zondervanacademic-cdn.sfo2.digitaloceanspaces.com · Web viewand translation. Ask your students: Which is more important to you when selecting a Bible—marketing or translation?

Table of Contents

Suggested Websites2

Student Learning Objectives6

Chapter Summaries10

Sample Syllabus50

Chapter Quizzes55

Midterm Exam Study Guide85

Midterm Exam Question Bank86

Final Exam Study Guide93

Final Exam Question Bank94

Suggested Websites

Bible Maps and Background:

Biblical Backgrounds

bibback.com/index.html

Bible Pictures

biblelandpictures.com/

Artwork and Collections

www.artres.com/C.aspx?VP3=CMS3&VF=ARTHO1_3_VForm#/CMS3&VF=ARTHO1_3_VForm&Flash=1

Werner-Forman Archive

www.werner-forman-archive.com/

Images of Archaeological Sites

bigbible.org/israel/

The Bible Atlas

www.swartzentrover.com/cotor/bible/Bible/Bible%20Atlas/Bible%20Atlas.htm

Bible History Online

www.bible-history.com/

Biblical Studies UK

www.biblicalstudies.org.uk/index.html

Bible Mapper

www.biblemapper.com/

Bible Atlas

www.openbible.info/geo/atlas/

Bible Maps and Charts

www.biblestudy.org/maps/main.html

Bible Places

www.bibleplaces.com/

Bible Researcher

http://www.bible-researcher.com/index.html

Bible Texts and Extras:

Glo Bible

globible.com/

Academic Online Bibles

www.academic-bible.com/en/online-bibles/

Westminster Leningrad Codex

www.tanach.us/Tanach.xml#Home

Biblical Manuscripts

rosetta.reltech.org/Ebind/docs/TC/

Art and the Bible

https://www.artbible.info

The Bible and Interpretation

https://bibleinterp.arizona.edu

Old Testament

Assisting You To Learn

https://sites.ualberta.ca/~ebenzvi/teaching.html

Resources Related to the Old Testament/Hebrew Bible

http://three-things.ca/?page_id=2201

Dead Sea Scrolls Digital Library

https://www.deadseascrolls.org.il/explore-the-archive

Old Testament Apocrypha and Pseudepigrapha:

NET Bible

bible.org/netbible/index.htm?textwelc.htm

Pseudepigrapha, Apocrypha, and Sacred Writings

www.pseudepigrapha.com/

Online Pseudepigrapha

ocp.tyndale.ca/

Early Jewish Writings

www.earlyjewishwritings.com/

New Testament:

From Jesus to Christ

http://www.pbs.org/wgbh/pages/frontline/shows/religion/

Into His Own: Perspective on the World of Jesus

virtualreligion.net/iho/

The Five Gospel Parallels

http://sites.utoronto.ca/religion/synopsis/meta-5g.htm

The Johannine Literature Web

catholic-resources.org/John/

The Paul Page

http://www.thepaulpage.com

New Testament Gateway

www.ntgateway.com/

Resource Pages for Biblical Studies

torreys.org/bible/

NT Apocrypha and Pseudepigrapha:

Gnostic Library

www.gnosis.org/naghamm/nhl.html

Non-canonical Literature

wesley.nnu.edu/sermons-essays-books/noncanonical-literature/

Pseudepigrapha, Apocrypha, and Sacred Writings

www.pseudepigrapha.com/

Early Christian Writings

www.earlychristianwritings.com/

Apocryphal Writings

www.interfaith.org/christianity/apocrypha/

Deuterocanonical Books

st-takla.org/pub_Deuterocanon/Deuterocanon-Apocrypha_El-Asfar_El-Kanoneya_El-Tanya__0-index.html#text

Biblical and Extrabiblical Commentaries/Dictionaries:

www.bestcommentaries.com/

Baker’s Evangelical Dictionary

https://www.biblestudytools.com/dictionaries/bakers-evangelical-dictionary/

Dictionary of Nature Imagery in the Bible

http://dni.tau.ac.il

Student Learning Objectives

Chapter 1 – Which Bible Translation Should I Use?

Students should be able to:

1. Define translation and explain the necessity of translating the Bible.

2. Trace the history of English Bible translations since 1611.

3. List the four things that separate one language from another.

4. Describe the strengths and weaknesses of the formal approach and the functional approach.

5. Distinguish a Bible paraphrase from a Bible translation.

6. Explain the four guidelines that should be followed when choosing a Bible translation.

7. Select a Bible translation for a specific purpose.

Chapter 2 – The Interpretive Journey


1. State the reason why students of the Bible need a consistent approach for biblical interpretation.

2. List and describe the five steps of the Interpretive Journey.

3. List the five criteria, which are used to prove the validity of a theological principle.

Chapter 3 – Serious Reading


1. Read the Bible seriously at the sentence level.

2. Understand and apply the following observations: repetition of words, contrasts, comparisons, lists, cause and effect, figures of speech, conjunctions, verbs, and pronouns.

3. Distinguish between contrasts and comparisons.

4. Identify the function of the most common conjunctions.

5. Identify the tense of a verb. Identify an imperative verb. Distinguish between active and passive verbs.

Chapter 4 – Keep Your Eyes on the Horizon!


1. Read the Bible seriously at the paragraph level.

2. Understand and apply the following observations: general and specific, questions and answers, dialogue, purpose/result statements, means (by which something is accomplished), conditional clauses, the actions/roles of people and the actions/roles of God, emotional terms, connections between paragraphs and episodes, story shifts: major breaks and pivots.

3. Identify the use of a rhetorical question.

4. Recognize phrases that typically introduce purpose/result statements and means.

5. Distinguish between the “if” and “then” statements of a conditional clause.

6. Distinguish between the actions/roles of people and the actions/roles of God.

7. Explain the role of emotional terms.

8. Explain the use of pivot episodes and major breaks.

Chapter 5 – Discovering the Historical-Cultural Context


1. Explain the importance of historical-cultural context for biblical interpretation.

2. List and describe the three basic parts, which comprise historical-cultural context.

3. List and describe the three major dangers associated with studying historical-cultural context.

4. Select a proper resource for identifying either the historical-cultural context of an entire book or the historical-cultural context of a specific passage.

5. Distinguish between the categories of resources outlined in the chapter.

Chapter 6 – Discovering the Literary Context?


1. Discuss the two components of literary context.

2. Define literary genre.

3. Identify the primary literary genres found in the Old and New Testaments.

4. Define the phrase “covenant of communication.”

5. Distinguish between surrounding context and immediate context.

6. Describe the two major dangers associated with ignoring literary context.

7. List the steps used to identify the surrounding context for a passage of Scripture.

8. Identify the surrounding context for a passage of Scripture.

Chapter 7 – What Do We Bring to the Text?


1. Explain both the formation of a reader’s preunderstanding and how preunderstanding can negatively impact the interpretive process.

2. Explain cultural baggage and its impact on the interpretive process.

3. Define culture and describe its impact on the interpretative process.

4. Distinguish between preunderstanding and biblical presuppositions.

5. State four presuppositions that evangelical Christians generally hold concerning the Bible.

Chapter 8 – Meaning and Application


1. Define and distinguish between authorial intention and reader response.

2. Define meaning and application as they relate to biblical interpretation.

3. Explain and apply the three substeps of Step 5.

Chapter 9 – New Testament—Letters


1. State and describe the five characteristics of a New Testament letter.

2. Apply the Interpretive Journey to New Testament letters.

Chapter 10 – New Testament—Gospels


1. Compare and contrast the Gospels with ancient and modern biography. Identify the key feature that separates gospel from ancient biography.

2. Explain why Matthew, Mark, and Luke are called Synoptic Gospels.

3. State and apply the two interpretive questions, which allow passages from the Gospels to be read rightly.

4. Identify and describe the special literary forms found in the Gospels. What is the key to interpreting each special literary form?

5. Apply the Interpretive Journey to the Gospels.

Chapter 11 – New Testament—Acts


1. Explain the relationship between Luke and Acts.

2. Describe the significance of designating Acts as God-centered history.

3. Explain the seven major themes that are developed on the pages of Acts.

4. Distinguish between normative and descriptive interpretations of Acts. Explain why a both-and approach is better than either of the previous strategies.

5. Apply the Interpretive Journey to Acts.

Chapter 12 – New Testament—Revelation


1. State the significance of identifying the genre of Revelation as a prophetic-apocalyptic letter.

2. Identify the purpose and central message of Revelation.

3. Explain five interpretive approaches to Revelation.

4. State and apply the seven suggestions given for reading Revelation correctly.

5. Apply the Interpretive Journey to Revelation.

Chapter 13 – Old Testament—Law


1. Describe the role of narrative context in interpreting Old Testament law.

2. Describe the role of covenant context in interpreting Old Testament law.

3. Explain the nature of the Mosaic covenant.

4. Apply the Interpretive Journey to Old Testament law.

Chapter 14– Old Testament—Prophets


1. Define the term anthology with relation to Old Testament prophets.

2. Describe the historical-cultural and theological context of the Old Testament prophets.

3. State the three point prophetic message. List and explain the three indictments brought against the people of Israel.

4. Apply the Interpretive Journey to Old Testament prophets.

Chapter 15 – Old Testament—Psalms


1. Identify the three basic elements of the Psalms.

2. Describe the power of figurative imagery in Old Testament poetry.

3. State and apply the three steps that must occur in Step 1 of the Interpretive Journey when studying Old Testament poetry.

4. Describe the purpose of the Psalms.

5. Identify the three seasons of life that provide the context for the Psalms.

6. Apply the Interpretive Journey to Old Testament poetry.

Chapter Summaries

Chapter 1 – Which Bible Translation Should I Use?

Key Terms

translation; formal approach; functional approach; paraphrase

Key Points

· Translation entails “transferring the message of one language into another language.”

· The NKJV differs from other modern translations, because it uses an inferior Greek text.

· The formal approach to translation tries to stay as close as possible to the structure and words of the source language. The functional approach to translation focuses on expressing the meaning of the original text in modern language.

· A paraphrase is not a translation. A paraphrase is a restatement or explanation of a particular English translation.

· Four guidelines for choosing a translation: 1) Choose a translation that uses modern English. 2) Choose a translation that is based on the standard Hebrew and Greek text. 3) Give preference to a translation by a committee over a translation by an individual. 4) Choose a translation that is appropriate for your situation.

Chapter Summary

Translation refers to transferring the message of one language into another language. Since the Bible was originally written in Greek and Hebrew, translation is necessary for most people to understand God’s message as recorded in Scripture.

The New King James Version tries to update the language of the KJV, while retaining the same underlying Greek text (Textus Receptus). This choice distinguishes the NKJV from other modern translations, which use an eclectic Greek text that reflects older and more reliable manuscripts.

The process of translation is a complicated endeavor, since languages differ in so many ways. As a result it is incorrect to believe that a more literal translation is necessarily a more accurate translation. Translation entails “reproducing the meaning of a text that is in one language, as fully as possible, in another language.” The two main approaches to translation are the formal approach and the functional approach. The formal approach focuses on duplicating the structure and words of the source language. The functional approach stresses the expressing the meaning of the original text in contemporary language. A third approach to translation is the paraphrase. Technically, a paraphrase is not a translation, since it is an explanation or restatement of a specific English translation.

Four criteria should be applied when selecting a Bible translation. First, choose a translation written in modern English. Second, select a translation that is based on the standard Hebrew and Greek text. Third, give preference to translations completed by a committee over those completed by an individual. Finally, choose a translation that fits your situation.

Pedagogical Suggestions

· Create a slideshow that brings Bible marketing to the attention of your class. You may highlight the numerous types of study Bibles or niche Bibles that are marketed to a specific demographic. Use this slideshow to discuss the difference between marketing and translation. Ask your students: Which is more important to you when selecting a Bible—marketing or translation?

· Display for your students a passage from the KJV 1611. Select a student to read the passage aloud, and then ask the student to list any words or phrases that are unfamiliar. Next, display this same passage from a modern translation. Ask the same student what words or phrases in this modern translation are unfamiliar.

· To help your students understand what modern translation committees consider when creating a new translation, watch this interview of Dr. D.A. Carson that is entitled Why is Bible Translation So Difficult? www.youtube.com/watch?v=yZSHztdJ6tw

Other Media Sources/Websites

· “One Bible, Many Versions” featuring Dave Brunn: Brunn helps us sort out the many competing claims surrounding various English Bible translations. www.youtube.com/watch?v=MxwYK2duyPg

· “Fifteen Myths About Bible Translation,” a blog by Dr. Dan Wallace: In this blog Wallace outlines 15 myths about the translation process. danielbwallace.com/2012/10/08/fifteen-myths-about-bible-translation/

Follow-up Post: danielbwallace.com/2012/12/28/five-more-myths-about-bible-translations-and-the-transmission-of-the-text/

· Ask N.T. Wright Anything #26 (Bible Translations and Controversies): In this podcast, Wright explains what makes a good translation.

https://www.premierchristianradio.com/Shows/Weekday/Ask-NT-Wright-Anything/Podcast/Ask-NT-Wright-Anything-26-Bible-translations-and-controversies

Suggested Essay Questions

· In this essay explain the primary difference between the NKJV and other modern translations of the Bible.

· The two primary approaches to Bible translation are the formal approach and the functional approach. In this essay describe each approach, making sure to point out the strengths and weaknesses of each.

· State and explain the four guidelines that should be followed when choosing a Bible translation.

Reflection and Application

· While on social media a friend comes across a post that accuses modern translations such as the NIV or ESV of eliminating words and verses from the Bible, specifically the KJV. Your friend immediately becomes concerned that not only does he read a modern translation of the Bible, but his pastor preaches from a modern translation. How could you use your understanding of Bible translation to respond to your friend?

· Your grandmother has always been impressed by your devotion to Jesus. You are active in church and you even used part of your elective hours to take a course on the Bible. Over the summer break, she asks you to help her purchase a new Bible. How would your knowledge of formal and functional approaches to translation shape the guidance you offer? What are the key questions you should ask you grandmother so that you can tailor your recommendation?

· A member of your small group demands, “I want a literal translation of God’s Word!” How would you respond to your friend, in order to help him better understand Bible translation?

Chapter 2 – The Interpretive Journey

Key Terms

the Interpretive Journey; principlizing bridge; parts-whole spiral

Key Points

· Students of the Bible need a consistent approach to biblical interpretation, which will allow them to understand and to apply any biblical text.

· The Interpretive Journey assumes that the Bible is a record of God’s communication to people.

· Step 1 of the Interpretive Journey answers the question, “What did the text mean to the biblical audience?”

· Step 2 of the Interpretive Journey answers the question, “What are the differences between the biblical audience and us?” While identifying these differences, it is important to pay special attention to the significant differences and the unique features of the passage that is being studied.

· Step 3 of the Interpretive Journey answers the question, “What is the theological principle in this text?” Theological principles serve as the principlizing bridge, which allows the reader to cross the river of differences.

· Step 4 of the Interpretive Journey answers the question, “How does our theological principle fit with the rest of the Bible?” This step requires the student to reflect back and forth between a specific theological principle and the rest of Scripture.

· Step 5 of the Interpretive Journey answers the question, “How should individual Christians today live out the theological principles?” For each passage of Scripture there will be a few theological principles and numerous avenues for application.

Chapter Summary

People around the world read the Bible and want to interpret it correctly. The process of interpreting the Bible is similar to going on a journey. The Interpretive Journey, which is described in Journey into God’s Word, provides a consistent approach that allows modern readers to read the Bible correctly. The Interpretive Journey, which consists of four steps, is much preferred to the intuitive approach, the spiritualizing approach, or simply ignoring a passage that is hard to understand.

Step 1: Grasping the Text in Their Town

In this step the reader answers the question, “What did the text mean to the biblical audience?” To answer this question, the reader must read the text carefully, making as many observations as possible. After carefully studying the text, the reader should summarize its meaning into one or two sentences, using past-tense verbs.

Step 2: Measuring the Width of the River to Cross

In this step the reader must answer the question, “What are the differences between the biblical audience and us?” The primary differences between the original recipients and the modern reader are cultural, linguistic, situational, and covenantal. These differences create a river, which prevent the modern reader from moving directly from meaning to application. As the reader attempts to determine the width of the river, they must make note of significant differences between the biblical audience and today. Additionally, if the reader is studying the Old Testament, they must account for the life and work of Jesus. Finally, when judging the width of the river, the reader must identify any unique aspects regarding the situation of the passage.

Step 3: Crossing the Principlizing Bridge

In this step the reader must answer the question, “What is the theological principle in this text?” It is important to remember that the answer to this question should be reflected in the meaning that was identified in Step 1. Additionally, identifying a theological principle will require the reader to remember the differences from Step 2. Next, the reader must recognize any similarities between biblical and modern audiences. After reviewing the differences and similarities, the reader should identify a broad theological principle, which is reflected in the meaning of the text. This theological principle is the principlizing bridge that allows us to cross over the river of differences. There are five criteria for a theological principle:

1. The principle should be reflected in the text.

2. The principle should be timeless.

3. The principle should not be bound to one culture.

4. The principle should correspond to the rest of Scripture.

5. The principle should be relevant to both the biblical and the contemporary audience.

Step 4: Consulting the Biblical Map

In this step the reader must answer the question, “How does our theological principle fit with the rest of the Bible?” This step demands that a theological principle identified in a specific text correlates with the rest of the Bible.

Step 5: Grasping the Text in Our Town

In this step the reader must answer the question, “How should individual Christians today apply the theological principles in their lives?” In this step the theological principle is applied to a specific situation that is faced by contemporary Christians. A passage can be applied in numerous ways.


· To assist your students in understanding the necessity of having a consistent approach to interpreting the Bible show this clip from The West Wing: www.youtube.com/watch?v=S1-ip47WYWc

· Without a consistent approach to biblical interpretation, students of the Bible run the risk of falling into three pits: 1. the intuitive approach to interpretation, 2. the spiritualizing approach to interpretation, or 3. the “shrug your shoulder” and ignore approach to interpretation. Begin a discussion with your class that brings to life each of these pitfalls.

· Ask your students the question, “Why do you read the Bible?” Follow-up with the question, “How do you read the Bible?” Use this second question to guide students to a self-realization with regard to their own approach to Scripture.


· The Heremenutics Quiz by Dr. Scot McKnight: This quiz assesses how your students currently read, interpret, and apply the Bible. https://www.smallgroups.com/assessments/content/hermeneutics-quiz.html

· “How Hermeneutics Led Me to a Deeper Faith,” a blog by Jonathan Nicoletti: In this blog Nicoletti explains how hermeneutics helped him move from a simplistic faith to a deeper faith. This blog could help you understand the journey that many of your own students are traveling.

https://biologos.org/personal-stories/how-hermeneutics-led-me-to-a-deeper-faith

· “Hermeneutics—What is it, and Why do Bible Readers Need It?” a blog by Dr. Ben Witherington: In this blog Witherington defines and explains the importance of hermeneutics. benwitherington.blogspot.com/2008/10/hermeneuticswhat-is-it-and-why-do-bible.html

· “Lesson 6: Principles of Biblical Interpretation,” a blog by Dr. James Davis: In this blog Davis outlines seven principles of biblical interpretation. bible.org/seriespage/lesson-6-principles-biblical-interpretation


· In this essay describe the five steps of the Interpretive Journey.

· Step 3 of the Interpretive Journey requires you to identify the text’s theological principle. In this essay outline the steps a student of Scripture should follow, in order to formulate a valid theological principle. What are the five criteria that should be used to validate a theological principle?

· In this essay explain why the Interpretive Journey is far superior to the intuitive approach, the spiritualizing approach, and the “shoulder shrug” approach.


· You lead a Bible study that is attended by a few of your friends. You’ve gotten into the habit of beginning each session by asking the question “What does this text mean to you?” How does the Interpretive Journey provide a corrective to this question? How would you structure a Bible study that is shaped by the Interpretive Journey?

· Your friend often quips, “The Bible says it. I believe it. That settles it.” How does your knowledge of the Interpretive Journey equip you to provide a gracious response to this assertion?

· You recently led a friend to faith in Jesus. With excitement your friend immediately began to read his Bible. Soon your friend came to you with questions about troubling passages that are found in the Old Testament. How does your knowledge of the Interpretive Journey, especially the parts-whole spiral, help you answer these concerns?

Chapter 3 – Serious Reading

Key Terms

serious reading; repetition of words; contrasts; comparisons; lists; cause and effect; figures of speech; conjunctions; verbs; pronouns

Key Points

· A serious reading of the Bible requires the student to read the text over and over and to pay attention to the details of the text.

· Repetition of words describes words that are repeated within a given passage.

· Contrasts focus on differences between items, ideas, and individuals.

· Comparisons focus on similarities between items, ideas, and individuals.

· Lists are comprised of more than two itemized things.

· Cause and effect describes a relationship within a passage of Scripture.

· Figures of speech are images in which words are used in a sense other than the normal, literal sense.

· Conjunctions hold together sentences and phrases. It is necessary to determine the function of each conjunction.

· Verbs communicate the action of a sentence. It is necessary to determine the tense and voice of each verb.

· Pronouns are words that take the place of nouns. It is necessary to determine the antecedent of each pronoun.

Chapter Summary

The first step of the Interpretive Journey is to make as many observations as possible. These observations should not be limited to “deep insights.” Rather, observations should account for all textual details.

At the sentence level, one of the first observations that should be noted is the repetition of words. If you notice that a word is repeated, then count how many times the word is used and pay attention to how the word is used in each instance. Next, a serious reading of the text must make note of contrasts between items, ideas, or individuals. Third, any instances of comparison must be seen. While contrasts focus on differences, comparisons are built upon similarities. A fourth observation that a serious reader should be on the lookout for is a list. A list is defined as more than two itemized things. Once a list is identified, it is necessary to explore the significance of the list, especially its order. Fifth, a serious reader should look for cause and effect. A sixth observation that should be seen is figures of speech. Figures of speech are images in which words are used in a sense other than their normal, literal sense. Figures of speech are a powerful literary form, because they connect with people on an emotional level. Conjunctions, the seventh observation of this chapter, are the mortar that holds phrases and sentences together. The conjunction “but” often indicates a contrast, while “therefore” and “so” typically present a conclusion. Next, a careful reading of the Bible must pay attention to verbs. Verbs communicate the action of a sentence. It is especially important to note the tense and voice of each verb. The final observation for the sentence level is pronouns. A pronoun is a word that takes the place of a noun. After identifying a pronoun, the next step is to identify the pronoun’s antecedent (to whom or to what the pronoun refers).


· To introduce the concept of serious Bible reading to your class compare the offerings on the primary menu and the kid’s menu at a popular restaurant. How many in your class would settle for the hot dog or hamburger when filet mignon is an option?

· To help your class understand the power of observation watch this clip from The Bourne Identity: www.youtube.com/watch?v=IjrWOZby8s8

· Conjunctions are easy to overlook. To emphasize the importance of conjunctions to your class show this clip from Schoolhouse Rock: www.youtube.com/watch?v=RPoBE-E8VOc

· Prepare a slideshow that illustrates each of the observations found in the chapter. It is best practice to use examples that are not found in the chapter, so that students are forced to apply what they have learned and not simply recall a fact from the reading.

· Display a biblical passage and lead your class in a serious reading of the text. Make as many observations as possible.


· “Deep Bible Reading Strategies for the Tired and Busy” by Dr. John Piper https://www.youtube.com/watch?v=gNc7qHXHYGU

· “I Read the Bible and Feel Nothing” by Dr. John Piper

https://www.youtube.com/watch?v=2Odypthz9aI

· “How to Read the Bible” by Dr. Sinclair Ferguson https://www.youtube.com/watch?v=cnpLkYGze8s

· “Rethinking How We Read the Bible” by Dr. Sinclair Ferguson

https://www.youtube.com/watch?v=OKUfTALQ3bM

· “Glorying in Indicatives and Insisting in Imperatives,” a blog by Dr. Kevin DeYoung: In this blog DeYoung highlights a theological debate that surrounds the practical implications of imperative verbs that are found in the Bible. www.thegospelcoalition.org/blogs/kevindeyoung/2011/08/16/glorying-in-inidactives-and-insisting-on-imperatives/


· Mastering the skill of observation is essential if you are to complete the first step of the Interpretive Journey. In this essay explain how a person develops this skill.

· “But” and “Therefore” are two common conjunctions that you encounter when studying the Bible. In this essay explain how these two conjunctions typically function in a sentence.

· In the observation phase it is important to note the verbal action that occurs in a passage. As you note this action, it is important to distinguish between active and passive verbs. In this essay explain how active and passive verbs differ both grammatically and theologically.


· The Bible promises that it is “alive and active” yet when you read the Bible it is cold and lifeless. Does this cause you to reconsider your posture with regard to the Bible? How might a serious reading of the Bible help bring it to life?

· The benefits of reading the Bible seriously are undeniable, but your schedule is already tight. Discuss how you can make serious Bible reading a part of your daily routine.

Chapter 4– Keep Your Eyes on the Horizon!

Key Terms

general and specific; questions and answers; dialogue; purpose/result statements; means (by which something is accomplished); conditional clauses; the actions/roles of people and the actions/roles of God; emotional terms; connections between paragraphs and episodes; story shifts: major breaks and pivots

Key Points

· Sometimes the biblical author will introduce a general idea then follow it with the specifics of the idea. This is known as general to specific. Biblical authors can also organize paragraphs specific to general.

· Biblical authors can organize their paragraphs around questions and answers. Note if the question is rhetorical.

· Dialogue describes a conversation between two or more characters. Note the participants, setting, and tone of the dialogue.

· Phrases or sentences that describe the reason, the result, or the consequence of some action are known as purpose/result statements. These statements are a more specific type of “means,” often telling why.

· When an action, a result, or a purpose is stated, look for the means by which something is accomplished.

· Clauses that present the conditions whereby some action, consequence, reality, or result will happen are called conditional clauses. Often they follow an “if-then” framework.

· It is important to differentiate between the actions/roles of people and the actions/roles of God.

· Emotional terms bring to life the relationship between God and people.

· Connections between paragraphs and episodes are revealed through repetition and logical connections. To see these connections, observations from the sentence and paragraph level must be applied to the discourse level.

· Story shifts occur when the text takes a new turn. In the case of letters the shift is called a major break. In the case of narrative the shift is called a pivot episode.

Chapter Summary

Chapter 4 of Journey into God’s Word focuses on observations that occur on the paragraph level. The first observation that is discussed is general and specific. At times the biblical writer will first give an overview of his main idea. This is the general statement. He will follow this general statement with specific details that explain the main idea. At other times the biblical writer will reverse this order and go from specific to general. The next observation that is discussed is questions and answers. It is important to note when the questions that are asked are rhetorical. A third observation that is made at the paragraph level is dialogue. When observing dialogue it is important to note the participants, setting, and tone of the dialogue. Next, is the observation that is known as purpose and result statements. These statements describe the reason, the result, or the consequence of some action. Often purpose and result statements are introduced by way of result-oriented conjunctions (that, in order that, so that) or a simple infinitive. The fifth observation is means. Means names the force that brings about an action, result, or purpose. Conditional clauses are the sixth observation discussed in this chapter. These clauses present the conditions whereby an action, consequence, reality, or result will happen. Typically the conditional aspect is introduced by “if” and the resultant aspect by “then.” A seventh observation is the actions/roles of people and the actions/roles of God. When reading the Bible it is important to distinguish between the actions of people and those of God. The next observation that is discussed is emotional terms. Emotional terms bring to life the relationship between God and people. Next, a student must first identify connections between paragraphs and episodes. Often these connections are revealed through repetition and logical connections. Identifying these connections forces the student to apply observations from the sentence and paragraph level to larger units of text. Next, a student must observe story shifts. In letters story shifts take the form of major breaks, while in narrative they take the form of pivot episodes.


· To help your class see the role of observation in culture, show this clip of Jim Gaffigan, who is known for his style of comedy known as observational humor. www.youtube.com/watch?v=N-i9GXbptog

· To introduce the important role of questions and answers show this clip from the film Monty Python and the Holy Grail: https://www.youtube.com/watch?v=_7iXw9zZrLo

· Display Deuteronomy 6:1-3 or another biblical passage and lead your class in a serious reading of the text. Make as many observations as possible, being sure to incorporate observation learned in chapter 4.


· Tone Vocabulary List: To help your students better identify the tone of biblical passages you can distribute this tone vocabulary list.

https://www.albert.io/blog/ultimate-list-of-tone-words/

· “Conditional Sentences in the New Testament” by Dr. William E. Elliott: In his dissertation Elliott gives a detailed account of the different types of conditional clauses that are used throughout the Greek New Testament. faculty.gordon.edu/hu/bi/ted_hildebrandt/new_testament_greek/text/elliott-conditionals/elliott-conditionals.pdf

· “The Old Testament Background of Paul’s Use of ‘Fruit of the Spirit’ in Galatians 5:22” by Dr. G.K. Beale: In this paper Beale argues that Galatians 5:22 is a general allusion to the promises made by Isaiah the prophet. This paper will bring to life a passage of Scripture that illustrates the observation known as general to specific. www.ibr-bbr.org/files/bbr/BBR_2005_15a_01_Beale_OTFruitSpirit_Gal5.pdf


· In this essay, list and explain the questions that a serious reader of the Bible must ask when they come across a dialogue.

· In this essay describe the role of emotional terms in the biblical text. What are some of the most common words that communicate emotion in the Bible?

· In this essay you will discuss the structure of Ephesians. In the first part of the essay give a general description of the two parts of Ephesians. In the second part identify the verse, which indicates a major break in this letter. In the third section discuss how the verbs used throughout this letter relate to this two-part structure.


· How have the observations discussed in chapters 3 and 4 impacted the way you read Scripture both academically and devotionally? Have these observations promoted spiritual growth in your life?

· Of the observations discussed in chapters 3 and 4, which observation has left the most noticeable impact on your spiritual life? Is the significance of any observations difficult for you to grasp and apply both academically and devotionally?

Chapter 5 – Discovering the Historical-Cultural Context

Key Terms

historical-cultural context; Bible handbooks; Old Testament and New Testament introduction and surveys; commentaries; Bible atlases; Bible dictionaries and encyclopedias; background commentaries, Old Testament and New Testament histories

Key Points

· For an interpretation of a biblical text to be valid, it must be consistent with the historical-cultural context of the text.

· Historical-cultural context includes the biblical writer, the biblical audience, and any historical-cultural elements touched on by the passage.

· When studying historical-cultural context be sure to avoid inaccurate background information, elevating historical background above the meaning of the text, and becoming nothing more than a database of historical facts.

· Bible handbooks, introductions and surveys of the Old and New Testaments, and commentaries are helpful resources to consult when considering the historical-cultural context of an entire book.

· Bible atlases, Bible encyclopedias and dictionaries, commentaries, and Old and New Testament histories are helpful resources to consult when considering the historical-cultural context of a specific passage.

Chapter Summary

The way students of the Bible approach the Bible should reflect how God gave the Bible to us. As a result, historical-cultural context must be considered when studying the Bible. This means that for an interpretation of a biblical text to be valid, it must be consistent with the historical-cultural context of the text.

Understood generally historical-cultural context involves the biblical writer, the biblical audience, any historical-cultural elements touched on by the passage itself. When gathering information about the biblical author we must seek out as much information about the author’s background that is available. Additionally, it is important to pay special attention to the nature and scope of the author’s ministry. Next, it is important to understand the author’s relationship with the original audience. Finally, a student of the Bible must know why the author is writing. When the focus shifts to the biblical audience it is important to know something about the circumstances of the audience. Other historical-cultural elements that should be considered when studying a passage include: geography, religion, politics, and economics.

When studying historical-cultural context it is important to be on the lookout for these common dangers: First, watch out for inaccurate background information. Second, avoid elevating the background of the text above the meaning of the text. Finally, do not become nothing more than a database of historical facts.

To study the historical-cultural context of an entire book, a student should consult a Bible handbook, an Old and New Testament introduction and survey, or a commentary. A Bible handbook contains brief articles about biblical books and offers very brief commentary on the text itself. Introductions and surveys contain detailed background information as well as an overview of the contents of a book. The best source of up-to-date, detailed information about historical-cultural context is a commentary.

When study shifts to the historical-cultural context of a specific passage, then a student should consult a Bible atlas, Bible dictionary or encyclopedia, commentaries, and histories. A Bible atlas is a good place to find detailed maps, pictures of important sites, charts of political and religious figures, and discussions of various periods in biblical history. Bible dictionaries and encyclopedias are the place to go to find a discussion on a particular topic that is of interest. A special category of commentaries known as background commentaries provide detailed historical-cultural backgrounds in a helpful verse-by-verse format. Histories are most helpful when you need detailed information on particular topics that are mentioned in a passage. Additionally, there is a growing number of digital resources available to students. However, students should be cautious when using these resources, especially those found on the internet.


· Use the following video, which features Dr. D.A. Carson and Dr. John Piper, to generate a discussion about the role of historical-cultural context when interpreting Scripture. vimeo.com/24636177

· Develop an in-class activity, which will allow your students to gain firsthand experience using the various resources that are described in this chapter. A suggested activity would select a book of the Bible (or specific passage) then create a worksheet that asks specific questions about the historical-cultural context of the book. Set up various stations around the room. Each station will feature a specific type of resource. Allow your students to go around the room using each type of resource. After completing the activity, ask your students which resources they found the most helpful.


· “Why it is Important to Study the Bible in Context,” a blog by Dr. Craig Keener: In this blog Keener briefly explains why neglecting context disrespects the character of Scripture. www.craigkeener.com/why-it-is-important-to-study-the-bible-in-context/

· Best Commentaries: This website provides a listing of reviews and ratings of biblical, theological, and practical Christian works. www.bestcommentaries.com

· “Is ‘Background Informaton’ Ever Necessary to Understand the Bible?” a blog by Andy Naselli: In this post Naselli offers a cautious ‘yes’ to the necessity of background information for understanding the Bible. www.thegospelcoalition.org/article/is-background-information-ever-necessary-to-understand-the-bible

· Ask NT Wright Anything #24: The New Testament and Its World: In this podcast Wright and co-author Michael Bird talk about their major new collaborative book The New Testament in its World: An Introduction to the History, Literature and Theology of the First Christians. https://www.premierchristianradio.com/Shows/Weekday/Ask-NT-Wright-Anything/Podcast?page=2


· Historical-cultural context includes the biblical writer, the biblical audience, and other historical-cultural elements. In this essay give a brief overview of each of these facets, which comprise the historical-cultural context of any given biblical text.

· In this essay identify and describe the three major pitfalls that should be avoided when studying historical-cultural context.

· Bible handbooks, Old Testament and New Testament surveys and introductions, and commentaries are valuable tools when determining the historical-cultural context of an entire book. In this essay briefly compare and contrast these three types of resources. In your opinion, which category is best suited for this task? Why?


· If a person does not have access to a university library, how can he account for historical context when preparing to lead a Bible study? What are the basic resources he should consult?

· Do you agree with the authors that “we must recapture the meaning of the text in its original context”? If you disagree explain why you think a passage’s historical context is “boring” and “irrelevant.”

Chapter 6 – Discovering the Literary Context

Key Terms

literary context; literary genre; covenant of communication; surrounding context; immediate context

Key Points

· The most important principle of biblical interpretation is context determines meaning.

· Literary context refers to the form that a passage takes and to the words, sentences, and paragraphs that surround the passage.

· Literary genre refers to the different categories or types of literature found in the Bible.

· The major genres found in the Old Testament are narrative, law, poetry, prophecy, and wisdom.

· The major genres found in the New Testament are gospel, history, letter, and prophetic-apocalyptic literature.

· For communication to occur, the reader must be on the same page as the author in terms of genre.

· The covenant of communication is a fixed agreement between the author and reader about how to communicate.

· Surrounding context refers to the texts that surround the passage that is being studied.

· Immediate context refers to what comes immediately before and after the passage that is being studied. When determining the meaning of a passage, give highest priority to immediate context.

Chapter Summary

The literary context of any passage of Scripture is composed of two parts: 1) the form of the passage (the literary genre) and 2) the words, sentences, and paragraphs that surround the passage. In the case of the Bible, literary genre refers to the various categories of literature found within the Bible. The Old Testament contains narrative, law, poetry, prophecy, and wisdom. The New Testament genres include gospel, history, letter, and prophetic-apocalyptic literature. It is important to first identify the genre of the passage that you are studying, because the genre of the passage determines the “rules of the game.” It is imperative for the reader to be on the same page as the author at this point. If not, communication cannot occur. Once the reader agrees to the rules of the author, then the reader enters into a covenant of communication with the author.

Surrounding context refers to the passages that surround the Scripture that the reader is studying. It includes the words, sentences, paragraphs, and discourses that come before and after the passage. Immediate context describes what comes immediately before and after a given passage. When determining the meaning of a passage, give the highest priority to the immediate context.

It is important to remember that if a person disregards the surrounding context of a passage, then most likely they will misinterpret it. Often this happens when a person focuses on a single verse without paying attention to any of the surrounding verses. Second, topical preaching often disregards literary context by stringing together verses that are unrelated.

Identifying the surrounding context consists of three steps. First, the reader must identify how the book is divided into paragraphs or sections. Second, the reader must summarize the main idea of each section. Third, the reader must explain how the particular passage relates to the surrounding sections.


· A verse of Scripture that is commonly interpreted without regard for its literary context is Jeremiah 29:11. Require your class to read the article “Stop Taking Jeremiah 29:11 Out of Context” by Thomas Turner. This article will help you start a discussion surrounding the importance of literary context. https://relevantmagazine.com/god/stop-taking-jeremiah-2911-out-context/

· To bring to life the importance of literary genre for biblical interpretation play samples of various genres of music. After listening to each sample, explain the rules that each genre of music follows. Then ask your students, “How do these rules impact the way you listen to and interpret this song?” This question will provide an avenue to discuss the covenant of communication.

· Prior to class ask your students to make observations on a brief passage from the epistle of Jude. With their observations in hand, read the epistle of Jude aloud in class. Then guide your class in an exercise of tracing the argument of Jude, so that you can identify the literary context of the assigned passage.


· “The Bible Must be Read in Context” with Drs. Bill Arnold and Ben Witherington: In this clip, Arnold and Witherington share examples of how literary and historical context adds to our understanding of Scripture. https://www.youtube.com/watch?v=kWabCSjZ_0E

· “How to Read the Bible: Literary Styles” produced by The Bible Project: This video shows how reading the Bible wisely requires that we learn about the ancient literary styles used by the biblical authors. https://www.youtube.com/watch?v=oUXJ8Owes8E

· “The Primacy of Expository Preaching,” a lecture by Dr. D.A. Carson: In this lecture Carson explains the richness and role of preaching, specifically expository, in the local church. www.desiringgod.org/conference-messages/the-primacy-of-expository-preaching-part-1


· In this essay briefly explain the role of literary genre in biblical interpretation. How does identifying the genre of a given text allow the author and reader to communicate?

· In this essay explain the difference between surrounding context and immediate context. Why must a reader account for both when studying a biblical text?

· In this essay describe the two most common dangers associated with ignoring the literary context of a passage.

· Accounting for the surrounding context of a biblical text is of utmost importance if a person is to interpret the passage rightly. In this essay explain the three steps that the reader must follow if they are to correctly identify the surrounding context of a passage.


· Use what you have learned about literary context to guide a new Christian to develop a Bible reading plan. Would you recommend a topical approach or a more systematic approach that honors context?

· Your best friend has a Bible quote for any and every situation. Sadly, your friend always takes verses out of context and even uses these out of context verses to defend sinful behavior. How would you graciously explain to your friend the importance of literary context, so that he can experience spiritual growth?

Chapter 7 – What Do We Bring to the Text?

Key Terms

preunderstanding; cultural baggage; biblical presuppositions

Key Points

· Preunderstanding refers to all our preconceived notions and understandings that we bring to the texts, which have been formulated, both consciously and subconsciously, before we actually study the text in detail.

· Often we try to interpret the Bible in such a way as to not conflict with cultural norms. This culture-drive predisposition is called cultural baggage.

· Culture is a combination of family and national heritage.

· Total objectivity is impossible for any reader of any text.

· Biblical presuppositions reflect our overall view of the Bible itself.

· Evangelical Christians generally hold to these presuppositions: 1) The Bible is the Word of God. 2) The Bible is trustworthy and true. 3) God has entered into human history; thus the supernatural does occur. 4) The Bible is not contradictory; it is unified, yet diverse.

Chapter Summary

One context that is often overlooked is the context of the reader. One of the major ways that the reader’s context can influence biblical interpretation is by way of preunderstanding. Preunderstanding refers to any preconceived notions and understandings that a reader brings to a text. Preunderstanding includes both previous encounters with a text and the way culture can impact a person when he reads the Bible. Preunderstanding isn’t necessarily bad, but it is dangerous for a person to assume that their preunderstanding is always correct. A second dangerous aspect of preunderstanding occurs when the reader brings a theological agenda to the text. As a result, the reader stands over the Word of God to determine what it means, instead of placing oneself under that Word. A third danger is familiarity. A student may assume they know all there is about a given passage. As a result they are prone to not study the passage carefully. Finally, preunderstanding may cause a person to interpret Scripture, so that it does not conflict with prevailing cultural norms. The control that culture can exercise when interpreting the Bible is known as cultural baggage. Culture is a broad term that can be defined as a combination of family and national heritage.

Many of the ways that culture impacts biblical interpretation are subconscious. A reader’s culture will subconsciously impact biblical interpretation in two ways. First, the reader will fill in the gaps and ambiguities with explanations and background from their culture. Second, culture can limit the meaning of the text before the reader even studies it.

It is important to note that it is impossible to read the Bible with total objectivity. But, it is also important to note that objectivity is not our goal, because we read the Bible in light of certain presuppositions. Biblical presuppositions are connected to a person’s overall view of the Bible. Evangelical Christians generally hold to these foundational beliefs about the Scripture:

1. The Bible is the Word of God. Although God worked through people to produce it, it is nonetheless inspired by the Holy Spirit and is God’s Word to us.

2. The Bible is trustworthy and true.

3. God has entered into human history; thus the supernatural does occur.

4. The Bible is not contradictory; it is unified, yet diverse. Nevertheless, God is bigger than we are, and he is not always easy to comprehend. Thus the Bible also has tension and mystery to it.


· In the United States one consequence of preunderstanding is the doctrine of American exceptionalism. To demonstrate this connection show your class a clip from Ronald Reagan’s speech “The Shining City on a Hill.” Generate a discussion with your class to discuss how biblical interpretation and this preunderstanding might lead to disastrous consequences.

· To begin a class discussion about foundational beliefs of evangelicals show the video entitled “God Wrote a Book,” which was produced by Desiring God Ministries. www.youtube.com/watch?v=wOhkldCSs04

· Use an orchestra with its many sections, many instruments, and many chairs to illustrate the diversity and unity of Scripture. In orchestra as in Scripture there are many different parts to play, but together the different parts, when brought together, tell one beautiful story.


· “Is America God’s Favored Nation?” by Greg Boyd: In this blog Boyd reveals an example of how cultural baggage surrounding wealth impacts the way we read Scripture. http://www.mennoworld.org/archived/blog/2014/3/20/america-gods-favored-nation/

· “Misreading Scripture with Western Eyes,” an interview with Dr. Randy Richards: In this interview Richards discusses many of the mistakes that are made when we read our culture into the Bible. www.blogtalkradio.com/grok558/2014/05/17/misreading-scripture-with-western-eyes

· “How Does Culture Affect the Way We Understand Scripture?” by Dr. Christopher Hall: In this article Hall discusses why it is so important that as students of the Bible study Scripture they must also study culture. https://www.christianitytoday.com/biblestudies/bible-answers/theology/how-does-culture-affect-way-we-understand-scripture.html?start=1


· One of the major influences that can skew the interpretive process is preunderstanding. In this essay define preunderstanding, then explain at least two ways that preunderstanding negatively impacts interpretation.

· In this essay discuss two ways that culture impacts biblical interpretation subconsciously.

· Preunderstanding and Biblical presuppositions are two distinct entities that are often confused. In this essay explain the differences between these two concepts, then explain the four presuppositions that evangelical Christians hold regarding the Bible.


· How do carefully observing the biblical text and accounting for the historical context of the biblical text help to mitigate the impact of preunderstanding?

· How has not accounting for preunderstanding adversely impacted your spiritual growth? Why does unmasking preunderstanding often create conflict?

Chapter 8 – Meaning and Application

Key Terms

authorial intention; reader response; meaning; application

Key Points

· Authorial intention assumes that the meaning in a text is controlled by the author. Central question: “What does the author mean?”

· Reader response assumes that the reader creates meaning when they interact with the text. Central question: “What does the text mean to me?”

· The reader response approach has dire consequences for those who study the Bible.

· Meaning refers to that which the author wishes to convey with his signs.

· Application is how the reader responds to the meaning of the text.

Chapter Summary

During the first half of the twentieth century, it was widely assumed that meaning was determined by a text’s author. This position is known as authorial intention. However, this traditional approach is now being scrutinized by scholars who argue that meaning is created when the reader interacts with a text. This position is known as reader response. The dividing issue between these two approaches is communication. On the one hand, authorial intention assumes that the author wants to communicate a message through the text that he has written. If the author is communicating with the reader, then the central question is “What does the author mean?” On the other hand, the reader response approach does not care to communicate with the author. If communication is not occurring, then the central question becomes “What does this mean to me?” The decision a person makes on this issue will form the foundation of how they approach and interpret Scripture. The authors of Journey into God’s Word strongly support authorial intention, because the reader response approach will cause the reader to miss out on knowing God in the way he desires. This position leads to one of the most basic principles of the interpretive approach in Journey into God’s Word: we do not create meaning. Rather, we seek to discover the meaning that has been placed in the text by the author.

Meaning refers to that which the author wishes to convey with his signs. Signs are the conventions of written language—grammar, syntax, word meanings, etc. Once the reader grasps the meaning, then they move to application. Application names the response of the reader to the meaning of the text. In order to develop applications of a biblical text, the reader should follow three substeps, which expand Step 4 of the Interpretive Journey.

1. Observe how the principles in the text address the original situation.

2. Discover a parallel situation in a contemporary context.

3. Make your application specific.


· Create a slideshow that incorporates traffic signs, household bills, and warning labels. Use these real life examples to highlight the consequence of honoring reader response over authorial intent.

· Persons who follow a hermeneutic that is guided by authorial intention generally hold Scripture to be an authority in their life. To start a discussion regarding the authority of Scripture, prior to class, ask your students to read a series of blogs by N.T. Wright, which are entitled “Scripture and the Authority of God.” As you discuss the blogs, make sure to put Wright’s position in conversation with this chapter of Journey into God’s Word. https://biologos.org/articles/n-t-wright-on-scripture-and-the-authority-of-god

· In order to understand an author’s communication, the reader must know something about the historical context of the author. Select a song from the link provided to illustrate this point. mentalfloss.com/article/57351/15-famous-songs-misunderstood-meanings


· “Was Augustine an Intentionalist? Authorial Intention in Augustine’s Hermeneutics,” an article by Dr. Tarmo Toom: In this article Toom argues that Augustine held a middle ground between the modern categories of authorial intention and reader response. www.academia.edu/2005657/_Was_Augustine_an_Intentionalist_Authorial_Intention_in_Augustine_s_Hermeneutics_

· “Bring the Bible Home to Your Heart” by David Mathis: In this blog Mathis describes how reading the Bible should impact a person’s heart and life. http://www.desiringgod.org/articles/bring-the-bible-home-to-your-heart

· “A Simple Guide to Reading and Applying the Bible with Jesus as the Hero” by Dr. David Prince: In this blog Prince lays out a gospel-centered hermeneutic to allow the reader to then read, interpret, and apply the Bible in order to glorify Christ.

www.davidprince.com/2015/02/19/simple-guide-reading-applying-bible-jesus-hero/


· In this essay contrast authorial intention and reader response.

· Two key terms discussed in this chapter were meaning and application. In this essay describe each of these terms and explain how they function in the process of interpretation.

· In this essay explain the three substeps for application, which if followed help a student of the Bible to apply it faithfully.


· Your small group leader often begins the Bible study by asking “What does the text mean to you?” How could you offer a gentle corrective to your leader, so that your group grasps the actual meaning of the biblical text?

· If a person desires to communicate with the biblical author—grasp the meaning of the text—how should he structure his devotional time? Does a reading plan that follows a systematic, book-by-book approach or a plan driven by topic better promote communication with the biblical author?

Chapter 9 – New Testament—Letters

Key Terms

amanuensis

Key Points

· New Testament letters share the following characteristics: generally, longer than other ancient letters; seen as authoritative substitutes for personal presence; situational; carefully written and delivered; intended for Christian community.

· New Testament letters were written to clarify an issue, address a doctrinal problem, or to confront readers about their behavior.

· Paul used secretaries to write his letters. Often Paul authored his letters with a cosender.

· To study a passage from a New Testament letter the reader should first read the letter in one sitting.

Chapter Summary

When studying the letters of the New Testament it is important to understand their characteristics. First, in comparison to their ancient counterparts, the letters of the New Testament are typically longer in length. This added length allowed the author to shepherd churches from a distance. Ancient letters, like those found in the New Testament, tended towards two extremes: informal, private letters and formal letters, which were written for public presentation. The letters of the New Testament typically land somewhere between these two extremes. Second, the letters of the New Testament were written as authoritative substitutes for the personal presence of the author. Third, New Testament letters were occasional or situational. This means they were written to address specific situations and problems that faced the original audience. Since the letters are situational they should not be read as if they are systematic theologies. As a result, the reader must be careful to not conclude too much from any given letter. Fourth, the letters were carefully written and delivered. Typically, the letters were written by a trained scribe. Even so the author of the letter was responsible for the final contents of the letter. Many of the New Testament letters also have cosenders. It is likely that the primary author and cosender worked together discussing, drafting, editing, and rewriting the letter until the final copy was produced. Paul and the other writers of New Testament letters typically depended on trusted friends to deliver their correspondence. These friends would not only deliver the mail, but also elaborate on the details of the letter in person. Finally, New Testament letters were intended to be read in communities. This means that letters were typically read aloud for the benefit of the entire church.

To begin interpreting a New Testament letter, the letter should be read from beginning to end in one sitting. This helps the reader see how the main themes of the letter are developed. Next, the reader must attempt to reconstruct the historical-cultural context of the letter. Bible dictionaries and commentaries are helpful resources that should be consulted, during this part of the Interpretive Journey. The reader must next turn his focus to literary context. Literary context in the case of a letter refers to tracing the author’s flow of thought. This requires the reader to pay special attention to the paragraph that precedes and follows the passage that they are studying. In the case of New Testament letters the river of differences is not usually wide. Although there are instances when the problem addressed in the letter is foreign to contemporary Christians. In Step 3 the reader must compose a theological principle, which will allow them to cross the river of differences. To identify the theological principle the reader may want to ask the following questions: 1) Does the author state a principle? 2) Does the broader context reveal a principle? 3) Why was a particular command or instruction given? In Step 4 the reader must reflect back and forth between the principle found in the text and the rest of Scripture. Finally, Step 5 requires the reader to apply the text. It is important to remember that applications should be as specific as possible.


· Paul wrote many of his letters from the comfort of a Roman jail cell. To help your class appreciate the context of Paul, read to them a portion of a modern prison letter, “Letter from a Birmingham Jail” by Dr. Martin Luther King, Jr. http://okra.stanford.edu/transcription/document_images/undecided/630416-019.pdf

· Select one of the shorter New Testament letters and read it aloud in class. Discuss with your class how orality and hearing the entire letter shape their understanding of the letter and its meaning.

· To help your students begin to understand the issues surrounding Pauline authorship, show this video featuring Dr. Mike Licona. www.youtube.com/watch?v=cxBnrveVpiM

· In this video Dr. Mike Licona discusses Paul’s use of a secretary to write his letters.

www.youtube.com/watch?v=poiDolq0Yto


· “Applying New Testament Letters” by Dr. Ken Schenck: In this lecture Schenck discusses how we appropriate New Testament letters as Scripture. www.youtube.com/watch?v=sk8EWMIm8yo

· “Paul Behaving Badly: Reflections on How Society Views the Apostle Paul,” a presentation by Dr. Randy Richards: Throughout Christian history, both inside and outside the Church, the Apostle Paul has often been heavily critiqued, accused of supporting slavery, hating women, and bashing LGBTQ. Dr. Richards talks on his recent book, Paul Behaving Badly, which seeks to take seriously the charges and looks carefully at Pauline texts and Paul's cultural context. https://www.youtube.com/watch?v=UF2RJ7kcWGA

· “Listening to Intertextual Relationship in Paul’s Epistles with Richard Hays” by Dr. Charles Gieschen: In this article Gieschen interacts with Hays’ project of understanding Paul’s use and interpretation of the Old Testament. www.ctsfw.net/media/pdfs/gieschenlisteningwithhays.pdf

· Reassessing a Rhetorical Approach to Paul’s Letters by Dr. Michael Bird: In this article Bird assesses the values and limits to rhetorical approaches in relationship to Paul’s letters. www.academia.edu/4601237/Reassessing_a_Rhetorical_Approach_to_Pauls_Letters


· Journey into God’s Word describes five characteristics of New Testament letters. In this essay describe three of these characteristics.

· In this essay explain why in the case of New Testament letters identifying and understanding literary context is such an important part of the Interpretive Journey.

· Often the authors of New Testament letters did not write as isolated authors. In this essay describe the role of cosenders and secretaries in the composition of New Testament letters.

Chapter 10 – New Testament—Gospels

Key Terms

gospel; Synoptic Gospels; exaggeration; metaphor and simile; narrative irony; rhetorical questions; parables

Key Points

· The term “gospel” literally means “good news.”

· The gospels are an example of ancient biography; specifically, the gospels are christological biography. Ancient biographies are significantly different than modern biographies.

· Matthew, Mark, and Luke are known as the Synoptic Gospels.

· The gospel writers felt free to paraphrase and summarize what Jesus said and to arrange the events of his life around a particular theme rather than in strict chronological order.

· When reading the gospels, the reader should first interpret the individual story, and then determine how the individual story fits with the stories told before and after.

· To apply the Gospels it is important to keep the larger context in view.

Chapter Summary

Gospel translates the Greek word euangelion, which means “good news.” On the most basic level, the four gospels are stories, which recount the life of Jesus. However, it would be a mistake to read the gospels with the same expectations you bring to a modern biography. Rather, the gospels follow the rules of ancient biography.

Matthew, Mark, and Luke are commonly known as the Synoptic Gospels since they can be “seen together.” John often takes an altogether different course than the synoptics. It is important to remember that the four gospel writers could not record everything there was to tell about Jesus. Additionally, as ancient biographers, the gospel writers felt free to summarize the teachings of Jesus and to arrange events around a particular theme rather than according to a strict chronological order. The gospel writers used this freedom in order to tell the story of Jesus in a persuasive manner.

Finally, when it comes to the gospels they are not simply ancient biography, they are Christ-centered biography. Every story they tell is told to teach their readers something about the person and mission of Jesus. As a result the two primary purposes of the gospels are: 1) to select and arrange the material to tell the story of Jesus; 2) through the story of Jesus, to say something important to their readers.

The gospels say something about Jesus in each episode and by the way they link smaller stories together, in order to form a larger story. Knowing this, there are two interpretive questions that must be asked when studying the gospels.

1. What does this small story tell us about Jesus?

2. What is the gospel writer trying to say by the way he puts the smaller stories together?

Jesus kept his teaching engaging through his use of special literary forms and techniques. Exaggeration occurs when a truth is overstated for the sake of effect to such a point that a literal fulfillment is either impossible or totally ridiculous. When a reader encounters exaggeration it is important to not force a literal interpretation. Next, Jesus often uses metaphor and simile. Both literary techniques draw comparisons. The comparisons made by metaphors are implicit, while those made by similes are explicit. To interpret metaphors and similes correctly, the reader must locate the intended point of the comparison. Third, Jesus uses narrative irony. Narrative irony draws upon contrast—contrast between what is expected and what happens. After seeing the irony, the reader needs to pinpoint the contrast and to determine what this plot twist reveals about our own expectations. Fourth, Jesus often uses rhetorical questions. Rhetorical questions are asked in order to make a point rather than garner an answer. Finally, one of Jesus’ favorite literary techniques was the parable. A parable is a story with two levels of meaning, where certain details in the story represent something else. In order to interpret parables faithfully, first, the reader should look for one point for each main character or group of characters. Second, the main points the reader discovers must be ones the original audience would have understood.


· Select a series of three individual stories from one of the Gospels. Then, divide your class into three (or six) groups. Assign each group one of the stories, which they must interpret as a single story. After each group has settled on its interpretation, discuss each individual interpretation, and then discuss how the stories work together. Ask the class, “How do our conclusions regarding how the stories fit together either confirm or discredit your initial interpretation?”

· Use the following video, featuring Dr. Darrell Bock, to introduce this chapter:

“How to Read the Gospels Well,” https://www.youtube.com/watch?v=H7a4MvBzPBo

· Use the series of parables found in Luke 15 to help your students understand the general principles that apply to interpreting the gospels (single story and series of stories) and specific interpretive principles that apply to parables (one main point for each character or group of characters).


· “Parables in the Gospels: History of Interpretation and Hermeneutical Guidelines” by Dr. Robert Plummer: In this article Plummer has a threefold goal: 1. define “parable”; 2. give a brief historical survey of how the parables have been interpreted; 3. offer some guidelines for properly interpreting parables. https://sbts-wordpress-uploads.s3.amazonaws.com/equip/uploads/2009/10/sbjt_v13_n3_plummer.pdf

· “Interpreting the Gospels: The Landscape and The Quest” by Dr. Donald Hagner: In this article Hagner argues that evangelicals must use a historical criticism that does not deny the supernatural, but at the same time is honest as it grapples with history as history, so that we can interpret the Gospels rightly.

www.etsjets.org/files/JETS-PDFs/24/24-1/24-1-pp023-037_JETS.pdf

· “The Synoptic Problem” by Dr. Mark Goodacre: In this series of three podcasts Goodacre gives a thorough overview of the synoptic problem.

podacre.blogspot.com/search/label/Synoptic%20Problem

· “Why Did Jesus Speak in Parables?” by Dr. D.A. Carson: In these lectures Carson argues that Jesus uses parables because 1) in line with Scripture his parables blind, deafen, and harden and 2) in line with Scripture his parables reveal that which is hidden.

Part One: www.youtube.com/watch?v=Nfup2P-WXFA

Part Two: www.youtube.com/watch?v=ughMic7nMmE


· In this essay contrast the characteristics and features found in the Gospels with those found in modern biographies.

· Journey into God’s Word proposes two interpretive questions that help the reader rightly interpret passages from the Gospels. In this essay state and explain these two questions. Then explain how these two questions work together for a singular meaning.

· One of the special literary forms utilized in the Gospels are parables. In this essay briefly describe the features of this literary form. Then briefly trace the ways in which parables have been interpreted throughout the history of the church.


· One of your friends recently began to follow Jesus. Since conversion this friend has been reading through the gospels. Recently, they noticed discrepancies in the order of some of the events. This is causing them great concern. How can you use the contents of this chapter to calm this concern?

· How will the interplay between a single story and a series of stories impact the way you approach the gospels when you read them devotionally?

Chapter 11 – New Testament—Acts

Key Terms

God-centered history; normative; descriptive

Key Points

· Luke and Acts are two parts of a single story. It is widely assumed that the same person authored these works.

· The two main interpretive questions, which are applied to the Gospels, should also be applied to Acts.

· To see the theology found in the narrative of Acts the reader should ask standard narrative questions, pay attention to instructions from the author, concentrate on direct discourse, and pay special attention to repeated themes and patterns.

· Acts is a story that recounts a God-centered history, which means it is history that is told for a specific theological purpose.

· Acts is a comprehensive discipleship manual, designed to reinforce the Christian faith to new believers.

· The authors of Journey into God’s Word argue that instead of reading Acts as normative or descriptive, it is best to adopt a both-and approach.

Chapter Summary

In Acts the good news of salvation goes out from Jerusalem to the ends of the earth. It is generally believed that Acts was written by the same person who authored the gospel of Luke. As a result, it is best to think of Acts as the second volume of Luke’s gospel. Three specific indicators support this position:

1. A comparison of the opening verses of both books.

2. Thematic and structural parallels between the two books.

3. Clear overlap between the ending of Luke and the beginning of Acts.

Due to these indicators it is clear that Luke-Acts tells a single story, which means they should be read together.

Like the Gospels, Acts is a narrative. The primary human characters in this narrative are Peter and Paul. Since Acts is so closely linked with the gospel of Luke, readers should apply the two interpretive questions they applied to the Gospels to Acts. While the gospels are theological biography, Acts is best described as God-centered History. This means that Luke has selected and arranged the contents of Acts to accomplish a theological purpose. To understand the theology that Luke has woven into his story the reader should ask standard narrative questions, pay attention to authorial instructions, concentrate on discourse, and most importantly look for repeated themes and patterns.

Luke addresses Acts just as he did his gospel to a man named Theophilus. Most likely Theophilus is a recent convert to Christianity. It could be that Acts, then, is a kind of discipleship training manual. Through the narrative of Acts, Luke wants his audience to know that they are a part of God’s great plan. To accomplish this ultimate purpose Luke develops numerous themes.

The first theme that Luke develops is the Holy Spirit. Stated simply, Acts is a record of the acts of the Holy Spirit that are accomplished through the church. Next is the related theme of God’s sovereignty. God’s sovereignty is demonstrated through the fulfillment of Old Testament promises in the person and work of Jesus and their continued fulfillment through the mission of the church. A third theme is the church. In Acts the church is the chief vehicle by which God accomplishes his will. Fourth is the theme of prayer. Prayer is primary practice of the early church. Next is the theme of suffering. But, in spite of persecution and suffering, because of the Holy Spirit and God’s sovereignty the gospel still advances. The next theme is Gentiles. A gentile is any person who is not an ethnic Jew. The true Israel is made up of Jews and Gentiles who have accepted Jesus the Messiah. Finally, a seventh theme that appears throughout Acts is witness. The message of Acts is clear: to be a follower of Jesus is to be a faithful witness to his resurrection.

When interpreting Acts the reader must decide whether to interpret its message as normative or descriptive. Normative means that the church at all times should imitate the experiences and practices of the early church. Descriptive tells the reader to read Acts as inspiring and valuable, but not necessarily binding. The authors of Journey into God’s Word believe a both-and approach is the best interpretive strategy. The authors offer the following guidelines for determining what is normative for the contemporary audience.

1. Look for what Luke intended to communicate to his readers.

2. Look for positive and negative examples in the characters of the story.

3. Read the individual passages in light of the overall story of Acts and the rest of the

New Testament.

4. Look to other parts of Acts to clarify what is normative.

5. Look for repeated patterns and themes.


· Use the following video to give your class a three-minute overview of Acts. www.youtube.com/watch?v=MJIHgMR7LP0

· Use this activity to help your students understand the importance of deciding whether you will read Acts normatively, descriptively, or both-and. First, read Acts 4:32-5:11. Then ask your students to place their cell phone, keys, and wallet in a large basket. Ask your students, “In this case did we interpret Acts normatively, descriptively, or both-and?”

· A major portion of Acts is devoted to the missionary travels of Paul. To interpret these texts rightly, your students must be able to locate Paul’s destinations on a map. To help your students visualize the journeys that Paul made on his three missionary journeys use this map, which traces Paul’s journeys on a subway map. theologygrams.files.wordpress.com/2014/01/paul-tube-map-final.png


· “The Unity of Luke and Acts” with Dr. Darrell Bock: In this video Bock defends the unity of Luke-Acts. www.youtube.com/watch?v=eUqAsnm09u0 Note: To see the other parts of this interview simply search “Darrell Bock Luke Acts” on the YouTube homepage.

· “A New Community” by Dr. Tim Keller: In this sermon Keller examines Acts 2:40-47 and the reasons that Christianity spread so rapidly in the ancient world. https://gospelinlife.com/downloads/a-new-community-6410/

· “Suffering is Part of Thriving” by Dr. C. Kavin Rowe: In this blog Rowe uses the book of Acts to argue that if we want to see the Kingdom God, then we should expect to suffer. www.faithandleadership.com/content/c-kavin-rowe-suffering-part-thriving


· It is widely accepted that Luke and Acts are two parts of a single story. In this essay describe the three strong indicators that the authors give, which suggest Luke and Acts should be read together.

· In this essay explain what it means to say that Acts is best read as God-centered History.

· In this essay contrast the normative and descriptive approaches to reading Acts. Then, explain why the authors of Journey into God’s Word propose a both-and approach to interpreting Acts.


· Acts tells the story of how by the power of the Holy Spirit the gospel spreads around the ancient world. What is the message of the gospel of Jesus Christ? How would you contextualize this message, just as it was contextualized in Acts, to share it with a friend who isn’t a follower of Jesus?

· Applying the “both-and” interpretive approach, according to Acts, what does the ideal church look like? Is there even such a thing as an ideal church?

Chapter 12 – New Testament—Revelation

Key Terms

preterist; historicist; futurist; idealist; eclectic

Key Points

· The genre of Revelation is best understood as prophetic-apocalyptic letter.

· The purpose of Revelation is to create a symbolic world in which its message can be heard. This symbolic world then changes the reader’s entire perception of the world in which they live.

· The images of Revelation answer the question “Who is Lord?”

· The main message of Revelation is “God will win!”

· There are five interpretive approaches to Revelation: preterist, historicist, futurist, idealist, and eclectic.

Chapter Summary

If a reader is going to interpret Revelation rightly, then they must pay special attention to literary genre. Revelation is best understood as a prophetic-apocalyptic letter, which utilizes intense symbols. Through these symbols Revelation creates a symbolic world in which its message can be heard. This symbolic world then changes the reader’s entire perception of the world in which they live. Now they see the world through God’s perspective and from the vantage point of his final victory. Furthermore, the images of Revelation answer the very important question of “Who is Lord?” This question is especially important for persons facing intense persecution. Those facing persecution must also remember that the main message of Revelation is “God will win!”

Traditionally, interpreters of Revelation have approached this book in one of five ways. The preterist approach takes the historical context seriously. Many of the events of Revelation are seen as having already been fulfilled. The historicist approach views Revelation as an outline of future events that leads us to the return of Christ. The futurist approach views Revelation as primarily concerned with events that immediately precede the return of Jesus. Finally, the idealist approach reads Revelation as an ongoing struggle between good and evil. Today many scholars propose an eclectic approach to Revelation, wh

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zondervanacademic-cdn.sfo2.digitaloceanspaces.com · Web viewand translation. Ask your students: Which is more important to you when selecting a Bible—marketing or translation?