passages –
God's revelation of His truth is progressive. The NT often clarifies the OT.

IX. Major on the majors; minor on the minors. Emphasize what God emphasizes.
A. If God says it once it is true.
B. If God says it repeatedly, it is not only true but it is something He wants to emphasize.

X. Respond to truth.
A. God's truth is different from other fields of knowledge.
Those who are smartest are not the ones who know God but those who are the most obedient.
“The secret of the Lord is with them that fear Him” (Ps. 25:14). Some Greek and Hebrew
scholars died lost men.
B. It is not what you know but what you do!

Matthew 13:12. "For whoever has, to him more will be given, and he will have abundance; but whoever
does not have, even what he has will be taken away from him.
C. Obedience is immediate, complete, and joyful.
D. Identify the timeless principle(s) in a passage and obey it!

12
Guidelines for Interpreting and Applying OT Law (Torah)

A. Categorize the passage according to one of the three divisions of the Law.10
1. Ceremonial – inherently temporary (Exod. 25:9, 40); a shadow (Heb. 8:5; 10:1). Fulfilled in
Christ. Rich in typology. Instructive concerning the person and work of Jesus Christ.
2. Moral – Timeless principles. Revelations of the character of our God. Includes things like
the Ten Commandments.
3. Civil – Instructions in divine ethics. Israelite and OT cultural applications of the moral law –
that is how God expected Israel to apply His moral law in their day given their circumstances
and relationship to Him. The key here is to find the timeless principle. The application may
differ, but the timeless principle remains the same.

The Bridge of Time

OT Setting 21st Century

Interpretation Application

Timeless Principle Timeless Principle

B. Interpret (and apply) the passage according to the main purpose of the Law.
1. To reveal the character of Yahweh, Israel’s God.
2. To serve as a “schoolmaster” (tutor) to drive us to Christ. [To show us our exceeding
sinfulness and utter failure to save ourselves.]
3. To help the Israelites maintain fellowship with their Holy God.
Our purpose, as NT Christians, is not to live “under the law” – we are not under its
condemnation – but to employ all of Biblical revelation to understand our God and His desires.

Guidelines for Interpreting and Applying OT Law (Torah)

In narrative, truth is more “implicit.” In other words, the truth the story teaches may not be clearly
stated. The truth must be “exegeted” from the story by interpreting it as a story.
A. Look over the context. What is happening in the surrounding chapters? Is the story you are studying
part of a larger story about a person’s life or ministry or reign?
B. Identify the key characters in the story and what they say.

10
Not that all the Law can be neatly or clearly divided into these categories, but they are a help to our understanding.
While these three categories do not have clear Biblical support, the usage of the OT Law by the NT authors supports
this threefold categorization.
13
C. Identify the “scenes” of the story – identified by a change Getting to Know a Character:
in time and place.11
1. Through direct description (e.g.,
Example: I Kings 17 has four scenes – based on the changes
Esther’s appearance).
in time and place (v. 1, vv. 2-7, vv. 8-16, and vv. 17-24.
2. Through other characters’
D. Think through the story’s plot – the development of the
responses to them (e.g., David
story from the beginning to the end.
was loved by many).
1. What is the conflict that “moves” the story forward?
3. Through the thoughts and words
2. Where is the climax to the story? [the place where of that character.
the conflict is most intense]
4. Through self-characterization
3. How does the story end? (e.g., Judas admits that Tamar is
Remember that the author’s point in the story is often found more righteous than he).
at the climax or the end. Specifically, what do the main
5. Through their actions (e.g.,
characters say at the climax or the end of the story?
Jonathan’s bravery).

Conflict Conflict
most begins to
intense unravel
Conflict Conflict
generated Climax Resolved

Action Action
begins ends

Setting Occasioning Outcome Conclusion

incident

Example: I Kings 22 – the death of Ahab in battle. The conflict is between Ahab and the Word of the Lord. The
climax comes as Ahab refuses to hear the Word of the Lord through Micaiah, disguises himself in battle (to avoid
the Word of the Lord), and then is “randomly” wounded by an unknown archer. The theme of the story is “The
Impossibility of Avoiding the Word of the Lord” or better: “God’s Word Vindicated against Those Running from
It.”
“The unique aspect of the
E. Consider the “Point of View” of the author. Point of view is narrative portions of Scripture
the lens through which the Author causes us to view the
is that the writer usually
story.
allows the words and actions
1. Consider the details included by the story teller. of the people in his narrative
The details included by an author in a story are the to convey the main thrust of
details he wants to emphasize. There are many other his message.”
details the author could have included. Why did he omit Walter Kaiser, Toward an
them? Why did he include the details he did? Exegetical Theology, p. 205

11
Walter Kaiser, Preaching and Teaching from the Old Testament, p. 65.
14
 Example: In Luke 5:1-11, it mentions that Christ preached, but Luke tells us nothing about His sermon
that day. The details that Luke includes throw the emphasis upon Simon Peter. Luke primarily wants us
to see how Peter was “mastered by the Master.” Also in Luke 5 (vv. 17-26), Christ heals a paralyzed man
brought by four friends. Luke tells us nothing about what happened to the four friends. The details of
the story emphasize Jesus’ power to forgive sins (as proven by His ability to heal this paralyzed man).
2. How do you “feel” about the story when you finish reading it? This is the narrator’s way of
impressing upon you how he wants you to view the story.
Example: I Samuel 14 makes you admire the courage of Jonathan and the foolishness of King Saul; this is,
in part, because of the way the story teller relate the story.
3. Has the “narrator” (ultimately, God!) dropped little hints along the way to guide you as to what
He is trying to teach you?
Example: In the extended story of Joseph, the narrator repeatedly tells you that God was with him (Gen.
39:3, 21, 23; 41:38). God wants us to realize that through the many discouraging ups and downs of
Joseph’s life God was there with him.
4. Are there any statements in the story that indicate God’s “point of view”?
5. Specifically, how does the story end? Is God giving us His estimate of the story through the
response of an individual or a group of people at the climax of the story? Or through a statement
by the narrator that gives us God’s perspective?12
Example: In the extended story of Joseph, the narrator repeatedly tells you that God was with him (Gen.
39:3, 21, 23; 41:38). God wants us to realize that through the many discouraging ups and downs of
Joseph’s life God was there with him.
Example: Michal despises David for his “dancing before the Lord” (II Sam. 6:16). Who is right? David or
Michal? The end of the story (v. 23) indicates the “point of view” we should have: Divine judgment fell
upon Michal.
Guidelines for Interpreting and Applying Biblical (Hebrew) Poetry
A. Understand the nature of Biblical Poetry – Semantic Parallelism
1. Synonymous Parallelism – the second line provides further explanation or clarification of the
previous line by using related terminology (Psa. 19:1)
2. Antithetical Parallelism – one line defines, explains, or clarifies another line by way of
contrast (opposites!). [This is very common in Proverbs (e.g., 15:1).]
3. Synthetic Parallelism – the thought develops from one line to the next by using comparisons,
making applications, or drawing a conclusion (Prov. 17:1, 14).
4. Emblematic Parallelism – a parallelism using (normally) like or as (Prov. 16:24).
5. Climactic Parallelism – similar to synthetic parallelism, but each line begins with the same
words (Psa. 29:1-2).
KEY: The meaning of the passage (in poetry) will be determined by meditating on the
parallelism between the lines.

B. Recognize that emphasis is often conveyed through “incomplete” parallelism in which an

“element” in the first line is left out or expanded in the second line of poetry.
This is difficult to see sometimes in English; it is much clearer in Hebrew. Lines of Hebrew of poetry tend
to be the same length. If one “element” in a line is expanded, then another element in the line may
need to be “dropped.” This is done for emphasis.

12
Walter Kaiser, Toward an Exegetical Theology, p. 205.
15
 Proverbs 14:19. The evil bow before the good; and the wicked at the gates of the righteous. [Note the
“bow” is left out of the second line. Instead the second line expands on the word “good” in the first line,
emphasizing where the wicked bow: “the gates of the righteous.”]
Psalm 22:12. “Many bulls have compassed me: strong bulls of Bashan have beset me around.” [The
second line expands on the bulls “bothering” the Psalmist – strong bulls of Bashan.]
C. Interpret figures of speech carefully – you must first find the “point of similarity” in the
comparision.
Example. “Many bulls have compassed me: strong bulls of Bashan have beset me around” (Psa. 22:12).
[Bashan was some of the best pastureland in Israel. A bull of Bashan was a big, well-fed bull.]
D. For the wisdom literature, remember that the Hebrew word wisdom (‫ חכמה‬Chokmâh) means skill.
These books addresses areas in which the individual follower of Yahweh needs to be skillful.
Interpret individual sections of these books in light of their larger theme and purpose.
1. Job – Skill in suffering as a righteous person (without drawing wrong conclusions)
2. Proverbs – Skill in living (in our decisions, priorities, and relationships with God and man)
3. Ecclesiastes – Skill in finding meaning in life
4. Song of Solomon – Skill in marriage love’s relationship

E. In interpreting the Psalms, here are some guidelines:

1. Look for any help in the Psalm title.
Does the Psalm title identify the author, purpose, or historical occasion that gave birth to the Psalm?
2. Identify the type of Psalm.
Is it one of the psalm of ascents (pss. 120-134)? Or part of the Egyptian Hallel (pss. 113-118)? or part
of the Great Hallel (pss. 146-150)? Is it a lament, a praise psalm, a wisdom psalm, a Messianic psalm,
a penitential psalm, an imprecatory psalm, or a kingship/royal psalm?
3. Note any New Testament cross references that might assist in interpreting the Psalm or
specific verses in the Psalm.
Peter in Acts 1:20 clarifies that some Psalm references had application to Judas (Ps. 69; 109)
4. Divide the Psalm into “stanzas” (paragraphs).
Divisions can be based on changes in theme, changes in the person speaking (e.g., Psalm 2 can be
divided into four stanzas based on who is speaking), repeated refrains (Pss. 42 & 43), etc. Some
study Bibles will help you identify the stanzas in a Psalm.
5. Identify the leading theme in each of the stanzas.
What is the focus of stanza one? What is the focus of stanza two? What is the focus of stanza three?
6. Identify the logical relationship between the stanzas.
Ask yourself questions like the following: How does stanza one relate to stanza two? What is the
relationship between the theme in stanza one and the theme in stanza two? Is there a deliberate
progression of thought taking place in the Psalm?
7. Identify the theme of the entire Psalm.
Do the themes of each of the stanzas help to identify the theme of the entire Psalm? Many times
you can identify the theme of the Psalm by thinking through the logical relationship between the
individual stanzas (paragraphs) of the Psalm. Look for repetition of phrases, key words, or
subthemes. For example words for “making haste” occur three times in Psalm 70 and are implied
another time (vs. 1, 5). A possible theme then for Psalm 70 is “A Prayer for Speedy Deliverance.” In

16
 Psalm 69, the Hebrew root “reproach” occurs 6 times (vv. 7, 9-10, 19-20). Based on other elements
in the Psalm, a possible theme of Psalm 69 is “A Prayer for the Vindication of God’s Reproached.”
8. In light of the theme of the individual stanzas and the overall theme of the Psalm, carefully
examine the verse.
Consider the type of semantic parallelism found in each verse. Look for the figures of speech. These
literary aspects will sometimes unlock the meaning of a verse or a passage. (Review the examples
given in class in those sections of the handouts.)
9. Preach / teach the Psalm.
Preach either the entire Psalm (if it is short) or preach through the individual stanzas. If you preach
on only a single verse in the Psalm, be sure to interpret the verse in light of the theme of the Psalm.

Guidelines for Interpreting and Applying Biblical (Hebrew) Poetry

A. Identify the historical setting of the epistle. Why was it written? To whom was it written? What is
the attitude of the author toward his recipients?
B. Identify the paragraphs and major sections of the epistle – summarize the main thought of each
paragraph and of each of major section.
C. Determine the reason for the order of the paragraphs. Why is the letter arranged in its present
sequence? How does each paragraph contribute to the theme of that section? To the theme of
the book? To the author’s flow of thought?
D. Find the primary meaning of the paragraph / passage and carefully apply to that to the modern-
day setting.
1. Moral or theological statements never change (e.g., sin lists, doctrines, Christian ethics).
2. Passages produced by a setting that has a comparable modern equivalent have the same
basic application (e.g., I Cor. 6).
3. Instructions that clearly apply to a specific person on a specific occasion do not have
immediate application (e.g., Gen. 22, II Tim. 4:9, 13). But they are included by the Holy Spirit
to teach some principle or to give necessary information.
4. Passages based upon 1st century cultural factors or historical setting must be interpreted
carefully.
a. Find the principle or truth at work behind the cultural phenomenon.
b. Apply that principle to today – especially to circumstances or situations that are similar to the
Biblical situation.

Guidelines for Interpreting Parables

A. Understand the cultural background (e.g., Parable of the 10 virgins).
B. Identify the context or historical setting (Lost things; Matt. 20:1-16).
C. Identify the hermeneutically or theologically important details of the story and the truth(s) they
symbolize.
Example: Avoid finding significance in the “oil” and “wine” used by Good Samaritan (Luke 10:34). Those
things are not part of the point of the story!
D. Note the “unexpected turn of the story.”
Example: Luke 10 – a Samaritan, not a priest or Levite, helps the wounded man; Luke 7:41-43 – the
parable suddenly “turns” against Simon the Pharisee; Luke 15:11-32 – the “grumpy” older brother pictures
the Pharisees!
E. Identify the primary recipient / audience of the parable (e.g., Luke 15:2-3 is key to the whole
chapter!)
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 F. Identify the response (or God’s desired response)
to the parable by the audience or the recipients. About Parables
Example: Note the response of the Pharisees in Luke • A parable has one primary point.
16:14, who overheard the parable of the unjust • The significant details are the details
steward. necessary to drive home the main point.
G. Look for the parable’s interpretation (if given). These are details that must be interpreted
Example: The parables of the Sower, Wheat and the in order to find the primary significance of
Tares, etc. the parable. The other details are just there
to help tell the story or to give the story
Laws for Interpreting Types “life.” Avoid finding meaning in every detail
(as an allegory does).
Definition of a Type
• Most parables teach something about
1. Type: a historical person, event, ritual, or object
Christ and His kingdom.
that serves as a divinely intended picture of a
future truth or reality. It is a sort of “picture • The same parable may emphasize different
prophecy.” truths depending on the context (Matt.
2. Antitype: the future fulfillment of the type 18:12-14; Luke 15:3-7)

Basic Components
1. Historical – an actual person, event, or ritual
2. A picture or object lesson (some resemblance to the thing being pictured)
3. Divinely intended (not based in the interpreter’s imagination)
4. A future fulfillment (a picture without a future fulfillment is a symbol).

Categories13
1. Personal Types (Adam, Melchizedek, Aaron – includes office like prophet, priest, and king)
2. Historical Types (the Exodus; wilderness wanderings; conquest of Canaan; bronze serpent)
3. Ritual Types (Altar, offerings, scapegoat ceremony, priesthood, tabernacle and its furniture)
General Guidelines:
1. The NT authors did not identify all the OT types.
2. The NT specifies that the wilderness wanderings and the Tabernacle with all of its
accompanying sacrifices and rituals are types (I Cor. 10:6; Heb. 8:1-5; 9:9-11, 23-24). Most
types will be from these two categories.
3. Exercise real caution and discretion in determining types not identified as such by the NT.
4. Avoid finding typological significance in every detail of a type.

13
Others have classified types according to five or six categories. These are persons, institutions, offices, events,
actions, and things.
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 How to Study the Bible Devotionally
Tips to Follow
1. Study/read as early in the day as possible.
2. Keep your desk/table/area clean and with as few distractions as possible.
3. Have a good, clear copy of the Bible.
4. Have a pen and notebook always ready.
5. Before beginning to read a new book of the Bible, read a short, basic introduction to that book.
(Perhaps your Bible has introductory notes.)
6. Try to read the entire Bible at least once in every year.

Practical Approach to Bible Study

1. Admit (your need and dependence upon the Spirit)
2. Submit (to the truth you are told)
3. Commit (to memory or to paper for the purpose of meditation)
4. Transmit (the truth into practical living and to others)

Suggested Plan to Follow

1. Open with a time of prayer (confessing sin and asking for the Holy Spirit’s illumination)
2. Read (with a pen and notebook ready).
3. Write in your notebook the things that God teaches you.
4. Pray to God, talking with Him about the things He taught you that day.
5. Select a verse or phrase of a verse that you will meditate on and/or memorize for that day.
Note: It is important that you receive some truth, aid, or help from the Bible that it is that you read a certain
number of chapters.

Learning to Ask Questions

Ask the right questions and you will get the right answers. The secret to Bible study is to have a
question in mind every time you read it.
Interpretational questions:
1. The six “fishing lures”: Who? What? Where? When? Why? How?
2. Three important specific questions (especially in the study of a book of the Bible):
a. Who wrote it (and when did he live)?
b. To whom was he writing?
c. Why did he write it?
3. What is the primary message/truth/principle of the passage? (Find the mind of the Holy Spirit
about the passage.)
4. Any difficult verses for further study?

As you write in your devotional notebook the

things that God teaches you, state them
primarily not as general moral principles, but as
truths about God. Remember, the Bible, above
everything else, is God’s autobiography.
19
 Applicational Questions:
1. What does the passage (verse, chapter, etc.) teach me about God or Christ?
2. Is there an “ ” for me to follow?
3. Is there a “ ” for me to avoid?
4. Is there a “ ” to obey?
5. Is there a “ ” to claim? What are the conditions?
6. Is there a “ ” to instruct me?

Keeping a spiritual diary or devotional notebook (I Chron. 16:11-12)

1. If we don’t write things down, we will forget.
2. It serves as a permanent record of daily thoughts from the Bible and daily events of spiritual
importance in our lives.
3. It causes us to look for spiritual lessons and blessings from both the Word of God and our daily
lives.
4. It helps to keep is consistent.
5. It will help us to keep a continual check-up (appraisal) of our spiritual life.
6. It will serve as a permanent reminder of God’s blessing to us (I Chron. 16:11-12).

SIMPLE DEVOTIONAL NOTEBOOK LAYOUT

Reference (Book and Chapter[s]):

Date:

What is the primary truth about God or His ways in this passage?

How does God want me to apply this truth in my life?

20
 Let’s Practice!
How to Study Devotionally

Text: I Kings 3
1. Pray! [Talk to your Teacher]
2. Read!
3. Write!

Write out six interpretational questions using the six “fishing lures”:

1. Who

2. What

3. Where

4. When

5. Why

6. How

Answer the 7 applicational questions (from previous page):

1. What does the passage (verse, chapter, etc.) teach me about God or Christ?

2. Is there an example for me to follow?

3. Is there a sin for me to avoid?

4. Is there a command to obey?

5. Is there a promise to claim? What are the conditions?

6. Is there a principle to instruct me?

7. Do I have difficulties understanding something or accepting something?

Finally, what is the primary truth about God or His ways in this passage?

Finally, how does God want me to apply this truth in my life?

21
 Project 1
How to Study the Bible Devotionally

Instructions: Choose a chapter from your devotion this week. Then, study the chapter devotionally
following the same format we used above on I Kings 3 in “Let’s Practice.”

1. Be sure to write at least one interpretational question for each of the six “fishing lures” [Who? What?
When? Where? Why? How? ] and answer each question.

2. Answer each of the seven applicational questions.

i. What does the passage (verse, chapter, etc.) teach me about God or Christ?
ii. Is there an example for me to follow?
iii. Is there a sin for me to avoid?
iv. Is there a command to obey?
v. Is there a promise to claim? What are the conditions?
vi. Is there a principle to instruct me?
vii. Do I have difficulties understanding something or accepting something?

3. Answer the two final summary questions.

i. What is the primary truth about God or His ways in this passage?
ii. How does God want me to apply this truth in my life?
4. Turn in your work (whether handwritten or typed) on a separate sheet of paper.

22
 How to Study a Verse/Sentence in the Bible

Tips for the study of an individual verse/sentence:

1. Isolate a one-verse/sentence unit.

Realize that sometimes a sentence may be longer than one verse. For example, one would
have to study I Peter 1:3-5 in order to study the complete sentence. (Ephesians 1:3-14 is one
sentence!)

2. Familiarize yourself with the context of the verse.

3. Ask yourself a general question about the nature of the verse.

Is it a command? Description? Statement? Principle? Question? Prayer? Praise to Goda

Promise?

4. Begin extensive fishing in the verse using the six lures:

Who? What? Where? When? Why? How?

5. Look up any words/terms in the verse that you do not know.

6. Look up any cross references or parallel passages that might help you in understanding the
verse you are studying.

7. Rewrite the verse in order to indicate show the main clause and the relationship between the
main clause and the other parts of the sentence. Remember that a main clause will not begin
with words like if, that, in order that, when, where, because, although, and for (if it is not the first
word of the sentence) – as these words introduce subordinate clauses. As you re-write the
verse, place the main clause at the left margin of your paper. Show the relationship of the
subordinate clauses to the main clause b indenting them appropriately. Aim for a "visual effect"
that makes clear the relationships between the clauses (and phrases) in the verse.

8. Outline the verse based on your re-writing of the verse (see step #7). The main clause of the
verse will become your “theme.” The subordinate clauses then become your main points. Sub-
points will come from further subordinate clauses or phrases in the verse. Your outline should
reflect the flow of thought made clear from your re-writing of the verse.

9. Determine the central idea of the verse

Do not forget to consider the theme of the verse in light of the theme and purpose of the book or
chapter.

10. Use a study Bible, commentary, or other helps to double check your accuracy and help with any
difficulties in the verse that you had trouble understanding.

23
 Let’s Practice
How to Study a Verse / Sentence in the Bible

Text: John 3:14-16 (perhaps more than a sentence, but will help in illustrating our method)

And as Moses lifted up the serpent in the wilderness, even so must the Son of man be lifted up: 15 That
whosoever believeth in him should not perish, but have eternal life. 16 For God so loved the world that
he gave his only begotten Son, that whosoever believeth in him should not perish, but have everlasting
life.

24
 Project 2
How to Study a Verse
Joshua 1:8 This book of the law shall not depart out of thy mouth; but thou shalt meditate therein day
and night, that thou mayest observe to do according to all that is written therein: for then thou shalt
make thy way prosperous, and then thou shalt have good success.

1. Is Joshua 1:8 a complete sentence?

2. What is the context of the verse? How would you summarize what is happening in Joshua 1?

3. How would you describe the nature of this verse?

4. Ask questions in order to help you study Joshua 1:8 more fruitfully:
a. Who is speaking in this verse? Who is God talking to in the verse?

b. What is the primary thing God is telling him to do?

c. Where is God giving Joshua this command?

d. When is God giving Joshua this command?

e. Why is God giving Joshua this command?

f. How does God give Joshua this command?

5. Are there any words or terms in the verse that you do not understand or that you should maybe
study further?

6. Are there any cross references or parallel passages that might help you understand this verse
better?

7. Rewrite the verse to show the main clause of the verse and the relationship of any subordinate
clauses to the main clause.

8. Outline the verse based on your re-writing of the verse (see step #7). The main clause of the
verse will become your "theme." The subordinate clauses then become your main points. Sub-
points will come from further subordinate clauses or phrases in the verse.

9. What is clearly the central idea of the verse? Summarize it briefly.

10. Anything unclear that you need to look up in a commentary?

25
 How to Study a Chapter/Paragraph in the Bible
About Chapters:
I. Be sure the chapter or paragraph is really one complete unit.
Make sure the chapter you are studying is really one complete unit. Are all the paragraphs
contributing to one major idea or central theme? Chapter and verse divisions are not inspired.
Example: I Corinthians 11:1 goes with I Corinthians 10 – not 11; similarly, Matthew 11:1 really belongs
more, thematically, with Matthew 10.
About Paragraphs:
II. Identify the paragraphs in the chapter. Determining the major,
The key feature of a paragraph is its unifying theme. A unifying theme of a
paragraph is a composition of sentences united around the paragraph is a lot of work, but
same theme. In good writing, a paragraph has only one this is what it takes to be a
theme or one major idea. man of God and a man of the
• When exegeting a paragraph, first isolate its one Word. It requires more
unifying theme or thematic proposition. sermon preparation than just
• Second, determine the relationship between the other two hours before Wednesday
parts of the paragraph and that one unifying theme. prayer meeting and two
The hardest task of an exegete is relating all the hours Saturday night. It
subordinate parts of a paragraph to its major requires more than just a
theme and to each other. knowledge of grammar. This
How to identify paragraphs in chapters is spiritual work. It takes
A. What sources should the exegete consult? getting on your knees and
1. Consult the Greek New Testament and Hebrew Old praying to your Teacher.
Testament. These are the best sources for identifying Exegesis is using your
paragraph divisions. Remember, though, that knowledge of grammar and
paragraph divisions are not inspired. genre to get the mind of the
2. Consult commentaries and study Bibles. Spirit.
B. How do you identify paragraph divisions on your own?
1. Look for verses united around a single theme. A good paragraph has one major theme.
2. Look for a change of thought or a shift in topic. Since a paragraph is a series of verses
united around a single thought, a change in topic may indicate a new paragraph.
(Sometimes a word or theme that ends one paragraph will be the focus of discussion in the
next paragraph.)
Examples: Psalm 19 shifts from general (vv. 1-6) to special revelation (vv. 7-11) and then to the
Psalmist's response (vv. 12-14); in Revelation 5, the focus of the first five verses is “the Book,” but
the “Lion” introduced in v. 5 becomes the dominant focus (as the Lamb) in vv. 6-10; Titus 1:5-9 (the
command to appoint qualified elders) transitions naturally into 1:10-16 [the need for qualified
elders who can confront the false teaching and anti-biblical culture in Crete].
3. Look for changes in the text. Be a detailed reader!
a. Look for changes in the person who is speaking.
Example: The divisions in Psalm 2 are based on the change of the person speaking. The nations
speak (2:1-3), God speaks (2:4-6), the Anointed Messiah speaks (2:7-9), and the narrator
concludes (2:10-12). [A sermon on Psalm 2 would probably have four points.]
26
 b. Look for changes in the recipient or the person being addressed.
Example: In I Timothy, the paragraphs shift in their focus from men in prayer (2:1-8) to women
(2:9-15) to bishops (3:1-7) to deacons (3:8-13) to Timothy (3:14-16). See also Micah 3, where he
first addresses the political leaders (3:1-4), then the prophets (3:5-8) and, finally, the political
leaders again (3:9-12).
c. Look for changes in the verbs.
d. Look for changes in the key characters, incidents, or locations (in narrative literature).
Example: 1 Kings 17 divides into four "scenes" based on changes in time or place: Elijah before
Ahab (v. 1): Elijah at the Brook Cherith (vv. 2-7): Elijah provides for the Widow of Zarephath (vv.
8-16); Elijah heals the son of the Widow of Zarephath (w. 17-24). Matthew 2 can be divided into
five paragraphs based on places: in Jerusalem (vv. 1-8); in Bethlehem (vv. 9-12); on the road to
Egypt (vv. 13-15); back in Bethlehem (vv. 16-18); in Nazareth (vv. 19-23).

4. Look for structural clues in the text. Look for something structurally that indicates a change
in the paragraph.
a. Look for repeated words or refrains.
Example: Rev. 5:1, 6, 11-kai eloov ["and I saw)
Example: Psalm 42:5, 11; 43:5. The order of Psalm 42-43 is stanza (42:1-4), refrain (42:5), stanza
(42:6-10), repeated refrain (42:11), stanza (43:1-4), and repeated refrain (43:5). The presence of
the same, repeated refrain clearly distinguishes one stanza (or paragraph) from another.
b. Look for questions (like rhetorical questions).
Example: Romans 6:1, 15. The order Romans 6 is rhetorical question (6:1), answer (6:2-14),
rhetorical question (6:15), and answer (6:16-23).
c. Look for major conjunctions. These include words like therefore, wherefore, for, and now.
These words do not guarantee a new paragraph every time, but they are common words
that start new paragraphs.
Example: 1 Thess. 4:9, 13

III. Identify the major theme of the chapter or section.

How to identify the major theme of the chapter or section:
A. Identify the major theme of the chapter by noting repeated words, phrases, and themes.
Example: Key word is "throne" in Revelation 4. Revelation 4 could be summarized as "scenes from God's
throne room" or "A description of God's throne room."
Example: Zechariah 14. The two recurring words are in that day and Jerusalem. The major theme of
Zechariah 14 is Jerusalem in the Day of the Lord.
B. Identify the major theme of the chapter by linking together the major ideas of the paragraphs in
that section.
1. Identify the one major theme of each paragraph within a section.
2. Use those major themes as the basis for determining the major theme of the section.
Example: Psalm 19. The three paragraphs focus on general revelation (19:1-6), special revelation
19:7-11), and the Psalmist's response [request for cleansing) (19:12-14). The one major theme of
this chapter is Human Response Divine Revelation or Divine Revelation Results in a Request for
Cleansing.
Example: Revelation 5. The key to dividing Revelation 5 is the repetition of and I saw (5:1, 6, 11; Kai
előov).

27
IV. Outline the chapter.
A. The theme of the chapter is the theme of your outline.
B. The major theme of each paragraph becomes the basis for your main outline points. (Thus,
if you have three paragraphs, you will have three major points, etc.)
C. The subordinate ideas within each paragraph become your subordinate points.
D. Strive for parallelism in your outline points.
If one major point is a command, all should be commands; if one is a phrase, all should be
phrases; if one begins with a preposition, all should begin with a preposition.
Examples:
I. Love God! I. Loving God I. By loving God
II. Obey God! II. Obeying God II. By obeying God
III. Trust God! III. Trusting God III. By trusting God.

Let's Practice!
How to study a chapter/paragraph in the Bible
Text: 1 Kings 17
1. Identify the paragraph divisions.
2. Jot down the main idea in each paragraph.
3. State the theme for the chapter.
4. Summarize each paragraph into a main point that supports your chapter theme.

Text: Luke 8:4-21

1. Identify the paragraph divisions.
2. Jot down the main idea in each paragraph.
3. State the theme of this section.
4. Summarize each paragraph into a main point that supports your chapter theme.

28
 Project 3
How to study a chapter/paragraph in the Bible
Text: Matthew 11
Instructions: Following the instructions for how to study a chapter/paragraph in the Bible, practice on
Matthew 11. Remember to consider carefully whether the chapter all "belongs together (or whether a
part of the chapter goes with the chapter before or after). You may not use anything for this assignment
other than a study Bible, but you may read Matthew 11 in as many translations/versions as you wish.
1. Identify the paragraph divisions.
2. Jot down the main idea in each paragraph.
3. State the theme for the chapter.
4. Summarize each paragraph into a main point that supports your chapter theme.

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 How to Study a Word in the Bible

1. Look up the English word you are studying in a concordance and write down the Greek or
Hebrew word it translates.
Remember that some English words (e.g., "love") may be translated from more than one Greek or
Hebrew word. In your word study, try to study one Greek or Hebrew word (even though it may have
many English translations). When you study more than one Greek or Hebrew word, your study may
end up being more like a synonym or topical study.
2. Identify the word's “part of speech.” Is it a noun, verb, adverb, adjective, etc.?14
3. A concordance like Strong's will also tell you whether the word is part of a "root family"
family of words that share the same “root.”
Take for example the word agape ("love"). Agape is a noun; however, if you are studying the word
agape, you should also consider the related verb (agapoo) and the adjective (agapetos-often
translated "beloved"). All these are part of the same "root family."
4. Using a concordance, write down the various ways that your word is translated into English.
If it is part of a root family, you may want to study those related forms too.
It is permissible and even helpful at times to look up the "original meaning" of a Greek or Hebrew
word in a lexicon or Bible-word dictionary.15 But do not rely on this only.16 To really understand a
word you should study how it is actually used in the Bible.
5. Look up every reference to your word in the Bible. As you read each reference, ask yourself,
“What does this verse teach about the word I am studying?” Be detailed in your thinking and
realize the value of asking questions of the text.
a. Is the verse teaching what kinds of people are associated with the word I am studying?
Example: Jacob says that he will go down to sheol mourning for his son Joseph (Gen. 37:35).
But the Bible also says that the wicked shall be turned into sheol (Psa. 9:17). These two verses
indicate that both believers and unbelievers go to sheol – which means we have to study
carefully what ALL the Bible means when it refers to sheol (“hell”).
b. Is the verse emphasizing the purpose or results of the word I am studying?
Example: James 1:3 points out the result of trials in the life of a believer.
c. Is the verse describing the characteristics of the word am studying?
Example: 1 Cor. 13:4-7 is primarily teaching us the characteristics of agape love.
d. Is the verse pointing out the proper response to the word I am studying?
Example: If one is studying trials, James 1:2 points out what our response should be toward
trials. (c.f. I Peter 4:12)
e. Is the verse stating the cause/source of the word I am studying?
Example: If one were studying the word mercy, Ephesians 2:4 would be a helpful verse. It not only tells
us WHO has mercy (God) and that He has MUCH mercy ("rich"), but it also tells us that mercy is sourced
in God's LOVE toward us.

14
“Sometimes it can be helpful to ask even more detailed questions. Such as, if the word you are studying is a
noun, ask yourself is it a person (“fool”), thing (“heaven”), event (“repentance”), abstract (“peace”)? Or you
could ask whether there are certain verbs typically associated with the noun you are studying (e.g., sheol
typically used the verb “go down”; you never “go up” to Sheol).
15
The study of the history of a word is technically called etymology.
16
“To rely solely on the original meaning of a word without regard to its usage is called the root fallacy. The
original meaning of words is not always important because words change and evolve (e.g., English word “gay”:
“let,” KJV).
30
 f. Are there any helpful synonyms or antonyms in the immediate context?
(Especially prevalent in OT poetry [but also found in other Scriptural literary genres) are
synonyms and antonyms – which can also help you further identify the meaning of the word you
are studying.)
Example: Truth (Psa. 100:5) is in synonymous parallelism with mercy. Clearly, mercy and truth are
intended to be synonyms. Thus, truth here does not mean “body of truth” (such as one finds in John
17:17, thy Word is truth) but means truthfulness or faithfulness.
Other helpful things to consider in understanding word...

6. Look for uses of your word in non-religious contexts (often in historical narrative)-where a
word is used without "theological significance." This will often give you pictures or
illustrations of what the word means.
Example: ἀφίημι is the NT theological word for forgiveness. It is also used of a man's divorcing his wife (1
Cor. 7:11) and of Jesus' letting go of His spirit (Matt. 27:50). This helps us understand and illustrate
forgiveness as a letting go or releasing.
Example: In Judges 20:16, the word translated “miss” is the main OT word for sin. Thus, Judges 20:16 gives
us an illustration of what sin is-sin is missing the mark.

7. Remember that OT poetry has semantic parallelism ("thought rhyme"); therefore, the words
in the second line of Hebrew poetry will often assist in further defining the words in the first
line.
Example: Fearing God is obeying God (Psa. 103:17-18).
Example: Trusting God is pouring one's heart before Him (Psa. 62:8).
Example: Antithetical Parallelism: Hatred stirs up strife, but love covers all sins (Pro 10:12). Stirring is fanning
the flame; covering is smothering the flame. Hatred fans the flame of sin, but true love smothers sin like a
fire blanket and keeps it from happening.

8. When you have studied carefully the meaning of your word, it might be helpful to group what
you have discovered about the word into categories.
Example: A study of agape love might have the following categories: illustrations of agape, practitioners of
agape, results of agape, characteristics of agape, causes of agape, etc.

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 How to Use Strong's Concordance

For over one hundred years, Bible students have profited from the Strong's Concordance, a project
overseen by James Strong (with the help of some 100 colleagues) and first published in 1890. This
concordance (or something similar for computer) is absolutely essential for the doing of Biblical word
studies (and is even helpful in doing many topical studies).

Three major sections:

1) Main Concordance (including addenda and an appendix)
The Main Concordance provides, in alphabetic order, a listing of all but 4717 of the words used in
the Bible, every verse reference where they occur, and a brief phrase of the verse. Note also the
number to the right. Sometimes the number is in normal type; other times, it is italicized. Note that
all the numbers in normal type are next to verse references in the Old Testament. All numbers in
italics are next to verse references in the NT.

2) A Concise Dictionary of the Words in the Hebrew Bible with their Renderings in the
Authorized English Version
This dictionary includes a listing, in alphabetic order and keyed by number, of the Hebrew (and
Aramaic "Chaldee") words used in the OT. The number in normal type found to the right of the
verse phrase in the main concordance corresponds to the numbered words in this Hebrew/Aramaic
section.
For every number, this section includes the Hebrew/Aramaic word, a transliteration into English, a
pronunciation guide, information about root words or related words, and an English definition of the
word. Each entry also includes at the end (after the "-") the different ways that this one Hebrew
word is translated in the KJV.

3) A Concise Dictionary of the Words in the Greek Testament with their Renderings in the
Authorized English Version
This dictionary includes a listing, in alphabetic order and keyed by number, of the Greek words
used in the NT. The number in italics found to the right of the verse phrase in the main
concordance refers to the numbered words in this Greek section.
For every number, this Greek section lists the Greek word, a transliteration into English, a
pronunciation guide, information about root words or related words, and an English definition of
the word. Each entry also includes at the end (after the “:–“) the different ways that this one Greek
word translated in the KJV.

17
The 47 words not listed in the main concordance are words like “and,” “an,” “but,” “not,” “shall,” “it,” “of,” and
“the.” Actually, these 47 words and every reference where they occur are found in an appendix.
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 CHURCH LEADERS IN THE NEW TESTAMENT
Example of using Strong's Concordance for a topical/word study

I. Deacon(s) ([Acts 6:1-6]; Philippians 1:1; 1 Timothy 3:8, 10, 12, 13)

II. Bishops
Bible references:
A. From a Greek word
1. A combination of two words: epi (“# “) + skopos (“ ”)
2. Related to # : "oversee"
Translated in the KJV as “look diligently” or “take the oversight.”
3. Basic meaning is .
4. Two translations in the KJV:
a. Bishop
b. Overseer

B. “Overseers” (looking for # 1985)

Only one reference: Acts 20:28 (But who is the “yourselves” in v. 28? See v. 17.)
Context of this passage (v. 17) indicates that overseers (bishops) = “ “

III. Elders
A. From a Greek word presbuteros that means “ “
B. An official position in the church (Acts 14:23)
C. Usually more than per church (Acts 20:17)

IV. Pastors
Occurs only one time in the NT:
A. From a Greek word “ “ (# 4166)
1. There is a word related to it (#4165)
a. Means to “ “
b. Sometimes translated “ “ or “rule”
2. It literally means "shepherd"
3. Two translations in the KJV:
a.
b.

B. “Shepherd”
1. Two important references
a. 1 Peter 2:25 links “shepherd” & “bishop”
b. 1 Peter 5:4 shepherds occurs in the context of elder
33
 2. Note “ “ in v. 2! This was the translation of the word
related to bishop.
3. Note “ “ in I Peter 5:2 (this is the word related to shepherd or pastor).
4. Under feed, you find a reference to a passage you have already studied: !

Conclusion:

1. There are primary offices in the New Testament church.

2. The three terms bishop, elder, and pastor (shepherd) are used in the
New Testament.

3. These three terms underscore different aspects of the office of pastor.

• Bishop underscores his position as an overseer or .

• Elder underscores his stature as a seasoned, Christian.

• Pastor underscores his duty to or shepherd the flock of God.

34
 Let’s Practice
How to study a word in the Bible

Instructions:
Let’s say you are studying the fruit of the Spirit in Galatians 5:22-23. You eventually come to the word
gentleness (v. 22) and you wonder how it is different from the fruit of the Spirit goodness (also in v. 22).
You decide to study the word gentleness (chrestotes) in order to better understand what it means. In
order to study the word thoroughly, you will also look at the verb and adjective that are from the same
Greek root. Look up the references below, carefully think about what you see, and answer the following
questions.

chrestotes (noun): Rom. 2:4; 3:12; 11:22; II Cor. 6:6; Gal. 5:22; Eph. 2:7; Col. 3:12; Tit. 3:4

chresteuomai (verb): I Corinthians 13:4

chrestotes (adjective): Matt. 11:30; Luke 5:39; 6:35; Rom. 2:4; I Cor. 15:33; Eph. 4:32; I Pet. 2:3

1. List below the various translations of the noun chrestotes in the English Bible.

2. Who, in the NT, are those who do or practice chrestotes in the English Bible? Do believers? Do
unbelievers?

3. What are some synonyms of chrestotes that you see used in these verses or the immediate context?
How does chrestotes relate to these synonyms? (For example, what is the connection between
chrestotes and love?)

4. Look through the verses again… what are some antonyms of chrestotes that you see in the verses?

35
5. Many times in the study of a Biblical word, it helps to see an illustration of the word in a non-
theological context. What two illustrations of the meaning of the adjective chrestos do Matthew
11:30 and Luke 5:39 provide? How does this help us understand the noun chrestotes?

6. To whom – to what kind of people – is chrestotes shown? Unbelievers? Believers? Explain.

Specifically, to whom does God show chrestotes? To whom are we commanded to show chrestotes?

36
 Project 4
How to Study a Word in the Bible

Word to study: "patience"

Instructions: As you read James 1, you become curious about the meaning of the word "patience in w
3-4. You decide to study the word in order to understand it better. Use the study guide below to help
you, but answer on your own sheet of paper. Project can be typed or handwritten.

1. Look up the word "patience" (James 1:3-4) in a concordance and write down the Greek word and its
Strong's number.

2. Write down every reference where that Greek word is used in the NT (a total of 32 times).

3. Did you read all 32 verses?

(As you read...look for what the verses teach about endurance. For example, when is patience
produced in a person's life? Or what are the results of patience in a person's life? Or where [in what
areas of life) does God expect us to show patience? Or who is commanded to show patience?)

4. The word “patience” also has a related verb (hupomeno). It occurs 17 times in the NT (Matt. 10:22;
24:13; Mark 13:13; Luke 2:43; Acts 17:14; Rom. 12:12; I Cor. 13:7; II Tim. 2:10, 12; Heb. 10:32;
12:2-3, 7; James 1:12; 5:11; I Peter 2:20). Read these verses also to give you a better
understanding of the noun patience. Did you read all these verses?

5. As you read the verses where the verb hupomeno occurs, find two non-theological ("every-day")
passages that use this verb. Write down the references. How do these passages provide us with a
picture or illustration of what hupomeno means?

6. Now, answer thoroughly the following questions:

a. What does God promise to those who endure? (James 1:12; 5:11; II Tim. 2:12; Luke 21:19)
b. What are some areas of the Christian life in which endurance is necessary? Lk. 8:15; Rom.
2:7; 8:25; I Thess. 1:3; Il Thess. 1:4; Heb. 12:1
c. What produces endurance in the Christian's life? Rom. 5:3; James 1:3
d. What does endurance produce in our lives? James 1:4
e. List some people who were excellent examples of endurance (whom we should follow!):
II Cor. 1:6; 6:4; James 5:11; Thess. 1:3; Il Thess. 1:4; Heb. 12:2-3; Rev. 1:9

7. Do you see how one could use the questions above (#6a-e) to create a study outline for teaching,
preaching or personal meditation? (You don't need to make an outline, just answer "yes" or "no.")

37
 How to Study a Topic in the Bible

Introduction: God has not placed all the information on a topic in one passage of the Bible He reveals
the topic through circumstances in the lives of people and through key passages that talk about the
topic in detail, often as problems arise. In the study, then, of a topic (which may be a Bible doctrine, an
ethical issue, a practical problem, etc.), one must find and analyze the relevant passages in the Bible.

1. Commit yourself to studying the topic thoroughly. One of the dangers in studying a topic or theme in
the Bible is to only study some of the passages in the Bible. In so doing you only come to know
some of what God has said, and it is possible that your understanding will be incomplete or
inaccurate.

2. Find the key passages that address your topic.

Many topics have a “key passage,” where God deals at length with the topic. For example, any
study on love would need to study carefully I Corinthians 13. Any study on "tongues speaking would
need to study carefully I Corinthians 14. Any study on spiritual gifts would need to consider carefully
I Corinthians 12:1-31, Romans 12:3-8, Ephesians 4:7-16, and I Peter 4:10-11.

3. Find the key terms/words that God used to reveal this topic.
Remember that the name of your topic may not appear in the Bible. You will need to identify the key
terms/words that God uses to reveal your topic.
Example: One will not find the word "abortion" in the Bible. You will need to find other key words
that God uses to talk about life in the mother's womb, conception, creation, etc.

4. As you study passages of Scripture, think carefully (and analytically) to determine what God wants
us to learn about the topic from each passage of Scripture. Be careful not to force the passage to
say what you want it to say. You are looking for clear statements or clear implications that come
from the passage itself!
Example: In a study of the resurrection, we should not overlook a passage like Exodus 3:6. Jesus
quoted this passage (Matt. 22:32) as yet another proof for the resurrection.

5. Organize what you have learned from the different passages under logical categories. Think
through what God is emphasizing about your topic (based on the passages).
Example: In a study of angels, one might have logical categories such as: kinds or ranks of angels,
things that angels do, God's purpose for angels, kinds of people to whom/situations in which angels
appear, human responses to angels.

6. Carefully apply, if relevant, the results of your study to contemporary issues.

38
 Let’s Practice

Topic: The Christian and His Government (according to the NT)

NT Passages to Consider: Matt. 17:24-27; 22:17-21; 26:52; John 19:11; Acts 5:17-42; 12:1-23;
Romans 13:1-7; I Timothy 2:1-2; Titus 3:1; I Peter2:13-14, 17

Instructions: Look up each of the passages above and jot down some of the things that each passage
teaches us about the Christian and His relationship to government.

39
 Project 5
How to Study a Topic in the Bible

Instructions: Continue the study we began in class on “The Christian's Relationship to his relationship
to his government from each of the selected verses. Go back and look through the things you wrote
down. Maybe as you read the verses again you will discover even more things the verses are teaching.
Group the things you have learned into categories – such as, The Christian's responsibilities toward his
government, Reasons a Christian should obey his government, How a Christian should view
government, Times when a Christian must disobey government, etc. Let each of your "groups" or
"categories" be main points in your outline on “The Christian's Relationship to His Government.” The
subpoints will be the specific things you learned from the selected verses. Turn in your outline (typed or
handwritten).

Expected length: No more than one page.

40
 How to Study a Character in the Bible

Introduction: The method for studying a character in the Bible is similar, in some ways, to studying a
topic in the Bible in that it also requires that you look at numerous passages. It is in some ways easier
than a topical study because it is easier to find the passages you need to study (wherever the person's
name is mentioned).
1. If at all possible, look up every reference to the person in the Bible. This may be difficult when
studying a person like David, whose name occurs over 1000 times.
To help you locate every reference (or, at least, all important references) to a Bible character, use a
concordance (such as Strong's Concordance), Bible dictionary, or Bible encyclopedia.
If you are studying an OT saint, be sure to check the NT to see if he/she is mentioned there also.
Sometimes the NT gives decisive (inspired!) help in pointing out the key characteristic or
importance of a person in the Bible. It (the NT) may also keep us from making a mistake in the way
we assess a character in the Bible – who would ever have considered to be a believer (11
Peter 2:7) and to be a hero of faith (Heb. 11:32)?!
Warning: Be sure to distinguish different Bible characters who have the same name. There are
several women named “Mary” in the NT. Philip, one of the twelve disciples, is different from Philip
the evangelist (Acts 8).

2. Find the key passages that mention your character. These will be passages that mark key events
in the character's life or passages where God gives a very important assessment of the person's
character.

3. Begin by sketching basic facts about the character's life: name(s), place of birth/origin (if known),
other Biblical individuals associated with them (family, colleagues, etc.), time when he/she lived in
Biblical history, etc.

4. If this is a major character, you may find it helpful to make a timeline of his/her life in order to study
their life chronologically.

5. As you study the passages about the character, look for a distinct emphasis! Develop a detailed
eye! Many times, God acquaints us with a Biblical character in order to accentuate one particular
truth.

Example: What seems to be emphasized about David is his heart – it was "perfect" toward the Lord.
Abraham is singled out as the Father of faith and the Bible traces the development of that faith. Gideon
teaches us that when I am weak, then I am strong. Samson reminds us that the Spirit is mighty, but the
flesh is weak! Lot shows us how materialism can almost choke the life out of a believer. Daniel's life
underscores the truth that God honors those who honor Him.

6. Be creative as you organize your findings.

Sometimes you may find it best to organize your findings chronologically (e.g. Solomon in his early
years, Solomon in his prime, Solomon in his final years). David's life can be organized chronologically
or “topically” (e.g., David as a fugitive, David as the sweet Psalmist of Israel, David as a warrior, David
as a sinner, David as a man of God).

41
7. Try to state the truths you discover as a complete sentence with God as the subject.

This is to prevent what might be called “moralizing” – lifting up good morals or right principles for living
but without explicit reference to God. Examples of moralizing would be “Always be faithful,” “Be loyal
under pressure.” “Be committed. Nothing is wrong with such statements and many times the actual
outline (that accompanies these “themes”) will furnish explicit reference to God. But it is a helpful
spiritual exercise to train yourself to state principles with “God as the subject.” For example, rather than
state the key principle for Daniel's life as “Be loyal under pressure” summarize it as “God honors those
who honor Him.” Remember that our goal in studying characters of the Bible is not to develop a
relationship with the character but to enhance our relationship with God.

Let's Practice!
How to study a character in the Bible
Character: Silas

References: Acts 15:22, 27, 32, 34, 40; 16:19, 25, 29; 17:4, 10, 14-15; 18:5; II Cor. 1:19; I Thess. 1:1;
II Thess. 1:1; I Peter 5:12

Questions to answer

1. What is Silas “other name”?

2. What was Silas' spiritual gift? Prophet

3. Where do we first meet Silas?

4. What are some major activities of Silas?

5. What about Silas tells us he was from an important place important family in the Roman Empire?

6. What do you notice about Silas' name when it is mentioned with other "leaders"? Is his Roman
citizen name normally first in the list?

7. What is Silas doing when we last see him in Scripture?

8. What is perhaps the main truth/principle that God is emphasizing through the life Silas?

42
 How to study a Bible character
(Advice from Navigators)

Pick a Character
First, decide which character you'd like to study. It might be someone well known (Paul, David, or
Mary), or it might be someone you'd like to know more about (Ruth, Deborah, or Timothy).

Find Scriptural References

A Bible dictionary, encyclopedia concordance is good for this. If you don't have one, you may be
able to check one out at your church library, or try one of many online resources such as
Biblegateway.com for word searches.

Create a Biographical Sketch

Read the passages you've found and think about them. Use this information to create a brief
biographical sketch of your character. You're merely recording facts-not interpreting the facts.
Include things like the meaning of the person's name, his/her family and where they lived. Were
there significant events that shaped his or her life? Describe the character's relationship with God
What impact did this person have on others? Then condense the information into a one-to-three
paragraph summary.

Choose a Key Verse

Pick a verse (or several verses) that best describes this person. This could be a passage about the
person's character or a verse that summarizes his or her life and impact.

Choose a Leading Lesson

Review the Scriptures you've listed again and re-read your biographical sketch. Record what you
think is the main lesson in this person's life. There may be several, so pick the one you think is most
significant. This could be a positive lesson (something you'd want to emulate), or it could be a
negative lesson (something you want to avoid). Explain why you think this is the main lesson.

Identify Problems
As you study, you may identify some problems in your understanding of the character or problems
you have with the way God-dealt with this person. You don't need to resolve these problems
immediately, but it's helpful to identify them. You may want to come back and look at them in more
detail later.

Make an Application
This is where the rubber meets the road." As you review what you've learned, ask God to show you if
there is a principle you should apply to your own life. Ask Him if there is some characteristic in the life
of the person you've studied that you need to build into your life-or eliminate from your life. Take time
to pray and think about this. Then write a sentence or two about what you think God wants you to do.
Be as specific as possible. Write out an example of how you might make this change with the Holy
Spirit's help.
Of course, one thing that makes any study more meaningful (and fun!) is sharing it with another
believer. It's really much more enjoyable to do a study like this with a small group of like-minded
individuals

43
 Project 6
How to Study a Character in the Bible

Instructions: We will be studying the book of Philemon shortly in our Methods of Bible Study class,
and one of the names mentioned is Marcus (v. 24). Do a brief biographical (character) study of Marcus
(also known as Mark). As we do this project, we follow rather closely the steps above (from Navigators)
for studying a character in the Bible. Please answer on a separate sheet of paper.

1. What is the Bible character we have chosen to study? What are his name(s)?

2. Write down all the Scriptural references where his name occurs.

Note #1: Don’t forget… there is a whole book of the NT named after Mark.
Note #2: Look up Mark 14:51-52 in a few commentaries/study Bibles. Who do many people think
the young man in these verses was?

3. Create a brief biographical sketch of Mark. Follow the instructions above as you do it.

4. What might be a key verse for your biographical study of Mark? Explain why you choose that verse.

5. What do you think is the main lesson / principle we can learn from Mark’s life? Your answer should
be a complete sentence with God as the subject of the sentence.

6. As you studied the life of Mark, identify some “problems” in understanding his life? Any unanswered
questions from your study?

7. Make an application. In one or two sentences, write down what you think God wants YOU to do
based on your study of the life of Mark.

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 How to Study a Book of the Bible

I. Study the historical purpose and setting of the book.

A. Who was the author (and when did he live)?
1. What details about the author does the book give us?
2. What details do we know about the author from other parts of the Bible?
3. When did author live?
B. To whom was he writing?
1. Some books of the Bible state clearly to whom they are written. In other books, the
recipient is not explicitly mentioned. The recipient must be determined based on the (1)
time when the book was written, and/or details found in the book itself that suggest who
the recipient was.
Example: The Books of I & II Chronicles were written by Ezra about 450-425 B.C. Knowing the time
when these books were written suggests that Ezra is writing to encourage the Jews living in the
postexilic community.
Example: The Gospel of Matthew does not state to whom it was written. However, most scholars
agree, based on the Jewish details and numerous quotations that Matthew is writing primarily to
Jews.
2. In the NT epistles, the recipient is often mentioned in the first or second verse. However,
be sure to look through the book for more details about the recipients.
Example: In the epistle of James, he clearly identifies his recipients as the twelve tribes of Israel in
the first verse (1:1). Repeated reference to the recipients throughout the book clearly identify
them as Christians (James 1:16, 19; 2:1, 5, 14).
3. What is the attitude of the author toward the recipients? Is he encouraging, rebuking,
exhorting?
C. Why did he write the book?
1. Are there any clear purpose statements? (e.g., Luke, John, I John)
2. Are there any indications within the book as to why it was written? (i.e., What occasion led
to the writing of the book?)
Example: The author of Jude refers clearly to the entrance of false teachers into the church as the
occasion for the writing of his little epistle (1:4). In I Corinthians, it is obvious that numerous
problems and questions from Corinth occasioned its writing.
3. Realize that for many OT books (and some NT books) answering the question as to why
the book was written will be based largely on (1) identifying the author and his recipients
and (2) understanding the key message of the book.

II. Study the book for cultural or background details.

A. Look up geographical places on a map so that you are familiar with where they are.
B. Look up any OT or NT customs or traditions that are mentioned.
Example: A major feature in the story of Ruth is the “kinsman redeemer.” To understand the
message of the book of Ruth, you will need to understand this OT concept.
C. Familiarize yourself with the names of individuals mentioned in the book that may be
important to understanding the book’s message.
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III. Read through the book looking for clues to the author’s primary message.
A. Pay careful attention to the introduction and conclusion of a book.
B. Consider what you discovered when you studied the historical purpose and setting of the
book.
C. Look for words, themes, or ideas that are repeated by the author.
Realize that to understand a book’s primary message you will need to read the book
repeatedly. Once you have read a book 10-25 times, you will begin to notice the repeated
ideas.
D. Formulate a general idea of what you think the author’s primary message might be.

IV. Read and think through the book from beginning to end, noting the flow the thought and
attempting to divide the book into its logical units.
A. As you think through the author’s message from beginning to end, attempt to divide the
book into logical units. Realize that the method for dividing the book into these logical units
will vary depending on the kind (genre) of literature (e.g., poetry, epistolary, narrative,
prophecy, etc.).
1. Paragraphs (in hortatory, epistolary, some prophetic literature, and some poetry)
2. Stanzas in (poetic literature, such as the Psalms)
3. Episodes or scenes (in stories or narrative sections)
B. As you work through each paragraph, look for themes that occur repeatedly – a theme that
appears in several paragraphs might be the theme of the book (or contribute to the main
theme of the book).
C. Identify the flow of thought in the book from one paragraph to another.
1. How do the paragraphs relate to each other (to the paragraph before? To the paragraph
after?)
2. How does the paragraph relate to the main theme of the book?
D. Work through each paragraph in detail.
1. Determine how the “pieces” of the paragraph relate to the major idea / theme of the
paragraph.
2. Occasionally remind yourself of the theme of the book and think about how the details
contribute to that theme.
V. State clearly and succinctly (as timeless principle, if possible) the major theme of the
book.
A. Based on the historical purpose / occasion for the book.
B. Based on the clues you noticed in the book that suggest the author’s primary message.
C. Based on the major ideas of and the flow of thought in the paragraphs.

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 Let’s Practice
How to Study a Book of the Bible

Object: To identify the stated historic purpose of selected NT books

Instructions: Identify the stated historic purpose of the following NT books:
• Luke (Luke 1:1-4)

• John (John 20:31)

• I John (I John 5:13)

• I Peter (I Peter 5: 12)

Now answer the following questions related to the book of Philemon:

1. Who authored the book of Philemon? Any details about the author in the book?

2. To whom was the book of Philemon written?

3. What is the attitude of the author toward the recipient?

4. Why did the author write the book? What occasion led to the writing of the book?

5. Are there any geographical places mentioned in Philemon?

6. What “custom” or “practice” is mentioned in Philemon that we should probably study in order to
better the book of Philemon?

7. Think again about your answer to question # 4 above. Based on your answer to that question,
what do you think is God’s primary purpose for including the book of Philemon in His Word?

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 Project 7
How to Study a Book of the Bible (part 1): Outlining

Object: To compose and evaluate outlines of the book of Philemon

Instructions: Turn in the answers to the following questions on your own paper.

1. Using what your learned on “How to Study a Chapter,” make a brief outline of the book
of Philemon. Try to do this on your own, without even noticing the outline in your study
Bible.

2. Write out four example outlines of Philemon from study Bibles or commentaries. Be
sure to identify the source / resource for each outline.

3. In what ways are the outlines different from each other? Briefly explain the differences.

4. Which outline do you think is most helpful? Why?

5. Did you review the section our syllabus called “How to study a Chapter?”

6. Did you make your own outline of the book of Philemon before you considered any
other outline?

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 Project 8
How to Study a Book of the Bible (part 2): Bible Study Guide

Object: To write a four-part Bible study guide for the book of Philemon

Instructions: You are the leader of a Bible study group that has decided to study the book of Philemon.
Your group has decided to study Philemon for four weeks. Write a four-part Bible study guide for the
book of Philemon.

Each of your four “study guides” will consist of the following:

1. A brief summary of the teaching of the section for discussion that week – kind of an overview.
2. Ten questions: five that bring out the “meat” of the passage, and five that help “apply” it.
3. Each question needs to be answered. [This is the leader’s edition.]

Specifics for your four “study guides”

Expected length of each study is about one page

Part 1: Introduction to the book Philemon (vv. 1-3): key characters in the book, setting, occasion,
historic purpose, etc. (use, if you want, the questions and answers from “Let’s Practice”).

Part 2: “Who Should Forgive” 18

Part 3: “Why Forgive (vv. 8-16). [i.e., Why should you forgive someone who has wronged you?]

Part 4: “How to Forgive” (vv. 17-20) [i.e., How should you forgive someone who has wronged you?] and
Conclusion

18
MacArthur states it as “The Character of One who Forgives.” MacArthur, I think helps us maintain the proper
perspective on why Paul describes Philemon’s upright character – it is to reiterate to that someone with his Christian
character is expected to forgive.
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 THE PARABLE OF THE GOOD SAMARITAN
Luke 10:25-37

To whom did Christ speak the parable of the Good Samaritan?

Who is a “lawyer”? With what “religious party” were most “Biblical lawyers” affiliated? (Matt. 22:34-35)

In the parable, what word was Christ defining for the lawyer?

In the story, what two men passed the wounded man before the “good Samaritan”?

Were all the Levites / priests affiliated with the same religious party as the “lawyer”? *Acts 4:1; 5:17)

What do you think was the lawyer’s response when the priest and the Levite did not help the man who
fell among thieves?

Who do you think the lawyer might have expected the “good guy” to be?

Instead, who was the “good guy”?

How did the Jews feel about the Samaritans? (John 4:9)

What, then, do you think was the “unexpected turn” of the story?

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