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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.

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Hope for Weary Saints from Psalm 126

December 7, 2022 By Peter Krol

Jacob Tanner offers an encouraging exposition of Psalm 126:

That Psalm 126 bears the heading “A Song of Ascents,” and is within the grouping of the Psalms of Ascent is a providential grace of God. Likely penned later than most other Psalms, it offers a great degree of hope and comfort to those weary saints who, like the Israelites of the Babylonian exile, long to be set free from their burdens and trials. It is a Psalm that promises the pious tears of troubled saints will turn to laughter and joy by the grace of God.

Check it out!

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Asking Better Small Group Questions

December 5, 2022 By Ryan Higginbottom

Small Group Network (2021), public domain

The longer I lead and attend classes and Bible studies, the more convinced I am of the importance of good questions.

Good questions cannot make up for sloppy study or errant understanding. However, without good questions, the Biblical truth that should pierce like an arrow may land like a jellyfish instead.

Questions are the delivery method, the interface between leader and participant. Assuming the leader does not want to lecture (please don’t!), questions are the primary way to fuel the discussion and learn what the Scriptures say.

Every leader and teacher can improve in their question-asking. Like anything else, this takes practice and training. Below, I offer three suggestions for those who want to grow in this area.

Envision Possible Answers

Here’s my recipe for level 1 improvement: As you write your questions, think of the specific people in your small group and how they are likely to hear and answer what you ask.

This depends on a leader knowing their small group members and having experience talking with them about the Bible. Every group is different, so a set of questions that work well in one setting might not fit in another—even with the same Scripture passage.

When I draft a question, I imagine trying to answer it myself. Then I picture the possible answers my small group members will give. This step sharpens my questions, helping me to discard any vague and ill-formed inquiries. I am better able to point my friends toward what matters in the text.

Review the Meeting

We can unlock the next level of progress by reviewing the small group meeting with a friend afterward. Ideally, this is someone who attended the meeting, though that isn’t completely necessary.

The goal is to think carefully about the questions after the fact. Did they accomplish what you wanted? (You did have a goal for each question, right?) Were they clear? Try to hang onto your meeting notes and go through the questions one by one.

The best time to debrief is while the meeting is still fresh in your mind—optimally within a day or two. I find that if too much time passes, it’s hard for me to remember the responses to individual questions.

A Pre-meeting Discussion

The most intense way to upgrade your question-asking skills is a hybrid of my first two suggestions: Meet with a friend in advance of the meeting to talk through and plan your questions.

After you have studied the relevant Bible passage and made a plan for the study, get together with a friend and discuss the questions you plan to ask. This friend can draw out your intention behind each question. They can also answer your questions, and you can learn how someone in your group is likely to interpret and respond to them.

No Perfect Plan

These strategies come with no guarantee. Asking good questions in a small group is a learned skill; it is something we can practice and improve. However, because people are unpredictable, one of the other skills we need is improvisation. No study will ever go exactly according to script, so we need to be ready to reframe, drill down, or pull back.

The job of the small group leader is to understand and apply the Biblical text and then help group members to understand and apply it as well. Because questions are central to the second part of this goal, it is worth the effort to ask the best questions we can.

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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.

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Lessons from the Reformers About Dead Bible Teachers

November 30, 2022 By Peter Krol

The early Reformers pioneered the sort of Bible study that prizes the Scripture itself more highly than any church council or clergy. And yet they didn’t reject completely the need to listen to Bible teachers of the past. At the Logos Word by Word blog, David Barshinger explains three key principles we can learn from the Reformers.

The Reformers treated the Bible as God’s very word.
They recognized the value of Bible teachers—even dead ones.
And they didn’t see any Bible teacher as infallible.

This brief piece provides a good introduction to the role of tradition in balance with the authority of Scripture.

Check it out!

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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.

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Paul’s Letter With the Most OT Quotations

November 23, 2022 By Peter Krol

Last week, we saw a sudden bump in traffic to our list of New Testament books that quote the Old Testament, thanks to the game show Jeopardy!

On November 16, the clue to the final round was “Paul’s letter to them is the New Testament epistle with the most Old Testament quotations.” And there was much uproar when the contestant who responded with “Who are the Hebrews” was credited with being correct. So the fact-checkers among the show’s fans have been visiting our site in droves to observe that we’ve actually got Romans at the top of the list.

The biggest online uproar has been over the fact that most contemporary scholars believe Paul didn’t even write Hebrews, despite the King James Bible crediting the book to him. But I think the bigger issue is simply: What counts as a “quotation”? Because Hebrews has more OT references than Romans only if you count allusions (such that you count every reference to Moses, covenant, priest, or sacrifice). But by any measure of clear quotations or explicit citations of an OT text, Romans wins.

The Jeopardy! contestant with the correct answer should have blown out the others but instead lost the game!

Dr. Greg Lanier from Reformed Theological Seminary agrees that this is the more substantive problem with the Jeopardy! clue. His piece at the Gospel Coalition blog explains with much clarity and detail.

Check it out!

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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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Re-Train Yourself in How to Read

November 16, 2022 By Peter Krol

We just launched our 2023 Bible reading challenge, and Tommy Keene has some good advice to help you along your way. He discusses “The Problem with Reading the Bible Verse by Verse,” and gives many practical suggestions for becoming better readers of the Bible.

Over the years we have trained ourselves to read the Bible in an unnatural way, so we’re going to have to break some bad habits. We are trained to read the Bible verse-by-verse, but in keeping with the “ordinary reading principle” we need to change our habits. We should ordinarily be reading the Bible paragraph-by-paragraph or, even better, book-by-book.

To re-train ourselves, we must discipline ourselves to read and get swept up in the grand literature of the Bible. We must be content not to read commentaries or study notes every time we have a question. We ought to devour the Scripture in gobbles rather than nibbles.

Keene discusses the benefits of reader’s editions and audio Bibles, all of which are encouraged in our reading challenge. Let Keene strengthen your conviction to read God’s word this year as though it was something God gave you to be read (because it was).

Check it out!

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Grammar Crash Course: Parts of Speech

November 11, 2022 By Peter Krol

But what is it, precisely, students of the Bible ought to know about grammar? The first thing to learn is the parts of speech, which function in a sentence like tiles in a mosaic.

Definitions

A noun is a person, place, or thing. Examples: God, Jesus, disciple, house, Israel, field, covenant, bread, water, faith.

A pronoun replaces a noun so the writer doesn’t have to keep repeating the noun. Examples: I, me, you, he, him, she, her, it, we, they, them, yourself, myself, themselves. Pronouns can also be possessive: my, your, his, her, their, our. An antecedent is the noun that came earlier, which the pronoun now replaces. For example, in the sentence “Peter wrote his blog post,” the pronoun “his” refers to the antecedent “Peter.”

A verb shows what something is or does. Examples of being verbs: am, is, was, were, are, be, being, been, become. Examples of action verbs: sit, eat, run, said, believe, fight, went, worshiped.

An adjective modifies (describes) a noun in some way. Examples: green, beautiful, holy, wise, tall, foolish, slow, high, great, all.

An adverb modifies something other than a noun (usually a verb or adjective) in some way. Examples: very, nearly, slowly, inside, soon, completely, never.

A conjunction connects words, phrases, or clauses in some way. Examples: and, but, or, therefore, because, since, when, if, however.

A preposition describes the location of something in time or space. Examples: to, in, with, behind, before, around, under, above, by, near, after, along.

Some words can occur as more than one part of speech. The context and syntax must determine the word’s use in the sentence. For example, consider the word “for.” In Eph 1:20 it serves as both a conjunction (“For by grace”) and a preposition (“for good works”).

Why it Matters

Why should students of the Bible be able to observe and recognize the parts of speech? Because these parts of speech are the building blocks of communication. If the goal of interpretation is to determine the author’s main point in a passage, we need to have some objective way for figuring that out. The parts of speech are not sufficient in themselves to signal the author’s main point, but it is not possible recognize that main point without first recognizing the functions of the most pertinent parts of speech in the discourse.

For example, in 1 Corinthians 14:4-7, Paul describes love in lavish terms. “Love” is a noun (the thing under scrutiny). He stacks up a pile of adjectives (describing the noun): patient, kind, arrogant, rude, irritable, resentful—describing what love is or is not. He also stacks a pile of verbs, describing what love does or doesn’t do: envy, boast, insist, rejoice, bears, believes, hopes, endures. The idea of this brief paragraph is to paint a word picture of what love is and does.* That is a good start toward following the train of thought in the entire letter, which is all about how the Corinthian church is currently not any of the things that love is, and they need to grow up.

For another example, Ephesians 1:7-10 uses the pronouns he, him, and his many times. In each case, we need to figure out who is the proper antecedent: God the Father, or the Lord Jesus Christ? In Eph 1:7, “in him” and “his blood” certainly refer to Christ. But what about “his grace” in Eph 1:7 or “he lavished” in Eph 1:8? They could still be referring to Christ, but are you sure? And then what about “his will” and “his purpose” in Eph 1:9? Is that still Christ, or is it back to the Father? Because the “he” of “he set forth in Christ” must have the Father as the antecedent. So the details of the parts of speech make a real difference on what exactly you conclude is happening in this extended blessing of the Triune God!

More crash courses in grammar and syntax are on their way.

*With this example, I am helping English-speaking students of the English Bible learn to observe their English grammar. Greek scholars will point out that, in the original text, the words I’ve listed are all verbs; none of them are adjectives. That doesn’t change the point, however, that some of the verbs describe what love is, and other verbs describe what love does.

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