nt508: new testament survey: epistles and...

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COURSE SYLLABUS

NT508: New Testament Survey: Epistles and RevelationCourse Lecturer: Craig L. Blomberg, Ph.D.Professor of New Testament at Denver Seminary

About This Course

This course was originally created through the Institute of Theological Studies in association with the Evangelical Seminary Deans’ Council. There are nearly 100 evangelical seminaries of various denominations represented within the council and many continue to use the ITS courses to supplement their curriculum. The lecturers were selected primarily by the Deans’ Council as highly recognized scholars in their particular fields of study.

Course Description

Welcome to New Testament Survey: Epistles and Revelation, an online graduate-level course designed to expand your understanding of issues, content, and application of concepts and passages from New Testament writings.

Course Objectives

Correct theology is inseparable from correct living. The New Testament epistles reinforce this concept as they demonstrate both the why and how of kingdom living. This course surveys the New Testament epistles and the book of Revelation, examining both the introductory issues and the basic content of each book. You will wrestle with significant and challenging passages by exploring the major issues and then interacting with specific passages through inductive Bible study. The goal of the course is to gain an increased commitment to and capacity for applying these portions of God’s Word to the world and Christian living today.Upon completion of the course, you should be able to do the following:

• Exhibit an understanding of the contents of the biblical books studied, including identification of each book’s outlines, chronology of events, major teachings, sequence of topics, and most theologically significant chapters.

• Summarize the most important items of historical background for each book studied.• Understand and evaluate the major critical views concerning introductory questions (i.e.,

authorship, date, settings, etc.) for each book.• Appreciate the complexities of the more exegetically and theologically controversial

passages surveyed (a) by discussion of the major held views and arguments for each, and (b) by wrestling with one such passage through an inductive Bible study.


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• Identify key issues addressed in the epistles to various first-century congregations.• Be encouraged to persevere in your faith even in light of trials and persecution.• Look forward to the second coming of Jesus Christ to bring to conclusion His plan for human

history.• Apply these portions of God’s Word in a fair and relevant manner to the world and to Christian

living today.

Course Lecturer

Dr. Craig L. Blomberg joined the faculty of Denver Seminary in 1986 where he has served as a Distinguished Professor of New Testament. Dr. Blomberg completed his Ph.D. in New Testament, specializing in the parables and the writings of Luke-Acts, at Aberdeen University in Scotland. He received an M.A. from Trinity Evangelical Divinity School, and a B.A. from Augustana College. Before joining the faculty of Denver Seminary, he taught at Palm Beach Atlantic College and was a research fellow in Cambridge, England, with Tyndale House.

Education:• Augustana College, B.A.• Trinity Evangelical Divinity School, M.A.• University of Aberdeen, Scotland, Ph.D.

In addition to writing numerous articles in professional journals, multi-author works, and dictionaries or encyclopedias, he has authored or edited numerous books, including the following:

• The Historical Reliability of the Gospels, revised, 2008.• Interpreting the Parables, IVP, 1990.• I Corinthians, NIV Application Commentary, 1994. • Jesus and the Gospels: An Introduction and Survey, 2nd Edition, 2009.• Neither Poverty nor Riches: A Biblical Theology of Possessions, 1999. • Making Sense of the New Testament: Three Crucial Questions on the New Testament, 2004. • Preaching the Parables: From Responsible Interpretation to Powerful Proclamation, 2004. • Contagious Holiness: Jesus’ Meals with Sinners, 2005. • From Pentecost to Patmos: An Introduction to Acts through Revelation, 2006.

Other CUGN courses by this professor:• NT217-NT228 New Testament Survey• NT505 The Parables of Jesus

Course Texts

Required:The New Testament (in a modern version); e.g., NRSV, NASB, NIV, or NCV (best choice—NIV).


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Carson, D. A., Moo, Douglas, J., and Morris, Leon. An Introduction to the New Testament. 2nd edition. Grand Rapids: Zondervan, 2005.

Longenecker, Richard N. The Ministry and Message of Paul. Grand Rapids: Zondervan, 1971.

Metzger, Bruce M. Breaking the Code: Understanding the Book of Revelation (Participant’s Book). Nashville: Abingdon, 2006.

Textbooks can be ordered through our online store at CUGN.org, through your local bookstore, or through your preferred eReader when available.

Course Requirements

1. Time: The student must complete the course requirements within a 6-month period unless the particular institution requires the completion of all work within the framework of the semester or quarter. During this time, the student is expected to devote a minimum of 120 hours to the com-pletion of the course.

2. Reading: To accompany each recorded lecture, read the corresponding portion of the New Testa-

ment covered in that lecture, along with the introductory material for each New Testament book in the appropriate chapters of Carson, Moo, and Morris, or the equivalent. Read Longenecker in preparation for the midterm and Metzger in preparation for the final.

3. Study Questions: Complete the questions in the Study Guide to review each recorded lecture.

4. Inductive Bible Study Paper: Each student will perform an inductive Bible study on an import-ant passage from one of the books we will study in this course. Students must secure approval for their passage from their seminary advisor, who may also chose to recommend additional specialized bibliography on that passage (in addition to the commentary and IBS bibliographies provided in this notebook).

Typically, a manageable length passage will consist of 5-8 verses, following natural thought or paragraph divisions of the biblical text, and will be a passage of some theological or exegetical significance and controversy. Examples might include Colossians 1:15-20, Philippians 2:5-11, I Timothy 3:1-7, James 5:13-18, Hebrews 6:1-8, and 1 Peter 3:1-7. Also follow these additional guidelines:

a. See Inductive Bible Study (by Dr. Craig Blomberg, et al) at the end of this syllabus for a full de-scription of the process for this paper. Follow this method unless your school instructs other-wise.

b. Use an approved academic form for writing the results (e.g., Turabian, MLA, etc.).

c. Length must be 12-17 double-spaced typed pages of text with standard one-inch margins.


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d. Demonstrate familiarity with all the major exegetical options concerning the principal inter-pretive questions. A good balance between lexical-contextual analysis of key words and inter-action with secondary literature is essential.

i. List all relevant sources consulted in an alphabetized bibliography.ii. Use proper footnotes or endnotes for all information directly obtained from sources other

than your own initial study (not just direct quotations).

5. Spiritual Formation Project

RATIONALE: Ministry preparation and the Christian life require more than academic exercises. Learners also need personal, spiritual formation, which involves theological reflection and critical thinking on their current practices and assumptions. This process occurs as learners engage in self-reflection and interaction in a community of learning. With this in mind, CUGN includes in all courses a capstone project addressing these issues and facilitating interaction beyond the formal learning environment (ATS schools, note Standards 3.2.1.3; 4.1.1; 10.3.3.3).

Write a five-to-six page reflective essay and interview a mentor, discussing the spiritual impact of this course on your life. Identify your mentor early in the course, and submit the essay to your grader when you take the final exam. This last project should not be a summary of course content, but an application of course principles. Complete the following:

A. Personal Reflection and Evaluation: Reflect on the course – To integrate your academic studies with your walk of faith, reflect on the content of the course and evaluate your life in light of what you learned.

i. Follow these steps in your reflection:

Step 1: What one theme, principle, or concept in the course is the most significant to you personally? Why is it significant?

Step 2: What portion(s) of the course brought this theme/principle/concept to light?

Step 3: Think about your past. Why is it vital now for you to deal with and apply this theme/principle/concept?

Step 4: How should this affect your thoughts and actions, and what specific steps should you take to concretely apply what you have learned?

ii. Write your answers to the above questions in full paragraph form. (Recommended length for this reflection: approximately three pages)

iii. Give a copy of this reflection to your mentor (see #2).

B. Community Reflection and Interaction: Interview a mentor – Since the Holy Spirit uses the input of others to guide and form His people, interview a mentor according to the following guidelines:

i. Who should you interview? (1-3 are required; 4-6 are recommended)


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1. Someone with whom you have a reasonably close relationship.

2. Someone who is a mature Christian ministry leader (i.e. a pastor).

3. Someone who is not your grader or a family member.

4. Someone who values the spiritual formation process.

5. Someone who is familiar with and values the subject of the course.

6. Someone who has experience using the content of the course in ministry.

NOTE: Identify your mentor early in the course, and give him/her the page entitled “Guidelines for Mentors.”

ii. Focus of the interview – Your interview should focus on the issues and questions you raise in your essay. For example:

• What feedback can your mentor give in response to your essay?

• In light of the course content, are the conclusions you made appropriate? Why or why not?

• What additional advice, deeper insights or broader applications might he/she suggest from his/her own life and ministry?

NOTE: Conduct this interview either in person (preferred) or over the phone. Do not use electronic communication (i.e. email, instant messenger, etc). Suggested length: 45 minutes.

C. Synthesis and Application: Draw your final conclusions – Having reflected on the curse and the discussion with your mentor, synthesize what you have learned in these three sections:

i. Section 1: Begin your essay with the personal reflection from #1 above. This should be exactly what you gave your mentor for the interview.

ii. Section 2: Comment on your interview, explaining what you discussed and the insights you gained from your mentor. Include the following:

• What were the mentor’s comments regarding your essay?

• What advice did he/she give?

• How did his/her comments expand or correct your application of the course?

• Include the person’s name, occupation, and the length of the interview.

iii. Section 3: Conclude with a synthesis of what you have learned. Answer the following:

• If your mentor corrected any thoughts in your “Personal Reflection and Evaluation”, how do you feel about these corrections? Do you agree or disagree? Why?

• Synthesizing your thoughts from section one and your mentor’s insight in section two, what final conclusions have you reached? How is this different from section one?

• In light of the interview and further reflection, what additional, specific changes need to occur in your life and what concrete steps will you take to implement them?


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NOTE TO STUDENTS: Your effort in this assignment will determine its benefit. If by the end of this course you have not yet reflected critically on your life in light of what you have studied, allow this assignment to guide you in that process. The instructor for this course will not score your essay based on the amount of spiritual fruit you describe; so do not exaggerate (or trivialize) what you have learned. The primary grading criteria is that you have thoughtfully considered the principles of the course and realistically sought to apply them to your life. If you have done this and met the minimal requirements (as noted above), you will earn the full points for this assignment.

Note on confidentiality: Perhaps the Holy Spirit is dealing with you in some very personal areas of your life. Because of this, your grader will keep your essay entirely confidential and either return or discard it.

Objective: to stimulate reflection and interaction on course principles in order to enhance personal spiritual formation.

6. Examinations: Exams will test material from lectures by a variety of objective questions and readings from Longenecker and Metzger and by a selection of essay questions (see list of possible questions below). The midterm will contain 15 T/F questions, 35 multiple choice, and 20 fill in the blank items based on the details of the lectures. All are worth one point. In addition, five 2 pt. questions test the application of various books and themes. Two 10 pt. essay questions will be selected from a list of four possible questions, listed below. Because of its level of difficulty, an open-book, open notes format is encouraged. It presupposes the student will have taken considerable, detailed notes on each lecture. The final contains the same format, covering only material not tested on the midterm. It also contains fifteen 2 pt. questions asking the student to identify from memory (no notes) the correct book and chapter in which certain key topics and themes occur. A list of possible questions is supplied below.

Course Grading

Your grade for the course will be determined as follows:

Study Guide Questions 15% of Course GradeInductive Bible Study Paper 25% of Course GradeSpiritual Formation Project 15% of Course GradeMidterm Exam 20% of Course GradeFinal Exam 25% of Course Grade


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Interview Student Name: _________________________ Course: __________________ Date/Time: _______________________

Guidelines for Mentors

(Students, give this sheet to your mentor for the Spiritual Formation Project.)

Thank you for your involvement in this student’s CUGN coursework. We believe the Christian life is more than an academic exercise, so we encourage students to critically reflect on their life in light of what they learn and then apply those insights to the daily life of faith. Therefore, students taking CUGN courses are required to complete a final assignment called the “Spiritual Formation Project.” This assignment involves two parts: an essay and an interview:

The ESSAY: After completing their coursework, students reflect on the content of the course, evaluate their lives, and discuss the one theme, principle or concept that is most significant to them and why. Students are to identify specific ways this theme/principle/concept should apply to their lives and what action steps they plan to take in order to make these changes a reality.

The INTERVIEW: After writing this reflection, students give a copy to their mentor and meet with him/her to discuss their thoughts and get feedback. The goal of this interview is to facilitate the student’s growth through interaction with a mature believer.

NOTES ON THE INTERVIEW:• You do not need to be familiar with the course to participate in this interview.

You will primarily respond to the thoughts of the student. (However, general knowledge of the subject matter of the course and/or experience applying it to ministry is valuable.)

• Prior to meeting with the student, read his/her “Personal Reflection and Evaluation” and prepare to discuss the following:

1. What feedback can you give the student in response to his/her essay?2. Are the student’s conclusions from the course appropriate? Why or why

not?3. What additional advice, deeper insights or broader applications would you

suggest from your own life and ministry?

• Meet with the student either in person (preferred) or over the phone. Do not use electronic communication (i.e. email, instant messenger, etc.).

• Suggested length of the interview: 45 minutes

Thanks again for participating in this project! You have a real opportunity to guide this student in the application process and to help him/her connect academics to life – a valuable process for all who wish to grow in Christ.

NOTE: If the student’s school makes any changes to this assignment, their requirements should replace those described here.


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Key Chapters in the New Testament Epistles and Revelation

Be able to identify the book and chapter of each reference from memory (no Bible/notes).

role of general revelation Romans 1universal sinfulness; salvation in Christ Romans 3all sinned in Adam Romans 5I do what I don’t want; I don’t do what I want Romans 7nothing shall separate us from God’s love Romans 8thus all Israel will be saved Romans 11submit to the government Romans 13Christ crucified is foolishness but center of gospel 1 Corinthians 2instructions regarding sex, marriage, & divorce 1 Corinthians 7food sacrificed to idols 1 Corinthians 8, 10love as more valuable than spiritual gifts 1 Corinthians 13detailed teaching on the resurrection 1 Corinthians 15reconciliation as the heart of apostolic ministry 2 Corinthians 5detailed instructions on the offering for Jerusalem 2 Corinthians 8-9Paul’s thorn in the flesh 2 Corinthians 11Paul vs. Peter in Antioch Galatians 2the purposes of the Law Galatians 3the fruit of the Spirit Galatians 5mystery of Christ: Jew-Gentile unity in church Ephesians 3keep on being filled with the Spirit Ephesians 5spiritual warfare in the Christian life Ephesians 6Christ emptied Himself...even unto death on a cross Philippians 2pray & be content in all circumstances Philippians 4Christ the firstborn of all creation & Lord of church Colossians 1husband-wife; parent-child; master-slave roles Colossians 3-4 (or Ephesians 5-6)being caught up to meet the Lord in the air 1 Thessalonians 4signs which must precede Christ’s return 2 Thessalonians 2on women teaching in the church 1 Timothy 2criteria for overseers and deacons 1 Timothy 3Paul to Timothy--keep passing on the faith 2 Timothy 2about a runaway slave Philemonsevere warnings against apostasy’s irreversibility Hebrews 6Jesus as priest after the order of Melchizedek Hebrews 7the obsolescence of the old covenant vs. the new Hebrews 8roll call of the heroes of the faith in OT times Hebrews 11faith without works is dead James 2reasons for unanswered prayer James 4Christ’s “descent into hell” 1 Peter 3instructions for elders/pastors/shepherds 1 Peter 5why the Lord’s return is delayed 2 Peter 3they went out from us because they were not of us 1 John 2assurance of eternal life for believers in Jesus 1 John 5love and the elect lady 2 John


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to Gaius on church divisions 3 Johna one-chapter epistle against heresy Judeletters to the 7 churches of Asia minor Revelation 2-3John’s vision of heavenly worship Revelation 4-5144,000 and the numberless multitude Revelation 7the Satanic trinity Revelation 12-13return of Christ and marriage feast of Lamb Revelation 19millennium Revelation 20new heavens and new earth Revelation 21-22

Essay Questions for Midterm and Final

Midterm: The instructor will choose two of the following four questions covering Longenecker’s book, to be answered in detailed, prose, paragraph, complete sentence (i.e., standard essay) form:

1. Describe Paul’s life as a Jew, up to and including his conversion. How is this background signifi-cant for interpreting his epistles?

2. Choose one of the most significant events that occurred during each of the following three stages of Paul’s ministry: first missionary journey, Jerusalem council, second missionary journey. De-scribe each event and explain its significance for interpreting one or more of Paul’s letters.

3. Choose one of the most significant events that occurred during each of the following three stages of Paul’s ministry: third missionary journey, imprisonment in Rome, subsequent release. Describe each event and explain its significance for interpreting one or more of Paul’s letters.

4. Summarize the most significant aspects of Paul’s theology and note their significance for contem-porary Christianity.

Final: The instructor will choose two of the following four questions covering Metzger’s book, to be answered in detailed, prose, paragraph, complete sentence (i.e., standard essay) form:

1. Assuming Metzger is generally on target in his approach, what are some major principles to be followed in interpreting the book of Revelation?

2. What are several of the key theological themes Revelation stresses, and what does John teach about them?

3. Select three particularly controversial passages in Revelation and briefly summarize Metzger’s interpretation of them.

4. If Metzger’s approach is generally on target, how should we be applying Revelation to contempo-rary Christian living? What should we not do with the book that many Christians today do?

IMPORTANT ADDITIONAL NOTE: The instructor may modify the sample midterm and final as he/she deems necessary especially with respect to the choice of essay questions and in the event that


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substitute reading is needed. Moreover, the midterm and final included are geared to a sequence of lectures covering the following material:

Midterm: Galatians, 1 and 2 Thessalonians, 1 and 2 Corinthians, Romans, Philemon, Colossians and Ephesians, and the lecture on gender roles in Paul.

Final: Philippians, the Pastoral Epistles, James, Hebrews, 1 Peter, Jude and 2 Peter, 1,2,3 John and Revelation.

This is identical to the sequence of the material in the audio lectures, except for the lecture on gen-der roles in Paul, which comes later in the lecture sequence than in the above listing. If a student or instructor chooses to use the enclosed exams unaltered, then the student should listen to the lectures in the necessary sequence to correspond to the above itemization of material covered on each exam.

The following section of this syllabus was produced by Dr. Craig L. Blomberg and his colleagues at Denver Seminary and should be used as primary guidance for completing the Inductive Bible Study assignment (see #3 under Course Requirements of this syllabus):


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Inductive Bible Study

Dr. Craig L. BLomBerg

Dr. Kermit a. eCKLeBarger

Dr. WiLLiam W. KLein

Denver Seminary

1994


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INTRODUCTION

A. Definition

Inductive Bible Study: the method of Bible study which attempts to seek out and observe all the pertinent data, internal and external to the text, in order to arrive at the true meaning of the passage under study.

B. Validity of Inductive Bible Study (abbreviated IBS hereafter)

1. Allows for true exegesis2. Focuses attention on Bible itself 3. Fosters personal discovery benefit4. Provides firm basis for application/proclamation

C. Presupposition of IBS

1. The Bible is the inspired Word of God (2 Tim. 3:14-17) given through human instruments in their varied language, historical and cultural contexts.

2. Because human beings wrote Scripture, we must apply all the critical tools at our disposal (grammatical, historical, contextual) to enable us to understand what each author meant to communicate in each passage.

D. Qualifications to perform IBS (2 Tim. 2:15)

1. Intellectual—ability to observe, meditate; an understanding of Biblical history, geography, and culture.

2. Spiritual-Spirit-controlled; submissive to the authority of the Word.

TOOLS OF BIBLE STUDY

For a comprehensive guide to all kinds of tools for biblical interpretation and doing an IBS, see the Annotated Bibliography in W. W. Klein, C. L. Blomberg, and R. L. Hubbard, Jr., Introduction to Biblical Interpretation (Dallas: Word, 1993), pp. 459-91 [abbreviated IBI below].

A. Bible versions

Employ and compare a variety of modern versions including NIV, NASB, NRSV, NCV, and These all come in various editions, but we recommend that at this stage of your study you do not use a study Bible.

B. Concordances

1. English: The NIV Exhaustive Concordance, ed. E. Goodrick and J. R. Kohlenberger (Zonder-van); The New American Standard Exhaustive Concordance of the Bible (Holman); and The NRSV Concordance Unabridged, ed. J. R. Kohlenberger (Zondervan); plus the “stand-bys”-Young and Strong—for the KJV.


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2. Greek: G. K. Gillespie and G. Wigram, The Englishmen’s Greek Concordance (Hendricksen); and R. Winters, Word Study New Testament and Concordance, 2 Vols. (Tyndale House).

C. Lexical tools

1. W. Bauer, Arndt, Gingrich, Danker, A Greek English Lexicon (University of Chicago) [some Greek required to find appropriate words]

2. C. Brown, ed., New International Dictionary of New Testament Theology, 4 vols. (Zondervan)3. G. Bromiley, ed., Theological Dictionary of the New Testament (Eerdmans), the 1 vol. abridg-

ment of the exhaustive 10 volume TDNT.4. H. Balz and G. Schneider, eds. Exegetical Dictionary of the New Testament, 3 vols. (Eerdmans)5. J. Louw and E. A. Nida, Greek-English Lexicon of the NT Based on Semantic Domains, 2 vols.

(United Bible Societies)

D. Grammar tools

1. H. E. Dana and J. R. Mantey, A Manual Grammar of the Greek NT (Macmillan) [Greek re-quired]

2. F. Rienecker, A Linguistic Key to the Greek NT (Zondervan)3. M. Zerwick, A Grammatical Analysis of the Greek NT (Pontifical Biblical Institute) 4. A Translator’s Handbook on [name of biblical] (United Bible Societies)

E. Introduction

1. D. A. Carson, D. Moo, and L. Morris, An Introduction to the NT (Zondervan) 2. D. Guthrie, NT Introduction (InterVarsity Press) 3. W. Kummel, Introduction to the NT (Abingdon) [standard critical work] 4. R. Gundry, A Survey of the NT (Zondervan)

F. Dictionaries and Encyclopedias

1. G. Bromiley, ed. International Standard Biblical Encyclopedia, 4 vols. (Eerdmans)-the best with a conservative orientation

2. J. Douglas, et al., eds., The Illustrated Bible Dictionary, 3 Vols. (Tyndale)3. M. Tenney, ed., The Zondervan Pictorial Encyclopedia of the Bible, 5 vols. (Zondervan)4. D. N. Freedman, ed. The Anchor Bible Dictionary, 6 vols. (Doubleday)—now the standard

critical dictionary

G. History/Culture

1. F. F. Bruce, NT History (Nelson and Doubleday)2. J. Green, S. McKnight, and I. H. Marshall, eds. Dictionary of Jesus and the Gospels (InterVarsi-

ty).3. G. Hawthorne, R. P. Martin, and D. Reid, eds. Dictionary of Paul and His Letters (InterVarsity)4. H. Koester, Introduction to the New Testament Vol. 1: History, Culture and Religion of the Hel-

lenistic Age (de Gruyter and Fortress).


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5. E. Ferguson, Backgrounds of Early Christianity (Eerdmans)6. E. Yamauchi, Harper’s World of the New Testament (Harper)7. D. Tidball, The Social Context of the New Testament: A Sociological Analysis (Zondervan)8. W. Meeks, The First Urban Christians: The Social World of the Apostle Paul (Yale University

Press)

H. Geography

1. B. Beitzel, The Moody Atlas of Bible Lands (Moody)2. C. G. Rasmussen, The Zondervan NIV Atlas of the Bible (Zondervan) 3. J. B. Pritchard, ed. The Harper’s Atlas of the Bible (Harper)

METHOD FOR DOING AN INDUCTIVE BIBLE STUDY

The procedure that follows leads the Bible student through a five-step method that begins with a broad overview of the scene, leads through an in-depth analysis of the various features of the text, to solving any interpretive problems in a passage, and finally to the goals of a comprehensive under-standing of the meaning of the passage and its relevant application to life. This is the appropriate order in which to proceed. Only after following such an order is the student ready to present the outcomes of study-e.g., in an IBS paper, or a lesson or sermon.

I. PRELIMINARY OVERVIEW

The following steps provide the broad overview necessary for correctly understanding the specific details of the passage. In this stage of the study take careful notes upon which you will draw later in the writing of the paper.

A. Seek to grasp the big picture. Read over the entire passage several times in various versions in light of what you know about the entire book. Without going into great detail at this point, look for clues to answer the questions:

a. Who? The persons involved in the passage?b. What? The issues, circumstances, events?c. When? Time of events, the writing of the book?d. Where? Location of author, recipients, events discussed?e. Why? Purpose of passage, book?f. How? How is purpose accomplished?

B. Determine the tone or atmosphere of the passage. Watch for clues to the mood or emotional climate (despair, thanksgiving, praise, awe, urgency, joy, humiliation, tenderness, concern, compassion, hostility, et al.).

C. Ascertain the literary genre. Watch for clues as to the type of literature as this will affect the interpretive principles to be employed. Types include history, discourse, narrative, parable, poetry, drama, epistle, proverb, apocalyptic, et al. [See IBI for help on interpreting the Bible’s various genres.]


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D. While engaging in this preliminary overview jot down interpretive questions or any apparent problems of interpretation such as word meanings [e.g., what kind of spirits in prison did Jesus address? (1 Peter 3:19)]; grammatical relationships [what kind of condition does 2 Peter 1:10 express: “for if you do these things, you will never fall”?]; or cultural features [what are phylacteries? (Matthew 23:5)].

DON’T NEGLECT THESE STEPS: many of the following procedures help you answer questions and solve problems. You must have a plan as you proceed with your research: what features of the passage require analysis so you can attain a better understanding?

II. IN-DEPTH ANALYSIS

Now the student is ready to conduct intensive study of the passage. The goals are to compre-hend its various details, to solve the problems it presents, to capture its essential structure and overall message, and to arrive at valid contemporary applications.

A. LITERARY CONTEXT ANALYSIS. How does a knowledge of the literary context of a passage open the way to a correct understanding of its significance?

1. Investigate the Immediate Context of the specific passage. Remember to think in paragraphs.

a. Trace the development of thought.

i. What is the theme of the section that precedes the passage for study?ii. What is the theme of the passage being studied?iii. What is the theme of the following section?iv. What is the overall theme of the larger section of which the specific

passage is a part?

b. Structure or logic

How does the specific passage for study develop from the preceding section and prepare for the following one? Explain the relationship between the pas-sage being studied and its preceding and succeeding contexts [see IBI, 164-66 for various structural principles].

2. Study the Context of the Entire Book in which the passage occurs.

a. Become familiar with the entire book within which the specific passage to be studied is located. For smaller books and as time will allow, read it carefully and repeatedly. For large books, make use of introductions and outlines to grasp the overall message.

b. Determine the purpose and plan of the book and how the specific passage fits into this. Are there passages within the book that treat themes similar or parallel to those in the passage for study?


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Conclusion: What have you discovered? How does a knowledge of the literary setting of be passage shed light on its meaning? This is the payoff. Be able to state in clear terms your answer to this question.

B. HISTORICAL-CULTURAL ANALYSIS. How does knowledge of the original historical situation and the writer’s purpose help to illumine the passage for study?

1. Historical background of the book. NOTE WELL that background studies of the entire book are often irrelevant for understanding specific features within a given passage itself. On the other hand, certain background features of the book may contribute to a fuller understanding of a passage. The student must decide what has value and what is worth additional research. For example, a detailed study of authorship and date should be done only when the opening verses of a book are being studied and, therefore, this information sheds light on the pas-sage itself. Do not include this information in the study of a later passage in a book unless crucial to the proper understanding of the passage.

Seek to discover:

a. Who was the author, and what were the circumstances of writing?b. Who were the recipients, their characteristics, and circumstances?c. Why was the book written? What did the author intend to accomplish?(Sources for this include the New Testament text itself as well as various tools listed above.)

2. Historical-cultural analysis of the passage. THIS is normally the major focus of the task of background studies. Typically, an IBS seeks to understand a specific passage.

a. Perform a detailed study of the historical-cultural background of any events, customs, or people referred to in the specific passage. The objective here is to explain features occurring in the passage whose meaning is obscure to mod-ern readers due to our distance from the time and culture of the text.

b. Examples of kinds of issues to research include: worldviews expressed in the text, societal structures, physical features, economic structures, political references, social behaviors, and religious practices, to name a few. [Here is where you seek to discover what phylacteries were or why people went up to Jerusalem from Galilee.]

c. Consult various books listed in the section on tools above, especially parts E., F., G., and H. [plus others listed in IBI, as sources for this information. Also check commentaries and the sources to which they refer.

Conclusion: What have you discovered? How does a better understanding of these vari-ous historical and cultural features of the passage shed light on its meaning? This is the payoff. Be able to state in clear terms your answer to this question.


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C. LEXICAL ANALYSIS - word studies

1. Review of important principles

a. Any Bible study requires an understanding of the meaning of the words in a passage.

b. Words rarely have one, single, correct meaning, but rather cover a range or (semantic) field of meaning. In addition, the fields of various words often overlap, resulting synonymy.

c. Words change meaning through various historical processes. Don’t get hung up on the “original meaning” or “basic, root meaning” fallacy. [The original meanings of prevent or hussy are irrelevant to current English usage.]

d. The single, most crucial and important determiner of the meaning of a word is its use in a given context. Never assume a word has the same meaning throughout the Bible, within a Testament, or even for a given author. [The word faith has different meanings for different NT writers.] Never assume a word meant the same thing to a biblical writer as it did to an ancient Greek author or as that word means today. [Paul did not intend modern connota-tions of the English word ‘dynamite’ when he said that the gospel was the dynamis (power) of God for salvation in Romans 1:16.]

e. The goal of a word study is to discover what the author meant by using a giv-en word in a given context.

2. Choosing words to study. The student must be selective. All words are not equally important. What do you need to know? The following are criteria to employ:

a. Study difficult words: those whose meanings are hard to understand or that various translations render in different ways

b. Study crucial words that:

i. Express main idea of the passage or on whose meaning the point of a pas-sage hinges [if you miss it, you miss the crucial element]

ii. Are theologically significant or loaded [don’t assume you understand]iii. Used frequently in passage [is the meaning consistent or is there a play on

the word?] iv. Express a large concept [salvation; faith; sin]

c. Study figurative words that picture an idea [light/darkness; heart; redeem] d. Study rare words [authenein (have, usurp authority) in 1 Timothy 2:12]

3. Performing a word study (These steps are guidelines for doing a word study, but not a rigid format to be followed in writing up your study in an IBS!)

a. Determine the possible meanings of the term at the time it was written.


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NOTE: this is a subjective part of your study in which you depend heavily upon secondary sources. Probably the first task, Lexicon study, carries the most weight. Seek to “get a feel” for the remaining steps, especially through the sources listed above under C.-Lexical tools: 2,3,4.

i. Lexicon study. Look the word up in the lexicons to determine the range of meanings which this word had in NT times. ( See book list, C.-Lexical Tools, 1, 5.) [Hint: don’t resort to “substandard” lexica for this informa-tion. Many others exist but are often unreliable or out of date.]

ii. Concordance study

(a) Determine how this word is used in the NT overall and the book under study. (b) See if this author has a distinct pattern of usage. (Book list, B.)

iii. Synonym study

(a) Determine the distinctive meanings of the synonyms the author could have used. (b) How does a comparison of these synonyms sharpen the understanding of these terms?(c) Does the author use this word with its distinctive meaning in view in this passage? (Consult tools-C.2-4.)

iv. Septuagint study (quickly review what you find in C. 2-4)

(a) What was the main meaning of the Hebrew words that this term was used to translate in the LXX?(b) Did the LXX usage reflect any specific patterns, distinctive meanings, or special biblical concepts?(c) Does the New Testament use of this word reflect LXX influence?

v. Non-Biblical study (again, only a quick review is needed; see C. 2-4)

a) Determine the ways in which the word was used in the writings and everyday speech in New Testament times.b) See if there was one or more predominant uses.c) See if there was any change in the meaning of the word during the course of history.d) Note any significant facts that illustrate or help make clear the meaning of the word in the passage being studied.

b. Determine the meaning of the term in the specific passage.

i. Use common sense. Do not opt for an unusual meaning unless the context demands it.


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ii. Give priority to the dictates of context, but in this order-the immediate context of the passage, the context of the specific book, the context of the same author in another book(s), and finally the context of the NT.

iii. Choose the meaning that fits the literary genre, atmosphere, and author’s purpose as you have determined them in your previous studies.

iv. Support your choice with specific reasons-why is this the most likely meaning of the word in this context?

Conclusion: What have you discovered? How does knowledge of these important words shed light on the meaning of the passage? This is the payoff. Be able to state in clear terms your answer to this question. Relate the meaning of each word you studied to the passage under study. What contribution does this lexical study make to the interpreta-tion of the passage?

D. STRUCTURAL-GRAMMATICAL ANALYSIS. How are the basic ideas in the passage related to each other? The purpose of this study is to determine grammatical features that are significant for interpretation. It must be remembered that not all grammatical elements are worthy of inclusion. (Although many of the following grammatical features can be observed in the English text, greater precision in grammatical matters requires a knowledge of the Greek language.) Doing an IBS assumes that English versions are the basis for study. At the same time, the tools listed in section D. above provide substantial help even to the student not knowing Greek. These are the kinds of features to observe to see if they aid interpretation.

1. Note the force of the verb forms. Especially note changes or consistency of use in the specific passage.

a. Time of action—past, present, futureb. Kind of action—continuous and viewed as a process; pointed and viewed in

its entirety; or completed resulting in an ongoing state of affairs.c. Mood of action—does author make a statement, ask a question, give a com-

mand, express possibility, make a wish or prohibit some course of action?d. Voice of action—is subject acting, being acted upon, or does the verb describe

a state of being?

2. Evaluate the types of connectives used. Especially observe whether these join coordinate (equal, independent) parts of the sentence or a subordinate (dependent) part to an independent part.

a. Temporal or chronological connectives showing when? (after, as, as long as, before, henceforth, meanwhile, now, since, then, until, when, whenever, while, etc.)

b. Local or geographical connectives showing where?

i. Place: where, beside, upon, above, under, below, on, over, at, etc. ii. Direction: to, toward, from, etc.


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c. Logical connectivesi. Continuative: also, and, besides, both…and, furthermore, indeed, likewise,

moreover, not only…but also, whereupon.ii. Contrast: although, but, however, much more, nevertheless, not only…but

also, notwithstanding, otherwise, still, whereas, yet iii. Purpose: in order that, so that, thativ. Result: as a result, consequently, hence, so, then v. Inference: therefore, thusvi. Reason (cause): as, because, for, inasmuch as, since, whereas, whyvii. Condition: as if, as though, if, lest, provided, providing, unless

viii. Concession: although, insofar as, notwithstanding, in spite of the fact that, though, unless, while

d. Modal connectives showing how?

i. Agency or means: by, through, by means of ii. Manner: asiii. Comparison: also, as, as…as, as…so, indeed, in fact, just as…so, likewise,

moreover, so also, so as, thaniv. Example: for example, indeed, in fact, namely

e. Emphatic connectives: indeed, only

3. Consider other grammatical elements to identify any items significant for interpretation.

a. The relation of subject to verb. The subject may be a noun, pronoun, infini-tive, gerund, or dependent clause.

b. The relation of verb to predicate, which might involve a direct object, indirect object, predicate noun, predicate adjective, or an adverb.

c. Modifiers-adjectives, participles, adverbs, articles, demonstrative pronouns, prepositional phrases, and adjectival and adverbial clauses.

d. The relation of preposition to object.e. Whether nominals (nouns, pronouns, substantives) are singular or plural.

Watch for changes in number.f. The antecedents of all pronouns.

Conclusion: What have you discovered? From the grammatical items investigated in the above steps (1-3), select for inclusion in your IBS paper only those that are import-ant for understanding the passage. Label each selected grammatical item according to the above categories and state how it helps to understand the meaning of the passage. How does a knowledge of the grammar of the passage shed light on its meaning? This is the payoff. Be able to state in clear terms your answer to this question.


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III. INTERPRETIVE PROBLEM SOLUTION

A. What are the “interpretive problems” of the passage? Produce an actual list of what you believe to be the major problems that the passage presents for interpreters.

1. Most should be apparent from your study. In fact, to the extent that you identified key problems at the outset of your study, much of your research up to this point has been geared to gathering data for their solution.2. In case you have failed to detect other major problems, read the commentaries and note their discussions.

B. For each major problem, determine the principal alternatives or interpretive options. Marshal the evidence for and against each option.

1. Draw upon your prior studies-literary context, historical or cultural background, words, grammar-for data to consider.2. Consult other sources that defend the various alternatives. Assess how they argue their positions, especially in light of your own study. [Obviously, commentaries are primary sources here.]3. If you discover that you do not have all the information you require to arrive at a reasonable solution to a problem, you may have to engage in further research.

C. Solve each problem. Cite the evidence to support the view that seems most reasonable to you, or the one that seems to you to involve the fewest problems. The point here is not merely to cite what other ‘experts’ say; it is to argue the case for the best alternative yourself!

IV. SYNTHESISNow you must step back to view the entire picture that emerges as the result of all your de-tailed analyses. One method of synthesis pictures the structure-an outline. Another is a prose verse-by-verse analysis of the meaning of the passage. A third approach synthesizes the major theology or doctrinal themes that emerge from this portion of God’s Word.

A. Devise a content (analytical) outline that reflects the structure of the passage itself. This seeks to reproduce the biblical author’s structure, not one that the student imposes on the text!

1. Determine the central theme or subject of the passage: what may be termed the “big idea” of the passage. Employ this as the title of your outline.

a. This title should be a comprehensive statement of the integrating theme of the entire passage, yet stated concisely.

b. This becomes the subject of the outline and serves as the unifying factor which ties the main points of the outline together. NOTE: if it becomes clear as you proceed that the main points of the outline (the Roman numerals) do not, in fact, develop this subject, then you must revise the title so it does govern the entire outline.


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2. Determine the main sections or natural divisions of the passage. What are the main breaks in the passage? Where does the argument turn and take a new direction? These divisions determine what will require summary as main points.3. Determine the central theme or subject of each of these major divisions.

a. Each of these titles should be a comprehensive summary of this section, yet stated concisely.

b. These titles become the main headings of the outline (i.e., I., II., III., etc.).c. These titles should each be specifically related to the subject or title of the

whole passage. Together they trace how the subject is developed in the pas-sage. They should summarize the passage.

d. These main titles should all be expressed as complete sentences.

4. Using the same method determine the sub-sections and sub-sub-sections of each main section and assign titles to these.

a. These sub-headings show how the thought is developed within each main heading.

b. All sub-headings within a main section (or sub-sub- headings within a sub-section) should be expressed in similar type wording, but the type of wording may vary from one main section to another (or from one sub-section to a sub-sub-section).

5. Other suggestions

a. Use your own wording for subject of passage and outline points. Do not mere-ly employ the biblical wording. This represents your synthesis.

b. Follow the verse order of the text. The outline traces the author’s thought and should move from start to finish.

c. Do not use a point 1. unless you follow it with a 2. or use an a. unless a b. follows, etc. In other words you do not subordinate unless you have at least two sub-points.

d. Indicate the chapter and verse divisions.

B. Comprehensive Summation

Write a comprehensive summary of the message of the passage showing insights gained by all the steps of your study. This constitutes your understanding of the meaning of the passage. In other words, interpret the passage verse by verse incorporating the signif-icant insights learned by your research. Beware of making this too general or only an overview. This should be in depth and comprehensive.

C. Theological Summary

1. Identify the main doctrinal themes which are dealt with in this passage. You may use as guides the following categories suggested by systematic theology, but you


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need not feel restricted by these terms or labels. You list what you have discovered to be the author’s main contributions to your understanding of theology.

Scriptures Angels SalvationGod (Trinity, the Father) Satan and Demons SanctificationJesus Sin ChurchHoly Spirit Humanity Eschatology (the Future)

2. Explain what this passage specifically teaches about each of the theological subjects you have listed.

V. APPLICATION

Draw proper applications of the truth of the passage. God’s Word is not simply to be under-stood intellectually; it must be appropriated experientially. [See the extensive instructions in Chapter 11 of IBI, pp. 401-26.]

A. Application must be consistent with and flow out of the valid interpretation of the passage. You may not suggest application until you have settled on interpretation. Application has little or no authority unless it puts into practice what a passage genuinely teaches.B. The twentieth-century application must correspond in principle to the New Testament application. The application for today must be consistent with the text’s original intentions.C. Application should be personal, concrete, and specific-apply the word to particular life situations and relationships. A general ‘we should all love one another more consistently’ provides little help for life. Note how the biblical writer applies love, e.g., 1 Jn 3:16-18.


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OUTLINE FOR WRITING AN INDUCTIVE BIBLE STUDY PAPER

In some seminary courses you will be required to write an Inductive Bible Study of an assigned pas-sage in which you organize and present the fruits of your study. The following should be the headings under which you organize your paper. The goal is to present your interpretation, but in such a way as to stress the various steps to be sure that interpretation and application grow out of valid research and analysis. This is the place to “put all the cookies on the bottom shelf.” That is, you must show the reader what he or she must know in order to understand this passage correctly, and, at the same time, the steps you went through in order to arrive at your understanding. So you must gather your data thoughtfully and decide, within the limits imposed for the paper, what data you will report. You must be selective. The major principle of selection must be the answer to this question: what insights are crucial for a correct understanding of the meaning of the passage?

Use the following headings in discrete sections for your paper:

1. Literary Context of Passage.2. Historical-cultural Background.3. Word Studies.4. Grammar Studies.5. Solution of Major Interpretive Problems.6. Analytical Outline.7. Interpretive Summary [NOTE: this has two sections that grow out of your prior research]

a. Comprehensive summation of the meaning of the passage showing insights gained by all the steps of the inductive study.

b. Summary of teaching on individual areas of doctrine in the passage.

8. Application.

Permission granted. Material supplied by Dr. Craig L. Blomberg to be included in his recorded lecture series on New Testament Survey: Epistles and Revelation. This becomes a part of the Syllabus for the course.

nt508: new testament survey: epistles and...

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