Knowable Word

Helping ordinary people learn to study the Bible

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Dos and Don’ts for Teaching Children the Bible

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John Wells has a helpful article on teaching children the Bible. He gives 4 things to avoid and 5 things to embrace.

Don’t:

  1. Teach narratives as moralistic fables
  2. Use excessive extrapolation and subtext
  3. Imply prosperity theology
  4. Exclude non-narrative genres (letters, prophets, poets)

Do:

  1. Read and talk with your children about the Bible
  2. Give them the full Scripture, not just children’s Bibles
  3. Teach them to think through paragraphs in the letters
  4. In narrative, read the whole story and then ask questions
  5. Be okay with not knowing the answers to all their questions

I think Wells overstates his case at a few points. For example, his first “don’t” almost sounds like the Bible doesn’t teach ethics (but it does). And his second “don’t” misses an important part of interpretation: Putting yourself there, and using your imagination to picture the scene. In arguing against an extreme situation (ignoring the text in favor of one’s own interpretation), Wells might react too far the other way.

But that said, I heartily agree with most of what he says. Give your children the Bible, not just children’s Bibles. Give them the whole Bible. Teach them to read, think, study, and apply. Show them Jesus. You can read the full article for more explanation of each point.

Check it out!

How to Give Effective After-the-Fact Feedback to a Trainee

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I’ve written about how to coach a Bible study apprentice before and during a small group Bible study meeting. Once the meeting is over and you meet to debrief, what should you cover?

The Dangers

First, don’t be afraid to speak truth. You are coaching this apprentice, after all. Of course you should share evidences of God’s grace and highlight what went well. But don’t avoid sharing what could improve for the future.

Second, avoid the urge to criticize everything that went wrong, even if you’ve got an exceptionally teachable apprentice who asks you to speak frankly. Don’t do this to your apprentice because God doesn’t do it to you. Imagine how you’d feel if God revealed every weakness, sin, and failure of yours at one time. Even if you just sang, “Take my life and let it be consecrated, Lord, to thee,” the Lord is merciful and compassionate. He instructs us piecemeal over the course of a lifetime. Take the same approach with your apprentice.

Third, avoid the tendency to nitpick. Keep in mind that there are some things your apprentice can never go back and fix. Once they’re done, they’re done; you can help the apprentice to move on by not highlighting all the things that should have been different. Just focus on the things that will help this person to improve.

Gabriela Grosseck (2010), Creative Commons

Gabriela Grosseck (2010), Creative Commons

My Approach

  1. Highlight many things that went well.
  2. Mention one or two patterns for improvement.
  3. End with more positives, focusing on the good results God brought about.

I’ve read some who ridicule this “criticism sandwich” approach (positive-negative-positive) because it can certainly be done in a trite and patronizing way. But when it comes out of love and has real substance to it, this approach helps leaders build influence. Would you prefer for your apprentice to come to your meetings dreading the laundry list of failures to be aired once again, and expecting to be labelled as weak if offense is taken? Or would you prefer for the apprentice to come with delight and eagerness, knowing that much profit and encouragement will come from the feedback offered?

Let me explain the process a bit further:

  • Be as specific as possible with the encouragement. Don’t settle for “it went well.” Be ready to show the apprentice what went well. For example, “The way you transitioned us from mingling to the beginning of the study was really clear. Everyone knew what to expect.” Or, “I know that Sam can be overly talkative. When he went off on his uncle’s latest surgery, you did a great job hearing him with compassion while also drawing his attention back to the topic at hand.”
  • Notice that point #2 is about mentioning patterns for improvement. If a single mistake was made, let it go. Perhaps the apprentice already noticed it and will self-correct. But if a pattern of the same mistake kept occurring, talk about it. And pick just one or two of these patterns to reflect and ask the apprentice to work on the next time.
  • Make sure you end by making much of God, not the apprentice. In part 3 of the feedback, focus on the tangible results you saw from the apprentice’s leadership of the meeting. For example, “When you asked your final application question, Robert really perked up. I think the Lord was working in him, and he used your question to get Robert’s attention!”

Not My Approach

I can’t take credit for this threefold approach to offering after-the-fact feedback. I learned it from others, and we can see it in the Scripture. For example, look at John’s approach to offering feedback in his third letter. John wrote a prior letter to a congregation of Christians (2 John), but this letter was ill received by some. John has some feedback for one of the leaders to help him address these issues for the good of the church.

  • 3 John 1-8: John gets very specific about what has gone well. Fellow believers have testified to Gaius’s firmness in the truth (3 John 3). Gaius stands firm also in love (3 John 5), shown by his welcoming of missionaries and sending them out refreshed (3 John 6-8).
  • 3 John 9-10: John highlights a persistent pattern that must be addressed. Diotrephes, presumably another leader in the church, promotes himself, disregards John’s apostolic authority, and speaks slanderous nonsense. He doesn’t welcome missionaries, and he coerces others to shun those who do. Something must be done. John will deal with it when he comes, but perhaps his letter seeks to embolden Gaius to steadfastly oppose this wrongdoing in the meantime.
  • 3 John 11-15: John closes with evidences of God’s grace within the church. Another man named Demetrius has a strong reputation for goodness and truth. John affirms this reputation, possibly suggesting Demetrius as a replacement for Diotrephes on the elder board. Regardless, an in-person meeting will take place between John and Gaius, and many greetings are sent Gaius’s way. Though the problems may not be ignored, Gaius has much to be encouraged about.

Developing Laborers

In training Bible study apprentices, we strive to raise more laborers for the harvest. We aim to encourage and strengthen them in their labor. And we want to keep them aware of one or two things they can practice for improvement. Such clarity in our training will root them in the gospel, motivate them to lay down their lives, and enable them to overcome adversity. And with such personal training, the Kingdom of God advances in the earth.

Vern Poythress on OIA Bible Study

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I was delighted when Dr. Vern Poythress, professor of New Testament interpretation at Westminster Theological Seminary, was willing to endorse my book Knowable Word with the following kind words:

Here is an excellent practical guide to interpreting the Bible. Krol has thought through, tested, and illustrated in a clear, accessible way basic steps in interpreting the Bible, and made everything available in a way that will encourage ordinary people to deepen their own study.

I’m equally delighted to see that he believes enough in the OIA method of Bible study to write about it himself. From Crossway’s blog:

In the simplest form, we sit down and read the Bible with a focus on the fact that God is present and speaks to us through what we read. We consider a three-step approach to studying the Bible. The three steps are observation, elucidation, and application.

Observation answers the question, “What does the text say?” Elucidation answers the question, “What does it mean?” Application answers the question, “What does it mean to me?”

Of course, you’ll see Poythress uses the term “elucidation” instead of “interpretation,” but he clearly means the same thing.

Poythress illustrates the method with a brief discussion of 1 Samuel 22 before concluding with the value of these three steps:

Breaking the study of the Bible into three steps, rather than seeing it as all one process of interaction, has an advantage. We all have weaknesses and biases in how we look at Scripture. The three steps help people not to overlook one or more aspects of interpretation as they hurry to get to their favorite part.

One person loves application, and tends to leap into it without taking time to think through what the passage is really saying. Another person avoids application, and tends to think and think and think without ever acting on the message. By contrast, James tells us that we should make sure that we act on what we hear: “But be doers of the word, and not hearers only, deceiving yourselves” (James 1:22; see also vv. 23–27). Still another person reads and reads, without asking himself about what it means or how it applies. He remains largely on the level of observation.

The division into three steps encourages people to look at the passage in several ways, and not to neglect aspects that they tend to minimize.

Poythress gives evidence of what I’ve written before: “The OIA method has many benefits. It teaches us to hear the text and respond to it. It trains us in critical thinking and clear communication. It interests post docs, preschoolers, and everyone in between. It can be learned in five minutes and perfected over a lifetime.”

Poythress’s full article is worth a few minutes of your time. Check it out!

Blessed is He Who Comes in the Name of the Lord

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When Jesus entered Jerusalem, shortly before his execution, why did the crowds quote from Psalm 118? “Hosanna! Blessed is he who comes in the name of the Lord!” (Mark 11:9). In the Commentary on the New Testament Use of the Old Testament, Rick E. Watts states:

Although the evidence is late, its widespread nature suggests that Ps. 118 was sung during the Second Temple era on Passover Eve and subsequently integrated into other feasts in which Ps. 118:25 [“Save us!” = Hosanna] was recited.

Lawrence Lew (2007), Creative Commons

Lawrence Lew (2007), Creative Commons

So, as Jesus entered Jerusalem for that last Passover feast, Psalm 118 would have been on worshipers’ minds. No wonder Jesus also quotes from the Psalm a few days later while disputing the religious leaders (Mark 12:10-11). To understand Jesus’ triumphal entry, his passion week, and Good Friday, we should get a handle on this Psalm.

Observation

Psalm 118 has more repetition than most psalms:

  • Let so-and-so say, “His steadfast love endures forever” (Ps 118:2,3,4)
  • The Lord is on my side (Ps 118:6,7)
  • It is better to take refuge in the Lord that to trust in… (Ps 118:8,9)
  • In the name of the Lord I cut them off (Ps 118:10,11,12)
  • They surrounded me (Ps 118:11,12)
  • The right hand of the Lord (Ps 118:15,16)
  • You are my God (Ps 118:28)

All this repetition gives the psalm a lilting, chanting feel. You can imagine the energy and rhythm carried throughout.

We find the most significant repetition in verses 1 and 29. The psalm begins and ends with the same statement:

Oh give thanks to the Lord, for he is good; for his steadfast love endures forever.

These bookends highlight the psalm’s main purpose: To recruit others to give thanks to the Lord. Why?

  1. For he is good.
  2. For his steadfast love endures forever.

Structure: Digging deeper, we can see the psalm following these thoughts in its very outline:

  1. Introduction: Let all who worship the Lord give thanks – 1-4
  2. For he is good – 5-18
  3. For his steadfast love endures forever – 19-28
  4. Conclusion: Give thanks to the Lord – 29

Interpretation

Why is there so much repetition of short phrases? Clearly, the poet wants the people to join him in giving thanks. He tries to whip up the crowd, and he does so with a poem, a few mantras, even a song. He says it explicitly in verses 14-15:

The Lord is my strength and my song; he has become my salvation. Glad songs of salvation are in the tents of the righteous.

While Ps 118:5-13 describes the Lord’s salvation for this distressed king, out among the nations and fighting the Lord’s battles, Ps 118:14-18 shows him including the crowds in his celebration.

So in Ps 118:19, a homecoming parade begins at the city gates. From Ps 118:22-23, the pronouns shift from singular (I) to plural (we), so the crowds have joined the parade. In Ps 118:26, the parade makes its way to the temple, from which the priests call down a blessing on this returning, conquering king. And the parade continues into the temple complex, up to the altar of burnt offering, where they give thanks for the festal sacrifice (Ps 118:27).

The parade climaxes with the offering of a substitute for king and people. The king didn’t die among the hostile nations (Ps 118:10,17). The people didn’t die; God is building them up around the cornerstone of their king (Ps 118:22-24). But the festal sacrifice dies in their place so they can shout, “You are my God…You are my God” (Ps 118:28).

Main Point

Oh give thanks to the Lord, for he is good (saving the king from his distress); for his steadfast love endures forever (causing the people to join the king’s celebration).

Connection to Jesus

Can you see any parallels yet between Psalm 118 and Jesus’ passion week? He rode into Jerusalem like a conquering king (Mark 11:7-10). The crowd joins the homecoming parade.

Yet his true distress is yet to come. He is not threatened by the hostile nations, but by his own people. Upon entering the city, he makes a beeline for the temple (Mark 11:11), but he finds no celebration. Instead of blessing him, the chief priests try to trap him (Mark 11:27-12:44).

Instead of a celebrating a climactic festal sacrifice, Jesus must himself become the festal sacrifice. If the people are to rejoice in the day the Lord has made, this king must die.

Application

  1. On this Good Friday, please remember what kind of savior Jesus had to be. His distress brought you a song. He died, so you could live. He was disciplined, so you could become sons and daughters of God.
  2. Turn your distress into song. Life is hard, and distress is real, but Psalm 118 gives you a way forward – a way to turn your distress into song. Though distress is real, it is better to take refuge in the Lord than to trust in presidential primaries. Remember often and recount the Lord’s salvation, and see if that doesn’t put your distress in perspective.
  3. Join the parade. Though our faith focuses on one man’s death for all the people, Christianity is not ultimately a funeral march but a homecoming parade. If the music or the children are too loud in your church, it might mean you’re not vigorous enough. Please try to keep up when we worship the Lord Jesus, the blessed king who has come in the name of the Lord.

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Ecclesiastes Introduction Overview

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David Kieffer has a good overview of the book of Ecclesiastes on his blog. Here’s a taste:

When Solomon asked for wisdom God gave it abundantly! Royal court officials and foreign dignitaries marveled at Solomon’s wisdom. “[Everyone] perceived that God’s wisdom was in him.” (1 Kings 3:28). Though Solomon never asked for wealth and honor; wisdom landed him on top of the world — financially, politically, and socially!

It’s remarkable that the person most qualified to sing Wisdom’s praises instead warned us about its limitations. Solomon wrote, “I applied my heart to seek and to search out by wisdom all that is done under heaven. It is an unhappy business… a striving after the wind. For in much wisdom is much vexation, and he who increases knowledge increases sorrow.” (Ecclesiastes 1:13,17-18)

Wisdom’s limitations present unsettling news for hope seekers…

As a young adult, a few people tried to warn me about wisdom’s limitations. When they suggested my search for understanding might lead to frustrated uncertainty, I thought them jaded or faithless. But then life’s unexpected twists and turns led me to the precipice of my vain assurance and I fell to humbler ground. I realized I might never understand why certain bad things happen. Soon afterward, Solomon became my empathetic friend. He shared my sense of futility — “Meaningless, Meaningless…utterly meaningless!” 

Unexpected comfort comes when we realize the Bible doesn’t conveniently dismiss life’s most troubling dilemmas. In fact it often silences those offering easy answers to allow space for frustrated voices to wail. Even Jesus wailed, “My God, My God why have you forsaken me?” from the cross (Matthew 27:46).

I differ with Kieffer on his sharp distinction between proverbs and laws, but I confess it puts him in good company. I’ve written about R.C. Sproul’s “proverbial peccadillo” on this very point.

But as for his broad overview of the message of Ecclesiastes, Kieffer’s full article is well worth checking out.

How to Coach a New Bible Study Leader During the Meeting

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I’ve encouraged you to be a coach, not a lifeguard, when your apprentice begins leading Bible studies. Last week, I explained how to do this when helping the apprentice prepare for the meeting. But what does it look like to do this at the meeting itself?

John C. Baker (2013), Creative Commons

John C. Baker (2013), Creative Commons

A lifeguard looks for failure; a coach encourages success.

A lifeguard is vigilant, on edge; a coach inspires.

A lifeguard demands attention; a coach demands excellence.

A lifeguard rescues; a coach stays on the sidelines.

What does this mean for you, the coach, during the Bible study?

1. Follow the Leader

Let the apprentice decide when to make transitions (for example, from mingling to beginning the discussion). If the apprentice looks to you to signal a transition, just sit there patiently looking back. Respond quickly to the apprentice’s leadership; don’t drag your feet if you would have done it differently.

2. Plug Some Gaps

If the apprentice asks a question that meets with silence, suggest a possible answer. Don’t revert to “teaching mode”; just offer an answer to help reignite discussion. Don’t sit there like a sack of potatoes; take part just like everyone else.

3. Clarify When Necessary

If the apprentice asks a confusing question, respond respectfully with a clarifying question. “When you ask how this applies to our lives, are you asking about Jesus’ parable or the disciples’ response to it?”

4. Be Okay with Silence

Participate, but don’t dominate. If the apprentice asks a poor question, and the discussion falls flat, don’t rephrase the question or ask a different one. Let the silence sit, and let the apprentice figure out how to recover. Moments of awkward silence generate terrific coaching opportunities later when you meet to evaluate the meeting.

5. Act Normal

It’s okay if group members know you are coaching the apprentice. But they shouldn’t feel excluded, as though you and the apprentice have a secret, non-verbal code between you. Avoid too much body language or conspiratorial collusion in the corner of the room. Just act normal; you’ll have plenty of time to evaluate and instruct when you meet with the apprentice one-on-one.

If you want the apprentice to learn to lead, you must give the apprentice room to lead. Go ahead and call the plays in advance. But once it’s game time, you get to watch your team do its thing. You could be the sort of coach who shouts and gets mad during the game, but why would you want to? Better to simply let the games reveal what to work on in practice.

Don’t Apply the Bible?

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Crossway’s blog has a provocative article by David Mathis, who argues that practical application can sometimes be a red herring that distracts us from careful Bible study.

So then, is it right to think of “application” as an everyday means of God’s grace? Is this a spiritual discipline to be pursued with every Bible encounter? The answer is yes and no, depending on what we mean by application.

Good teachers have claimed that every encounter with God’s Word should include at least one specific application to our lives—some particular addition, however small, to our daily to-do list. There is a wise intention in this: pressing ourselves not just to be hearers of God’s Word, but doers. But such a simplistic approach to application overlooks the more complex nature of the Christian life—and how true and lasting change happens in a less straightforward way than we may be prone to think.

Mathis goes on to argue that Bible study doesn’t always produce specific additions to our daily to-do list. Often, it should produce astonishment at who God is, and worship. Such astonishment and worship change us on the inside. And we will see specific change on the outside after only long periods of reflective astonishment.

Mathis makes some important points, and I don’t disagree with him. However, terminology can trip us up. Mathis argues against daily “application,” which he considers a red herring, but he narrowly defines “application” to include only detailed behavioral changes. He offers the substitute of astonishment and worship as a better daily practice.

But in the process he almost replaces one kind of application (hands) for another (heart). He argues against overly ethical application (too much focus on the hands), but seems to suggest an overly pietistic application (too much focus on the heart). I humbly suggest both approaches are imbalanced; we should regularly do both. In addition, let’s not forget also to apply the Bible to our heads. Remember the application matrix, which enables us to stretch our application into every category.

So I’m happy to recommend Mathis’s article to you. But when he writes of “the red herring of Bible application,” hear him describing, not application itself, but “the problem with focusing exclusively on hands application.” Don’t ever remove “application” (hands, head, and heart) from your Bible study. And with this clarification, the article is right on target.

Check it out!

How to Help Someone Plan a Bible Study

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Studying the Bible and leading a Bible study are not the same thing. Though they’re composed of the same raw materials, the order of events makes all the difference.

When I study the Bible on my own I follow the steps (roughly) in order:

  1. Observe
  2. Interpret
    1. Ask questions
    2. Answer questions
    3. Determine the main point
  3. Connect the main point to Jesus
  4. Apply

Of course, it’s organic and cyclical. But the workflow generally moves in order through these steps (see the OIA infographic).

Workflow

Ian Ruotsala (2010), Creative Commons

But when I lead a Bible study, I arrange the same steps in a different order:

  1. Launching question introduces the main point.
  2. Opening application.
  3. Observation and interpretation questions are all mixed up.
  4. Determine the main point.
  5. Connect the main point to Jesus.
  6. Application questions.

When Bible study apprentices are ready to begin leading studies (the “You do; I help” stage of training), I make sure to help them see the difference. In our private study, we begin with a blank page. But in public teaching (including small group discussions), we begin with a nudge in the right direction. In all settings, public or private, we listen to the text and don’t presume upon it. And as leaders, we can help group members also to listen carefully to the text.

So when I meet with an apprentice to prepare the next Bible study, I have a few goals. The preparation meeting usually follows this agenda:

  1. Study the passage together and reach agreement about its main point.
  2. Come up with specific applications for ourselves.
  3. Come up with some application questions for the group.
  4. List a few observation and interpretation questions that will help the group reach the main point.
  5. Craft a strong launching question that will plant the seeds of the main point in the study’s opening minutes.

By the end of the meeting, I want the apprentice to have enough material to create a set of leader’s notes. I offer much direction to make this happen. But after doing this for a few months, the workflow passes through a series of phases:

Phase 1 (should have happened by now): I create the leader’s notes, but we meet to discuss them before the study.

Phase 2: Apprentice and I meet to create the leader’s notes together.

Phase 3: Apprentice creates the leader’s notes without me, but then we meet to discuss them.

Phase 4: Apprentice creates the leader’s notes without me, but emails them to me for feedback before the study. In this phase, my regular meeting with the apprentice focuses on shepherding the people (discussing how they’re doing, next steps, etc.).

Phase 5: Apprentice leads the study, and I never see the notes. I now give feedback on the study itself, only after the fact.

The point here is for the apprentice to have a steady increase in responsibility, along with a steady decrease in oversight. The details may look different for each person, but the key is to keep moving forward. And this movement should be gradual. If you go right from Phase 1 to Phase 5, most apprentices will feel abandoned and disheartened.

As the apprentice masters each phase of responsibility, we move into the next one. Such visible progress inspires and builds trust.

Help With Teaching Through a Book

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I’ve been digging a podcast from The Gospel Coalition called “Help Me Teach the Bible.” In this podcast, Nancy Guthrie interviews proven Bible teachers who have expertise in a particular book of the Bible. The interview’s goal is to help other Bible teachers to teach through that book.

Because each podcast episode typically focuses on one book of the Bible, you don’t have to listen to every episode to find something you want to hear about. I’ve been jumping around, listening to episodes on books I’m studying: Mark, Ephesians, Daniel, Job.

I’ve been impressed, and I’ll be checking this resource when I get ready to study a new book of the Bible.

Check it out!

Passing the Leadership Baton

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As you raise up a new Bible study leader, the time will come for you to enter the third stage of training: You do, I help. At this point, you hand over the meeting’s leadership and let the apprentice have at it. Because your apprentice has demonstrated much faithfulness and readiness to advance, you may be tempted to jump too quickly to the fourth stage (You do, I watch). Or, you might suddenly feel greater fear of failure and be tempted to clamp back down.

noheadlights (2012), Creative Commons

noheadlights (2012), Creative Commons

So this transition needs some delicacy as you hold competing values in tension.

1. Take risks, but don’t be foolish

Face it: You don’t know how the apprentice will do. That’s okay, and that’s the risk of training. It would be simpler to continue leading yourself, but you know it’s not worth it. Handing over leadership is scary and relieving at the same time, so we should prepare for the risk.

However, we’re not jumping off a cliff, blind-folded. If the apprentice is not ready, don’t do it. If a moral failure or clear incompetence comes to light, deal with it. Riskiness may sometimes feel like idiocy, but the two are as different as Jacob and Esau.

2. Be present, but don’t take over

You’re not turning the whole thing over just yet; your apprentice needs you to continue attending the meetings. And as you attend, people will still see you as the leader. And when people see you as the leader, they’ll continue treating you as the leader. And when they treat you as the leader, you’ll fall back into that role like a recovering alcoholic in a liquor store.

You must resist this urge. If someone directs a question at you, deflect it over to the apprentice. As people make eye contact with you, turn your gaze toward the apprentice. Don’t make too many suggestions, even if the apprentice clearly misses what to do next.

Don’t be awkward, of course. You should take part in the discussion just as much as anyone else. Just as much, that is, and no more.

3. Empower, but don’t enable

Make sure the apprentice knows who is holding the baton. Clarify your role: That you will take part in the discussion, but you won’t set the direction. The apprentice has real authority to conduct this orchestra. The apprentice may make different choices than you have made with this group. The apprentice will receive credit for the orchestra’s performance. And the apprentice will be held responsible for anything out of tune.

And if the apprentice offends everyone in the room with an unforeseen lack of discernment, don’t make excuses in the name of delegation. Deal with issues as they arise.

4. Plan and evaluate, but don’t execute

Continue meeting with the apprentice to discuss each meeting. Evaluate the last one, and plan for the next one. Clarify the goals for each meeting, and possibly for each group member. Study the next Bible passage together to develop a main point and some possible applications.

But then let the apprentice pull it off. Be a coach, not a lifeguard. You might call the plays, but you’re not allowed on the field. You can’t jump in for the rescue when things go wrong.

In short, if you keep your grip while passing the baton, you’ll never finish the race.