Method | Knowable Word

Units of Thought in Discourse

January 27, 2023 By Peter Krol

One of the most important observations to make in a passage is the structure. And the way to observe structure is to first identify the parts of the passage (the units of thought) so that you can figure out how those parts relate to one another. In this post I’ll show you some of the ways to recognize the units of thought in a discourse.

What is a Discourse?

Discourse is one of the three text types in Scripture. A discourse is simply a passage where someone is speaking. It could be a speech or sermon. It could be a law code. It could be a letter. It could be a prose prophetic text. But when someone is speaking or teaching, a few particular tools will help us to discern the units of thought in that speech.

Photo by Volodymyr Hryshchenko on Unsplash

Logical Connectors

The first thing to look for is logical connectors. These are words or phrases that signal the movement from one idea to another. Such words include because, since, however, therefore, consequently, for this reason, finally, and many more.

It’s important to observe the use of such logical connectors, but it’s even more important to figure out how they are being used. For example, the word “but” could signal a very narrow and particular contrast between two words (e.g. the contrast between “bronze bases” and “silver hooks” in Ex 38:17). It could signal a larger contrast between clauses (e.g. the contrast between “the patriarchs sold him into Egypt” and “God was with him” in Acts 7:9). Or it could signal a larger contrast between sections or units of thought (e.g. the contrast between “you were” in Eph 2:1-3 and “but God” in Eph 2:4-6).

Noticing these larger, discourse-level transitions (not just word-level or clause-level transitions) helps us to follow the author’s larger argument by identifying his units of thought. For example, in Ephesians, after the blessing of God in Eph 1:3-14, the connector words “for this reason” (Eph 1:15) signal the next section. And there is no discourse-level connector word again until the “therefore” of Eph 2:11. This suggests that Eph 1:15-2:10 are a single unit of thought, explaining Paul’s prayer for the Ephesians to perceive their union with Christ. And the “therefore” section of Eph 2:11-22 explains the practical implications of such union of the entire community with Christ (and therefore with one another).

Transitional and Thesis Statements

In a modern-day sermon, you might hear the preacher say “My first point is…” or “Having seen [the first point], that leads us to consider the matter of [the second point].” These are the sorts of transitional words and phrases speakers use to let their audience know they are moving from one idea to the next. Some biblical discourses do the same thing.

For example, Hebrews 1:4 states a thesis that the Son of God is superior to angels because he has inherited a superior name. Heb 1:5-14 then explains the superiority of the Son, and Heb 2:5-18 demonstrates his superior name. Though there is some application in the middle (Heb 2:1-4), Heb 1:4-2:18 makes one complete unit of thought.

Another example: Eccl 11:7-8 states a thesis that because light is pleasant for the eyes, we ought to rejoice in what God gives and remember that dark days are coming. Eccl 11:9-10 then expands on the command to rejoice in God’s gift of life, and Eccl 12:1-7 expands on the command to remember the Creator before the dark days of old age threaten your joy.

One more example: In the second half of 1 Corinthians, Paul introduces each section with a transitional “concerning [the matters about which you wrote.” These transitional statements clearly inform us how to understand each section, so that we don’t get lost in the details. 1 Cor 7 deals with sexual relationships. 1 Cor 8-11 addresses the matter of food offered to idols. 1 Cor 12-14 covers the topic of spiritual things or spiritual people (the word “gifts” does not appear in the Greek of 1 Cor 12:1 but is added by translators).

Shifts in Content

When distinguishing units of thought in discourse, one final tool to keep in mind is straightforward shifts in content. We see such shifts clearly in Jesus’ Sermon on the Mount where he uses very few direct transitions or connectors. After the blessings (Matt 5:3-12) he discusses salt and light (Matt 5:13-16) and the proper understanding of the Law and the Prophets, against Pharisaic oral tradition (Matt 5:17-48).

Then he does offer a thesis statement in Matt 6:1 to warn us of practicing righteousness before other people, and his shifts in content from giving (Matt 6:2-4) to prayer (Matt 6:5-15) to fasting (Matt 6:16-18) mark the subdivisions under that larger thesis.

Finally, he concludes the sermon with discussion of treasure (Matt 6:19-34), true and false judgments (Matt 7:1-20), and hearing and doing (Matt 7:21-27).

Embedded Discourse

One special type of discourse to watch for is embedded discourse, which is when a speech is placed within another kind of text, such as a narrative. When we’re dealing with embedded discourse, we must not only look for structural markers within the discourse itself. We must also pay close attention to the narrative markers that show the author’s larger purpose.

The Sermon on the Mount is embedded within Matthew’s larger narrative. So while the shifts in content help us to observe structural units of thought within the speech, we must also take note of the narrative frame in Matt 4:23-5:2 and Matt 7:28-29 to grasp not only Jesus’ point but also Matthew’s larger point in recounting the sermon.

Another example: In the Flood narrative, notice the narrative markers “And God said to Noah” (Gen 6:13) and “Then the LORD aid to Noah” (Gen 7:1). Prior to the Flood, God makes two speeches to Noah. We ought not squish them together, as though they were a single set of instructions. The narrator signals that God had two points to make or two sets of instructions for Noah.

Similarly, in Genesis 17, the narrative markers of Gen 17:1, 9, 15, and 22 mark three distinct speeches of God. God had something to say about himself (Gen 17:1-8). Something about Abram (Gen 17:9-14). Something about Sarai (Gen 17:15-21). And then he was done (Gen 27:22). Simply observe how the discourse has been embedded within the narrative, and you have immediately found the main units of thought and thereby the structure.

Conclusion

Discourse texts are some of the most beloved passages in all the Scripture. But we must be careful, for it is remarkably easy to get lost in the details. Employ these four tools—logical connectors, transitional and thesis statements, content shifts, and narrative markers for embedded discourse—to help you find the units of thought, and you’ll be well on your way to grasping the passage’s structure. This matters, because only once you’ve grasped the structure will you be able to draw credible and defensible conclusions about the passage’s main idea.

How to Find the Parts of a Passage

January 20, 2023 By Peter Krol

Your top priority in Bible study is to discern the author’s main point. And to discern that main point, one of the most important observations you can make is the passage’s structure. The structure of the text refers to how the author has arranged of the parts.

However, before you can see an order or arrangement of the parts, you have to be able to identify the parts!

What are the parts?

We can identify units of thought on different scales. What are the divisions of a whole book? What are the parts of each division? What are the paragraphs or stanzas within each part? Ryan addressed some of these different scales when he asked how much of the Bible we should study at a time. Because the skills of observing units of thought carry over from the smaller scale to the larger scale, I’ll address that smaller scale (dividing the text into paragraphs or stanzas) first.

When in doubt, you can begin by following the editors of your favorite translation, who have typically broken up the text into paragraphs or stanzas for you. But different translations have divided the paragraphs or stanzas in different places, so no single committee is always right! For example, take Proverbs 3:27. The ESV handles it as the end of a stanza (Prov 3:21-27), but the CSB treats it as the beginning of another (Prov 3:27-35). I’m inclined to agree with the CSB on this one, on account of the structure of the argument.

How do you recognize the parts?

But how do you go about making such a decision? How do you identify coherent parts or units in the passage without simply dissecting the whole thing like a bin full of Lego minifigure heads? It all depends on the text type.

In a narrative, units of thought are generally defined by scenes. Sometimes (especially in the gospels) scenes contain one complete plot arc—for example, Luke 5:1-11. Sometimes (especially in Old Testament narratives) a single plot arc can stretch over a few scenes—for example, 1 Kings 18:1-46.
In a poem, units of thought are generally defined by coherent metaphors or persons. When the metaphor shifts, or the address shifts from talking about one person to talking to or about another, you may be observing distinct units of thought. For example, Psalm 80 shifts from the metaphor of a saving shepherd (Ps 80:1-3) to that of an angry provider (Ps 80:4-7) to that of a ravaged vine (Ps 80:8-19)—marking three units of thought.
In a discourse, units of thought are generally defined by conclusions and premises. The authors of letters and speeches seek to persuade their audience through argumentation, so they mark their units of thought by means of their conclusions. For example, Heb 1:13 argues that God has spoken by his Son. Heb 1:4-14 argues that this Son is superior to angels. Heb 2:1-4 argues that we must pay closer attention to the Son’s message that we would to the angels’ message. And so on. Track the flow from one conclusion to the next, and you’ll discern the units of thought.

Conclusion

I’m not suggesting a simple one-size-fits-all approach to any of these text types. Such literary analysis can get quite complex and requires careful thought. But if you start with these basic skills, you’ll improve at recognizing when you need to expand your toolset to other sorts of skills as well.

Repeated Words and Titles as a Clue to the Main Point of a Book

January 16, 2023 By Ryan Higginbottom

We’re big fans of observing repetition in the Bible. Just like in our emails and conversations, the words, phrases, and topics we dwell on most are usually at the center of our thinking. We’ve pointed out how this helps us find the author’s main point in a passage of Scripture.

The same is also true for books of the Bible! Since books of the Bible are really just long passages, maybe this isn’t that shocking. But I was a bit surprised how easy this was in the New Testament book of Titus.

Look at the Data

Titus is a short book, so we can read it several times without much effort and uncover the repetition. (For longer or more complicated passages, Bible study software might come in handy. We’ve pointed out the capabilities of both Logos and e-Sword to help in this regard.)

Titles of God

The title of God as “Savior” shows up six times in Titus. Combine that with one occurrence of “salvation” and one of “saved,” and we can see part of what occupies Paul as he writes.

Paul has been entrusted with preaching by the command of “God our Savior” (Titus 1:3).
Paul sends grace and peace “from God the Father and Christ Jesus our Savior” (Titus 1:4).
The submission of bondservants to masters will “adorn the doctrine of God our Savior” (Titus 2:10).
The grace of God has appeared, “bringing salvation for all people” (Titus 2:11).
Living godly lives in the present age involves waiting for “the appearing of the glory of our great God and Savior Jesus Christ” (Titus 2:13).
The “goodness and loving kindness of God our Savior appeared” (Titus 3:4).
God “saved us” (Titus 3:5).
The Holy Spirit was “poured out on us richly through Jesus Christ our Savior” (Titus 3:6).

The titles used to refer to anyone (especially God) are important details in a passage. So when a title is repeated this often in three little chapters, we should take note.

Good Works

The other repetition that jumped out at me in Titus was the idea of works or good works. I count eight occurences.

The unbelieving profess to know God but “deny him by their works” (Titus 1:16).
Because they deny God, these unbelievers are “unfit for any good work” (Titus 1:16).
Paul charges Titus to be a “model of good works” (Titus 2:7).
Jesus gave himself (in part) to purify a people “who are zealous for good works” (Titus 2:14).
Titus is to remind his people to be “ready for every good work” (Titus 3:1).
God saved us “not because of works done by us in righteousness” (Titus 3:5).
Those who have believed in God should “devote themselves to good works” (Titus 3:8).
Paul wants “our people” to “devote themselves to good works” (Titus 3:14).

Putting Pieces Together

Noticing the repetition of these two ideas is not enough to produce a main point for the book of Titus. These data points are essential, but we have merely observed so far; it takes the additional work of interpretation to take the next step.

Epistles, more than other books in the Bible, sometimes contain a purpose or summary statement. This is not true of all epistles, just like it is not true of all our conversations or emails.

There are two short sections of Titus that involve one or both of our repeated ideas and which might function as a summary of Paul’s letter.

For the grace of God has appeared, bringing salvation for all people, training us to renounce ungodliness and worldly passions, and to live self-controlled, upright, and godly lives in the present age, waiting for our blessed hope, the appearing of the glory of our great God and Savior Jesus Christ, who gave himself for us to redeem us from all lawlessness and to purify for himself a people for his own possession who are zealous for good works. (Titus 2:11–14)

The saying is trustworthy, and I want you to insist on these things, so that those who have believed in God may be careful to devote themselves to good works. These things are excellent and profitable for people. (Titus 3:8)

Stayed tuned, for in a future post I plan to use the observations here to produce an interpretive overview of Titus.

The Art of Observing What’s Not Said

January 13, 2023 By Peter Krol

We’ve mentioned it a thousand times: When we observe a passage of the Bible, we’re trying to figure out what it says. However, sometimes we won’t fully grasp what it says without first observing what it doesn’t say. Ryan has made this point in two recent posts with respect to characters’ names. But what’s not said applies to many other types of observation as well. Here are three examples.

Example #1: Luke 15:11-32

The parable commonly known as “The Prodigal Son” is really about Two Brothers. We’re told of the bad choices of the younger son (Luke 15:12-16), and his risky decision to come back home (Luke 15:17-19). We’re told about what happened upon his return (father runs to meet him, throws a party, etc., in Luke 15:20-24).

Then we’re told of the bad attitude and choices of the older son (Luke 15:25-30). We hear the father’s appeal to his grumbling son (Luke 15:31-32). But we never find out what he decided or what happened.

The two brothers are parallel to one another. Their stories are parallel. Up to the point where we expect to hear the choice and results of the older son’s decision. But that choice and its results are left unsaid. The parable simply ends on a cliffhanger.

What is the point of the omission? Jesus lets the end of the story play itself out in the response of the Pharisees and scribes who were grumbling (Luke 15:2). Luke 13-14 was all about the feast and joy of the kingdom of God. Will these grumbling scribes and Pharisees enter? Will those who are saved be few (Luke 13:23)?

Example #2: Psalm 55

This emotional poem is about the pain and paranoia of betrayal. The whole poem is rather scatter-shot, without a clearly discernible structure, perhaps reflecting the manic state David is in as he composes it.

David describes the anguish of his fear, terror, and horror (Ps 55:4-5). He wants nothing more than to get out of the situation (Ps 55:6-8). And he asks God to do something about the situation (Ps 55:9).

But look at the last line of the poem. As David’s complaints rise to their peak, notice where he finally lands. He does not put his trust in what God will do. That’s how I would end such a prayer; how about you?

Instead, he ends with a declaration of trust in God himself. This might not be how we expect the poem to end, so noticing what he doesn’t say makes what he actually says really pop.

Example #3: Philippians 4:4

Here is the verse in its entirety: “Rejoice in the Lord always; again I will say, rejoice.”

In this example, I encourage you to observe what is not present at the beginning of the verse. Something that nearly everyone who reads the passage presumes is there, or at least they act like it’s there.

What is this absent wonder of which I speak? A transition.

This verse has no transition. No connector word at all to link it, divide it, or contrast it with the previous verse. This absence of a transition is one reason I believe Paul is not changing the subject. There is a “finally” in verse 8, which could be a transition to a new unit of thought (or simply conclude the list practical suggestions). Verse 10 switches from present to past tense and has “now at length,” which certainly signals a transition to a new idea.

So noticing what’s not said may help us to follow Paul’s argument, so we might avoid separating his counsel (Phil 4:4-9) from the very situation to which he directed that counsel (Phil 4:2-3).

Conclusion

Observing what’s not said is definitely an art and not a science, so you need to use common sense. Identify what you might expect from a passage. Then make sure to observe how (and whether) the text subverts those expectations to sharpen its argument. The biblical authors are constantly working to subvert our expectations so they might better persuade us to trust the Lord and seek first his kingdom.

The Bible Is Not About You

January 2, 2023 By Ryan Higginbottom

We are self-centered by nature. This egotism can be amplified in certain cultures and by some personalities, but we all have a central impulse to focus on the person in the mirror.

So it is not surprising that when we turn to the Bible we think about ourselves first. Our spiritual disciplines can easily become a vehicle for self-improvement.

So what is a healthy way to approach reading the Bible? How should we pay attention to and process God’s word?

For a start, when reading the Bible, we should not immediately look for ourselves in the text. The Bible has implications for us, but the Bible is not about us.

The Bible is about God

If the Bible is not about us, then what is it about? Don’t take my word for it—search the Bible from beginning to end and you will see there is one primary actor and one main subject. The Bible is about God.

Note how the book begins.

In the beginning, God created the heavens and the earth. (Genesis 1:1)

And when the book ends, we see the servants of this creator-king gathered around to worship.

No longer will there be anything accursed, but the throne of God and of the Lamb will be in it, and his servants will worship him. (Revelation 22:3)

God is infinite and eternal, so glorious and holy that humans could never know him without his self-revelation. And while God has revealed himself through his creation, he has shown himself in more detail and with precision in his word, the Bible.

Consider the way this displays God’s heart. He wants to be known! If you have access to a Bible, you are able to learn about this wonderful, powerful God. This is his desire!

The Bible is about Redemption

As we read the Bible, we learn who God is and what he is like. But we also learn about the place of humanity in the world and how we relate to God.

Adam and Eve turned against God early in the Scriptural story, disregarding his command and seeking their own way. God responded with judgment, mercy, and a promise. God’s judgment was the exile from Eden (Gen 3:22–24) and the curse—childbirth, the husband-wife relationship, and work in creation would all be painful and difficult (Gen 3:16–17). God’s mercy was that he continued to speak with the man and woman and that he covered their shame and nakedness (Gen 3:21). God’s promise was that there would be a child of Eve that would bruise the serpent’s head (Gen 3:15).

The rest of the Bible unfolds these responses of God and the fulfillment of his promise, and everything points to Jesus (Luke 24:44–48). Jesus was the Son of God incarnate; he came to make God known (John 1:18), to redeem God’s people (Titus 2:14), and to bring them to God (1 Peter 3:18).

So, the Bible is about God, but it is also about how (and why) he is redeeming a people for himself.

Implications for Reading

If God and his redemptive purposes are at the core of the Bible, that should shape how we read.

First, we should be aware of the big picture as we read. When we study the Bible, we are seeking the author’s main point of each passage and how we should respond. But when we are reading for breadth, we don’t have time for such a narrow focus. It is better to think about the themes and arguments of the book we are reading and how they connect to the overall sweep of Scripture. Reading for breadth is primarily about familiarity and understanding, not application.

We should be sure to interpret before we apply the Bible. Some people are in such a rush to come away from their Bible reading with a “nugget” on which to meditate for the rest of the day that they skip crucial steps. All basic communication means that we must understand before we act. This may mean that you end up with no victory token from your devotions, no Instagram-worthy verse to quote and post. And that is fine!

Finally, we should think corporately, not individually. Especially in the global west we have a far more individual mindset than the first audiences of the Bible. God has set out to redeem a people for himself, the Church. This collective body is not the same as a group of random humans! So, while applying the Bible has clear implications for us as persons, those implications (often) flow out of truths and commands for the corporate people of God. (So many of the New Testament commands are for you (plural), not you (singular)!)

The beginning of another year brings many of us back to the Bible. As we turn to the Bible for the first or for the ten-thousandth time, let’s make sure we recognize our place. We are part of this grand story, but none of us are at the center. That would be far too small a story.

Know Your Literary Devices

December 16, 2022 By Peter Krol

Though your top priority when studying the Bible is to grasp the author’s main point, you will do well to develop a few skills to help you get there. One such skill is the ability to spot various literary devices. You don’t need to memorize a lengthy list of such devices, as long as you can recognize them when you see them. It’s sort of like being the father of a large number of children. Sometimes you mix up the names, but you can always point them out in a crowd when necessary.

Word Devices

Some literary devices have to do with the use of words. Identifying key words can help you grasp the author’s main point.

Repetition is perhaps the easiest device to observe. You would do well to begin any study by simply looking for, counting, and highlighting repeated words. For example, Genesis 14 repeats the word “king” more than 28 times, giving that word tremendous prominence in the author’s argument.
Continuity is similar to repetition, except it refers to repeated synonyms, thoughts, or ideas. So if a particular concept is repeated in a passage, even without repeating the identical word, it is worth taking note of. For example, Psalm 145 contains continuity of the ideas of “praise” for God’s “works,” even though the poem uses a variety of words (such as “bless,” “thanks,” etc.) to communicate those ideas.
Inclusio is a particular kind of continuity, where the same word, phrase, or idea is repeated at the beginning and end of a passage. In addition to marking structural boundaries, an inclusio often highlights the author’s thesis. For example, Psalm 8 begins and ends with “O Lord, our Lord, how majestic is your name in all the earth,” showing that the poem’s main idea has something to do with how God’s majesty is made visible on earth.

Logic Devices

Some literary devices reveal a text’s logic, which will help you to grasp the argument (main point) an author is making.

Comparison is when two or more things are shown to be similar to one another. For example, in 2 Timothy 2:3-6, Timothy on mission is compared to a soldier, an athlete, and a farmer. By figuring out what the points of comparison are, you’ll better understand why Paul gives the instructions of verses 1-2.
Contrast is when two or more things are shown to be different from one another. For example, Ephesians 2:1-3 describes what “you were,” and Eph 2:4-6 contrasts it with a big “but God.” Now, you still need to get to the “so that” in Eph 2:7 in order to grasp the main point, but the contrasting sections of 1-3 and 4-6 make the main idea of v.7 really shine.
Climax is when a text builds up to a high point. In narrative, “climax” specifically refers to part of the plot, near the end of the story, where the tension reaches its high point before being resolved (for example, Mark 2:10 is the climax of Mark 2:1-12). In other text types, a climax occurs when an author builds his argument up to a high point or fever pitch. For example, the argument of Romans 8 builds to the climax of Rom 8:38-39.
Causation is when a passage moves from cause to effect. For example, God’s condemning sin in the flesh by sending his own Son (Rom 8:3) is the cause of the righteous requirement of the law being fulfilled in us (Rom 8:4).
Substantiation is when a passage moves from effect to cause. For example, lack of condemnation (Rom 8:1) is an effect substantiated by the fact that the Spirit has set you free from the law of sin and death (Rom 8:2).

Structure Devices

Some literary devices reveal a text’s structure, which enables you to grasp the organization of the material and identify the sentence or section that contains the author’s overall argument or main point.

Preparation or Introduction provides setting or background for the events or ideas that will be presented. For example, 1 Samuel 3:1-3 contains not the passage’s main point but the necessary background information (in this case, the story’s setting) for the main point to make sense. Drawing a major principle of theology or application from that setting would not be wise.
Refrain is the regular repetition of a line or phrase in poetry to mark of sections. For example, the refrain of “Restore us, O God; let your face shine, that we may be saved” divides Psalm 80 into three sections (Ps 80:1-3, 4-7, 8-19).
Explanation or Analysis presents an idea or event followed by its interpretation. For example, Jesus tells a parable in Mark 4:3-8 and then explains it in Mark 4:14-20. This interpretation is pretty important for understanding any parable (Mark 4:13), which subverts the conventional wisdom that parables must have only one point (since Jesus makes many points in his explanation of this parable!).
Summarization is a clear statement in the text that identifies the main point or intended takeaway. In these cases, we do not have to do much “digging” into the mysteries of the text to grasp the main point; the author comes right out and says it! We do well to pay attention. For example, Hebrews 8:1 summarizes the main idea of chapters 7 and 8. For another example, “Thus Esau despised his birthright” in Gen 25:34 summarizes the scene in Gen 25:29-34. (The author clearly and explicitly blames Esau for this incident; why do so many interpreters ignore this summarization and keep the focus of blame on Jacob? See also Heb 12:16.)

Conclusion

This list doesn’t cover every possible literary device employed by biblical authors, but it contains what I have found to be the most common and directly useful ones when observing a passage. Again, you don’t need to memorize the list, but you should be able to spot these “children” in a sea of words when you buckle down to observe the text. It’s not sufficient to propose a main point for your passage based on what simply feels right. You should be able to defend that proposed main point from the text itself—primarily by enumerating the literary devices that directed you toward your main point.

Your Top Priority When Studying the Bible

December 9, 2022 By Peter Krol

Motivational speaker Zig Ziglar used to say, “If you aim at nothing, you’ll hit it every time.” The divinely inspired sage of Israel likewise cautioned against such aimlessness: “He who observes the wind will not sow, and he who regards the clouds will not reap” (Eccl 11:4). So what should our goals be when we come to study the Bible? How do we avoid hitting nothing?

Ultimate Goals and Instrumental Goals

Before I identify a particular goal that should be our top priority, let me first distinguish between ultimate goals and instrumental goals. An ultimate goal addresses why you do what you do, and an instrumental goal addresses how you do what you do.

For example, ultimate goals when pursuing marriage could be:

To picture Christ’s relationship with the church.
To form a lifelong partnership for the glory of God and good of society.
To unite in covenant with the companion of my youth.

But instrumental goals along the way toward marriage could be:

To secure the first date.
To secure the second date (often a greater challenge than the first-date goal!).
To figure out together, and before God, whether marriage is a good idea for us.
To execute a delightful and memorable proposal.
To learn how to transition from singleness into marriage.
To plan a wedding without going bankrupt.
To honor our families over the course of our union.

Now with respect to Bible study, our ultimate goal is to know God through his Son Jesus Christ. I’ve written about that ultimate goal here, as well as in chapter 1 of Knowable Word and chapter 1 of Sowable Word. I’m not going back on anything I’ve said in those places.

But when I talk about “your top priority,” I’m referring to your instrumental goals. That is, when you actually sit down to study the Bible—because you’d like to know God better through his Son, Jesus Christ—what should you aim for? What should you prioritize in your method to help you get where you want to go?

Subordinate Priorities

Sometimes we can mistake a good thing for the best thing, so here are some examples of priorities or practices that are good but inferior to the highest priority.

To learn something.
To find something I’ve never observed or thought before.
To answer a question I have about a word, a theological point, or a cultural hot topic.
To clarify a confusing verse or thorny text.
To obtain something practical for my life today.

Sometimes we come to our Bible study with such priorities. And such priorities are generally not bad priorities. They are well-intentioned and can produce beneficial results. But each of these priorities should remain subordinate to the highest priority.

Your Top Priority

Your top priority when studying the Bible ought to be to grasp the author’s main point in the passage. This is the measuring rod for your study, such that a failure to grasp the author’s main point is seen as a failure to effectively study the text.

Now to be clear, the “author’s main point” is not some secret code-phrase that must be unlocked or revealed through mystical arts. It is very rare to have a single correct way to phrase the main point. The author’s main point is more like a diamond with many facets. It can be viewed from a variety of angles and worded in different ways by different readers. But just as a diamond is an altogether different substance than quartz, so also it is possible to be altogether wrong about the main point.

Sadly, it is also possible—and quite common—to simply miss or ignore the main point in favor of something more “interesting,” more “clever,” or more immediately “practical.”

This top priority, this chief instrumental goal for Bible study, has some surprising implications. It means that everything I do in the observation and interpretation phase of study is driving toward that purpose of determining the author’s main point. It means that my application ought to flow from the main point. It means that some verses or sentences are more significant, i.e. carry more argumentative weight, than others.

An Example

To give one clear example: In epistles or speeches, independent clauses carry more weight than dependent clauses. And even among independent clauses, an argument’s conclusion carries more weight than an argument’s premises.

For example, in Hebrews 1:1-4, the main (independent) clause is “God has spoken by his Son.” Everything else in the paragraph matters. It is all there for a reason. But the reason for every other clause is to support that main clause so we might know and trust God’s communication to us by his Son. Not incidentally, that happens to be the main point of the entire book (which is a transcribed sermon), since the author/preacher is stating his thesis right at the beginning. This is why the ideas of who speaks and who you give your attention to constantly recur through the book’s application sections (Heb 2:1-5, 3:5, 4:8, 5:11, 6:9, 11:4). It climaxes in the claim that Jesus’ blood speaks a better word than that of Abel (Heb 12:24) and the command to “see that you do not refuse him who is speaking” (Heb 12:25). It is further applied in remembrance of those leaders who “spoke to you the word of God” (Heb 13:7).

Hebrews has incredible, rich theology in it. Much is clear (that Jesus is better than the Old Testament liturgical system) and some is unclear (such as the nature of sabbath rest or of falling away from one’s taste of the heavenly gift). But our top priority should be to grasp the main point, which is not obscure but saturates the book from the first paragraph to the last. Everything else in the book is supporting the idea that God has spoke by his Son, so we might be sure to listen to him!

As you study your Bible, don’t lose sight of your top priority.

Grammar Crash Course: Clauses

December 2, 2022 By Peter Krol

What makes this paragraph so strange?

Unsteadily wobbling toward me, when my son’s arms stretch out. In my heart of hearts like a flame. Speaking my name—”Papa”—for the first time, but sounding like too many margaritas: “Baba.” Joy to explode in here. Happiness over there. Resounding exultation on all sides. Not a toddler but a teenager-in-training. Flos floridus.

If I treated it like a poem and gave each unit of thought a separate line, there would be no big deal. You could probably follow along.

But as a standard prose paragraph, it doesn’t quite work. Despite hints of comprehensibility, there remains something sorely lacking. The paragraph’s citizens include not a single independent clause.

Distinguishing Dependency

In English, there are two main types of clause: independent and dependent.

Independent clauses contain a complete thought that could function as a complete sentence.
Dependent clauses don’t contain a complete thought and can’t function as a complete sentence.

In the paragraph above, “unsteadily wobbling toward me” is not a complete thought because it has no subject, and -ing verbs cannot stand on their own as main verbs. To make the clause independent, I could add to it (He is unsteadily wobbling toward me) or revise it (He unsteadily wobbles toward me).

The grammatical rules and explanation of dependency can get far more complex than this, but the most important thing to know is this idea of a “complete” thought. Take any phrase or clause and say it out loud. Ask yourself: Could this stand by itself in a conversation? If so, it’s probably an independent clause. If not, it’s probably a dependent clause.

“When my son’s arms stretch out.” That could not stand alone; it must be dependent. “My sons arms stretch out”—that minor omission transforms the dependent clause into an independent one.

Why It Matters

Distinguishing dependent clauses from independent clauses may seem like an obscure and academic thing to do. Not the most thrilling way to occupy one’s morning. But this is perhaps the most important grammatical skill to master for your Bible study to go anywhere. Especially when you study epistles.

One of the greatest challenges of studying an epistle is that the sentences are often so loooooooong. We must have a way to identify which part of the sentence carries the most weight. Or how the parts relate to one another. Without that skill, all we’ve got is gut instinct. So we just camp out on a single word or phrase that strikes our fancy, and we reflect ponderously on the deep things of the universe contained in that word or phrase. And the apostles’ harps pop a string every time someone on earth reads their magnificent works of literature in such a demeaning manner.

When facing those long sentences, the best thing you can do is label the clauses as either independent or dependent. Then, set aside all the dependent clauses for a time to focus your attention on the independent clauses. The dependent clauses are dependent because they are depending on something. That something is going to be the more important part of the sentence. In other words, the independent clauses in a sentence contain the main idea(s) of the sentence. The dependent clauses are either window dressing or evidence for those main ideas. So to grasp the main ideas we must recognize the independent clauses.

If you fail to recognize independent clauses, you will fail to grasp the main point of a sentence. If you fail to grasp the main point of a sentence, you’ll fail to grasp the main point of the paragraph. Fail to do that, and… Well, let’s just say you might as well be looking at the Greek original (or if know Greek, let’s say you might as well be looking at an Urdu translation) for all the good it will do you.

Examples

In the ESV, Ephesians 1:3-4 is one long sentence. “Who has blessed us in Christ” and “even as he chose us in him” and “that we should be holy and blameless” are all dependent clauses. None of them carries the sentence’s main idea. “Blessed be the God and Father”—now we’re talking! That’s independent, containing a complete thought. So the main idea of the sentence is that God is blessed. The rest of the sentence expands on that idea and gives it more detail. But let’s make sure not to focus on the hows and whys of what God did to the point of forgetting Paul’s emphasis on who this God is. How blessed he is.

Or take Philippians 4:8. Every clause that starts with “whatever is” is dependent. The independent clause is “brothers…think about these things.” Now it is crucial to understand the nature of those things we ought to think about (true, honorable, etc.). But a word study on “true,” another on “honorable,” and another on “just” will prevent you from interpreting the sentence. Paul’s point is not to define a whole set of virtues. His purpose is to command his people to think about the right set of virtues.

Though it’s not from an epistle, John 3:16 gives another great case study. “That he gave his only Son” and “that whoever believes in him should not perish” are both dependent. The main, independent clause is “God so loved the world.” The dependent clauses explain how God loved the world (he gave his Son) and why God loved the world (so people could not perish but have life). But those ideas support the main idea that God loved the world. If we shift the emphasis from that main clause, we will struggle to make sense of what else Jesus says to Nicodemus in this passage.

Grammar Crash Course: Inflection and Tense

November 25, 2022 By Peter Krol

When we observe the Bible, one fundamental thing to take notice of is the grammar. Grammar always matters, as language cannot function without it. But in instructional literature such as epistles, grammar’s importance is elevated to the point where grammar always wins.

But what is it, precisely, students of the Bible ought to know about grammar? I’ve already written about the parts of speech. This post will now explain the concepts of inflection and tense, which function like personality traits for words.

Definitions

Inflection refers to the minor changes in words to signal their functions or attributes. For example, the word “run” can change to runs, ran, or running to signal how the word functions in a sentence. Those differences are called the inflection.Words can change inflection based on many factors, including:

Number. Singular or plural.
Gender. Masculine, feminine, or neuter. In English, it is typically only pronouns that have gender built into them (he, she, it).
Person. First person (talking about oneself: I, me, we, us), second person (talking to someone: you), or third person (talking about someone: he, she, it, they).
Case. Subject (I, we, he, she, they), or object (me, us, him, her, them).

Tense refers to different verb forms and functions. In English tense almost always has to do with time (past, present, or future), though the original languages of the Bible use tenses in ways other than with respect to time.

Past tense refers something that completely in the past. I ran. He swam. They believed.
Present tenses refers, believe it or not, to something taking place in the present. I run. He swims. They believe.
Future tense refers to actions completely in the future. I will run. He will swim. They will believe.

Some tenses add more nuance to this simple sense of time:

Present perfect tense refers to something that happened the past that has ongoing ramifications in the present. I have run. He has swum. They have believed.
Past perfect tense refers to something that happened in the distant past that had ongoing ramifications until the near past. I had run. He had swum. They had believed.
Past progressive tense refers to something in the past that was continuing for a time or was incomplete. I was running. He was swimming. They were believing.

English has 6 more tenses that are much less common, especially when it comes to Bible study. So I will spare you further detail.

Why It Matters

Inflection and tense are some things we ought to observe of the words in a passage to help us follow an author’s train of thought. For example, notice how Paul shifts between second person (“you”) and first person (“we”) in Ephesians 2:1-10. Many people read right through the paragraph without noticing the shifts, but some have suggested that the shifts carry interpretive weight. Could it be that “we” refers to Jewish believers and “you” refers to Gentile believers among Paul’s audience? Eph 2:11, 14 suggests that there may be something to this. But we must observe closely in order to be able to evaluate the argument being made.

The verb tenses in a passage such as 1 Peter 5:1-5 highlight the passage’s argument. The brackets of what happened in the past (1 Pet 5:1) and what will happen in the future (1 Pet 5:1b, 4) ought to motivate a certain set of behaviors in the present (1 Pet 5:2-3). Paul uses a similar past-present-future approach to craft his argument in 2 Timothy 1:8-18. Know how the grammar works, and you’ll be better equipped to come along for the ride.

A Parable on the Dangers of Speculation in Bible Study

November 21, 2022 By Ryan Higginbottom

Amy tossed her phone on the bed. “Any idea what happened between John and Zack?”

From across the room, her husband David answered, “What do you mean?”

“Well, John always gets invited to Zack’s birthday party. But not this year.”

David and Amy Goodwin’s eleven-year-old son John was friends with Zack Thomas, who lived in the neighborhood. Today was Zack’s birthday, so Amy had just texted Charlotte, Zack’s mother.

Charlotte’s reply was pleasant enough. But Amy was hoping for more. Over the past two weeks she had been expecting a colorful card in the mailbox, announcing some big production: paint ball, or ice hockey, or white water rafting. John loved Zack’s parties, so Amy thought her message would trigger a forgotten invitation for her son. No such luck.

“I don’t know of any problems between the boys,” said David. “Maybe Zack isn’t having a party this year.”

“Yeah, maybe,” said Amy. “It’s just that Charlotte’s text seemed so brief. I gave her an opening to mention a party, and there’s just nothing.”

“Can I see?” asked David.

Amy turned her phone toward her husband.

AMY: Happy birthday to Zack! Hope your new TWELVE year old has a great day! Any big plans?

CHARLOTTE: Thanks! Can’t believe he’s 12!

“I see what you mean,” said David. “But maybe she’s just short on time. You could be reading too much into something that isn’t there.”

“Maybe. I just think if that friendship was important to Zack, Charlotte would have said something—one way or the other. I hope John will be okay.”

Amy made a mental note to talk with her son about Zack. She knew John didn’t have any friends to spare.

A few weeks later, the Goodwins were heading over to the local pool on a Saturday afternoon. John, who wasn’t phased by any previous birthday drama, asked his father if he could bring Zack along.

“Great idea,” said David. “I’ll text Mr. Thomas.”

David pulled his phone from his pocket and tapped out a message.

DAVID: We’re headed to the pool. Do you want to join us? Or we can just pick up Zack on our way.

A reply pinged on David’s phone within 30 seconds.

JOSH: Sorry, we can’t. Charlotte’s parents are in town this weekend.

DAVID: No problem. Hope you have a good visit!

JOSH: Thanks. It will be a blast.

When they got to the pool, David relayed his text exchange with Josh to Amy.

“That’s a little weird, right?” asked David.

“What do you mean?” asked Amy.

“Well, I thought Josh liked his in-laws. But it sounds like he’s bracing for a hard weekend.”

“What? He said the visit would be a blast,” Amy said.

“No, he’s being sarcastic. Don’t you see? No exclamation point, no emoji. There’s no way he’s having fun,” said David.

Amy frowned. “You’re drawing a big conclusion from that little phrase. I’m not sure you’re hearing his intended tone.”

“I think it’s pretty clear,” said David. “I’ll have to stop by their house tonight on my walk. I bet Josh could use the interruption. We’ll throw the football in the yard for a while.”

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