Train of Thought | Knowable Word

Examples of “Thinking Bigger”

June 28, 2024 By Peter Krol

Last week, I argued for the value of “thinking bigger” in your Bible study—of seeking to grasp how your text fits into the book’s larger argument. In this post, I’ll give some examples to show the payoff of such bigger thinking.

jigsaw puzzle on yellow background — Photo by Ann H on Pexels.com

Proverbs 2

First, a rather simple example. Upon studying Proverbs 2, you may recognize that this poem describes how to become wise. All you have to do is passively receive wisdom and actively seek it, and the Lord is just waiting to dole it out.

So much, so good. But how does this chapter fit into the book’s argument?

As a whole, Proverbs 1-9 serve as an extended introduction to the book. In the long poems there, the sage poet explains the fundamentals of how wisdom works, what it does, and why it’s worth it. Chapter 2 on how to get it fits right in with the other fundamentals.

And all those fundamentals are to be assumed when we read chapters 10 and beyond. Therefore, to read particular verses of proverbs as points of secular business, finance, or relationship advice is to miss the entire point. Proverbs 2 plays a crucial role by explaining that God is the only source of wisdom and that he is generous in giving it to those who seek him. Recognizing this role enables us to perceive the weightiness of chapter 2 and the importance of constantly returning to it to help interpret the wisdom found in the rest of the book.

The Fruit of the Spirit

We love to give Sunday school children their coloring pages to help them learn about the cornucopia described in Galatians 5:22-23. But what role do those verses play in light of the letter as a whole?

Gal 2:16 could perhaps summarize the main point of the whole letter: “We know that a person is not justified by works of the law but through faith in Jesus Christ.”

Paul makes his case first through his autobiography (Gal 1-2) and then by drawing out the tension between law and promise (Gal 3-4).

Now, in chapters 5-6, he explains the freedom that comes with the righteousness that is by faith. This freedom leads us to serve one another in love (Gal 5:13), which is the sum of the whole law (Gal 5:14). In other words, getting right with God (by faith) will produce rightness of relationship (in love).

Gal 5:16 then contrasts the desires of the flesh with the desires of the Spirit. At this point and throughout the letter, “flesh” has stood for justification by works (which leads to all kinds of strife and relational tension), and “Spirit” has stood for justification by faith (which leads to loving communities).

So by following the argument of the entire letter, we will recognize that the fruit of the Spirit is not about how to be a good Christian person, but about what sprouts forth when people put their faith in Christ.

The Good Samaritan

Luke’s gospel is especially challenging on account of its length. But repeated reading and re-reading pay great dividends as you pick up the overall contours of the book’s structure. I won’t restate the full structure here, but can only refer you to my post on the topic.

We find the parable of the Good Samaritan within the lengthy middle section of Luke, which can be difficult to navigate until we discover that it’s organized around four key questions. The Good Samaritan is the final scene in the discussion of the first question: “Lord, do you want us to tell fire to come down from heaven and consume them?” (Luke 9:54). In other words, Luke is addressing the issue of how Jesus’ followers must go about proclaiming his kingdom.

So in the section of Luke’s gospel where Jesus’ disciples want to call down fire on Samaritans for not receiving Jesus, Jesus ends up telling a story about a Samaritan to illustrate who is one’s neighbor. The parable demonstrates that Jesus wants his people proclaiming the kingdom to all their neighbors (with neighbor being defined by the story as anyone in need, even across the cursed Jew-Samaritan divide).

So yes, those who hear the parable today ought to do good to people they wouldn’t otherwise like. But they ought to do so from a belief that the message of Christ’s kingdom is for all nations. We proclaim grace, and we act out that grace, so they might believe.

Conclusion

These three examples, from three different text types, exemplify the value of following the argument of the entire book you are studying. This takes a lot of work, and it’s not easy. In fact, I don’t think I ever get it “right” on my first pass through a book. But I do the best I can and then refine my work when I come back to a book later in my study.

Don’t settle for quick answers on a text. Think bigger and take stock of how your text fits into the author’s larger argument. In this way, you may find your Bible study more enriching, encouraging, and enlightening than you expected.

How to See a Narrative’s Train of Thought

June 14, 2024 By Peter Krol

Bible Stories Have a Point

Perhaps I’ve convinced you that part of Bible study requires picking up an author’s train of thought. And you can see it most clearly with instructional texts like epistles, wisdom poetry, and prophets. But what about the narrative books? Do they have a train of thought as well?

Ted McGrath (2014), Creative Commons

Remember that Bible stories are more than stories. While biblical narratives tell a true history of God’s redemption, the purpose of the stories is more than the history itself (or the story itself). Paul uses biblical narratives to provide examples to follow and warnings to avoid (1 Cor 10:6, 11). Jesus uses biblical narratives to draw ethical principles for his day (Mark 10:6-9). And Hebrews uses biblical narratives to inspire and motivate people not to shrink back but hold fast to Jesus despite great affliction (Hebrews 10:39-12:3). Examples, morals, and motivation all come from stories.

Finding the Point of a Bible Story

What does this mean for our Bible study? How do we find the main points of Bible stories?

Narratives by nature don’t present their material logically. You won’t find many “so that”s or “therefore”s in narratives, so it’s more challenging to trace out a logical train of thought.

But the tools of narratives lie primarily in plot, structure, and climax. Learn to see these things, and you’ll discover the narrator’s train of thought.

Plot: What is the primary sequence of action? Who does what to whom, and what are the results? At what point does the plot hinge and build toward climax and resolution?

Structure: Narratives won’t make clear logical argument, but they structure their material intentionally.

Climax: Where is the highest point of energy in the story? Where do the characters find what they seek or resolve their tension?

Look for these clues, and you’re on your way toward the main point.

Example #1 – Matthew 1:18-25

This short example begins with a clear title statement: “Now the birth of Jesus Christ took place in this way” (Matt 1:18). The plot immediately thickens as Mary gets pregnant and Joseph tries to do the right thing by her. Suddenly, an angel appears to him in a dream (not an everyday occurrence) and gives Joseph two commands with explanation:

command 1: do not fear to marry her.
- explanation: this child is from the Holy Spirit.
command 2: call his name Jesus.
- explanation: he will save his people from their sins.

So not only the marriage, but also the child’s name is important here. We don’t hit the story’s climax, though, until we read “All this took place to fulfill what the Lord had spoken by the prophet” (Matt 1:22), which leads into more talk of pregnancy, birth, and naming of a child – with another explanation of the name (God with us – Matt 1:23).

As the tension resolves, Joseph obeys the angel. And Matthew goes out of his way to tell us that he 1) married her without making love to her, and 2) named the child Jesus (Matt 1:24-25).

We’re not told much in this short tale, but the following things are clear:

Joseph is not this child’s father.
God has come to be with us.
This God will save his people from their sins.

What is the point of this short story? God himself has come to deal with his people’s sin. See how the story’s train of thought leads us to this key point?

Example #2 – Mark 6:7-8:30

I don’t have the space to analyze this lengthy passage exhaustively, but I want to show how observing structure helps us to get the point.

Intro: Jesus sends out the 12, creating a crisis for Herod: Who is Jesus? – 6:7-29

A Jesus feeds 5,000 – 6:30-44

B Jesus crosses the sea with his disciples – 6:45-56

C Pharisees argue with Jesus – 7:1-23

D Jesus talks to a woman about bread – 7:24-30

E Jesus heals a deaf man – 7:31-37

A Jesus feeds 4,000 – 8:1-9

B Jesus crosses the sea with his disciples – 8:10

C Pharisees argue with Jesus – 8:11-13

D Jesus talks to his disciples about bread – 8:14-21

E Jesus heals a blind man – 8:22-26

Conclusion: Peter sees and understands exactly who Jesus is – 8:27-30

Seeing this larger structure is what helped me to understand why it took Jesus two tries to heal the blind man in Mark 8:22-26. Mark portrays two parallel cycles of events with the disciples, where they get to experience firsthand who Jesus is. Herod’s initial questions (John the Baptist? Elijah? One of the prophets?) go unanswered until Jesus takes his disciples through these two cycles.

And they don’t get it (Mark 8:21). But in healing the blind man, Mark gives a living parable of Jesus’ healing of the disciples blindness. And then, finally, they see him clearly. Not John the Baptist, Elijah, or one of the prophets – but the Christ (Mark 8:27-29).

The narrative has a train of thought; not only within a particular episode but also across many episodes. Look for this train and hop on board.

Hop Aboard the Train of Thought

June 7, 2024 By Peter Krol

When I write an article, I want to make a point. To make that point stick, I follow a series of steps. First, I try to capture your attention with the first sentence or two. Second, I introduce my thesis early. Third, I explain the thesis and apply it. Finally, I land the article with a strong sense of arrival (or liftoff, if I want to inspire you with a certain Bible study practice). Along the way, I pepper my writing with salty metaphors, everyday illustrations—like the time I explained how Bible study was like teeball—and clear conclusions. Therefore, I have something to say, and I want to set you up to hear it.

Nonfiction works this way: An author has something to say, but that author must bring the readers along for the ride. From the beginning of the work to the end, a journey of discovery unfolds. We call this journey the author’s train of thought.

The Bible works similarly, and our Bible study hits pay dirt when we hop aboard the author’s train of thought.

Why it Matters

Leon Rice-Whetton (2009), Creative Commons

The author’s train of thought outlines his main ideas. And his main ideas are, well, his main ideas. If you’d like to grow at fighting for the main point and reading passages in context, you’ll want to grow your ability to follow a train of thought. The tracks have been laid. Will you walk along them?

Example #1: Romans 4

Look at how Paul’s argument unfolds, and hop aboard for the ride:

Rom 4:1: What did Abraham gain in this matter [How did he get the righteousness of God (Rom 3:21)?]?
Rom 4:2-8: He didn’t get it by works.
Rom 4:9-12: He didn’t get it through circumcision.
Rom 4:13-15: He didn’t get it by law.
Rom 4:16-17: Therefore, he got it by faith!
Rom 4:18-22: Abraham’s faith = despite outward circumstances, being fully convinced God is able to do what he promises.
Rom 4:23-25: Our faith works the same way (believing God’s promise despite our circumstances) and achieves the same result (the righteousness of God).

What’s at stake for Paul in this chapter? How Jews can be made right with God. How it’s always been this way for them. How it’s no different now for non-Jews.

Looking at the immediate context, we see that Paul addresses key questions asked by the Jewish members of his Roman audience.

What about good works? (Rom 3:27-28)
What about circumcision? (Rom 3:29-30)
What about the law? (Rom 3:31)

And for Jew and Gentile alike, God’s righteousness remains available—not through good deeds, religious rituals, or law-keeping, but by believing him who raised Jesus from the dead (Rom 4:24).

Example #2: Hebrews 1-5

Hebrews hits us between the eyes with its train of thought. I can think of no other book that announces each point this clearly before explaining it. The announcements come as transitions from one major section to the next.

Big idea: God has spoken by his Son who sat down (Heb 1:1-4).
First point: Jesus became “as much superior to angels as the name he has inherited is more excellent than theirs” (Heb 1:4).
- Jesus’ more excellent name (Heb 1:5-14)
- Jesus’ superiority to angels (Heb 2:5-18)
Second point: Jesus had to “become a merciful and faithful high priest in the service of God” (Heb 2:17-18).
- Jesus the faithful high priest (Heb 3:1-4:14).
- Jesus the merciful high priest (Heb 4:15-5:10).

The rest of the book continues in the same way, announcing the points before explaining them. The author scatters sections of application between major points. The main idea comes alive with each point: Jesus accomplished the work of salvation God sent for him to do. Therefore, he is “more” and “better” than the things God used to communicate salvation in the Old Testament. Hop aboard the train of thought when you study Hebrews, and you’ll find buckets of gold at the end of each rainbow.

Example #3: Job 4-5

It works for poetry as well. Look at the first speech given by one of Job’s friends, and track the thinking stanza by stanza.

Can I remind you of where your confidence should be (Job 4:1-6)?
You are guilty (Job 4:7-11).
You are mortal (Job 4:12-21).
You’re a fool (Job 5:1-7).
Seek your confidence not in yourself, but in God (Job 5:8-16).
Accept the Almighty’s discipline (Job 5:17-27).

Think about how Eliphaz moves from one thought to the next, and we can discover his underlying point: “Hardship is always a sign of God’s corrective discipline; therefore, Job, you’re despising God’s redemptive work in your life.” Of course, the larger context of Job makes it clear that Eliphaz is wrong (Job 42:7-8). But that doesn’t stop Paul from turning Eliphaz upside down to see if he can shake some treasure out of his pockets (1 Cor 3:18-19).

Conclusion

Of course, some passages won’t have much train of thought (think Proverbs 10-29). And narratives look a little different. But don’t miss this train, or your Bible study might not get where you’d like it to go.

Don’t Fail to Capture the Train of Thought

July 7, 2023 By Peter Krol

One of our greatest failures in Bible study is our tendency to treat the text atomistically.

We look for inspirational words or sayings, while failing to grasp how the author used those words or sayings to persuade his audience of a message. We love to grade the behaviors of Bible characters. We distract ourselves with endless word studies. We fail to grasp the context.

For example, we treat Daniel and post-conversion Paul as “good” and Jacob and Samson as “bad.” We think of “Immanuel” as little more than a prediction of Messiah. We apply “don’t be anxious about anything, but … make your requests known to God” as a generic encouragement for the Christian life.

But how much changes when we form a habit of boarding a passage’s train of thought!

The Train’s Value

When you observe well, and you ask and answer good interpretive questions, you are going somewhere. These skills are not merely academic exercises. They have an end goal: to determine the author’s main point.

And the way you pull together all of your observation and interpretive work is by capturing the author’s train of thought in the text.

If we fail to capture the train of thought, it will be very difficult either to get to the main point, or to have much confidence that what we’ve got is in fact the main point. We’re left with only guessing, or landing on whichever atom in the text excites us the most.

So please understand: the value of the train of thought lies in its power to surface the author’s main point. When we have captured that train of thought, we are well on our way to mastering the text. Which, frankly, is primarily a matter of clearing out the rocks and weeds so it can master us.

The Train’s Capture

By “train of thought,” all I mean is: How does the author get from the beginning of the passage to the end of the passage? How does he shape his message in such a way as to bring his readers along with him, to persuade them?

We can capture this train only after we’ve gotten lots of good answers (from the text!) to our interpretive questions. We then investigate those answers with further questions. We circle around and around, back and forth between observation and interpretation, like a cyclone—all funneling into the author’s single main point.

As we follow this process, we start to see the shape of the author’s argument. The author wanted to persuade his audience of something, and our task is determine what that was so it can shape our hearts and lives as well.

Because the train of thought has to do with the text’s shape, in your notes it will typically look like an outline. But it’s not simply an outline of the contents. It’s not a list of what the passage says. It is a list of conclusions—or sometimes a list of commands—that capture what the passage means.

The train of thought can be an outline as simple as this, for Ephesians 2:1-10:

You were one thing – 1-3
But God has made you another – 4-6
So that his grace would be evident to all – 7-10

Here are three more quick examples I’ve given from other texts. And here are two examples drawn from narrative texts. See our interpretive book overviews for examples of what it looks like to follow the train of thought over entire books of the Bible.

In your Bible study, please do not fail to capture the train of thought.

Watch for Thesis Statements in Epistles

September 30, 2022 By Peter Krol

Different types of literature work in different ways. So as Bible students, we ought to have some idea of what we’re looking for when we begin to observe a text. And since epistles are logical literature, clearly presenting arguments, with premises and conclusions, we should look for such things. The conclusions are the main ideas of which the author wishes to persuade his audience. They can come in a variety of flavors.

Photo by Jarritos Mexican Soda on Unsplash

Summarizing the entire letter

Sometimes, conclusions come in the form of thesis statements that summarize the main argument of an entire letter.

For example, Eph 4:1 summarizes the letter’s entire argument in two parts: “I therefore, a prisoner for the Lord, urge you to [Part 2] walk in a manner worthy of [Part 1] the calling to which you have been called.”

Another example is Hebrews 1:1-3, which states the letter’s thesis up front: “…God…has spoken to us by his Son…who sat down…”

John does the same thing in his first epistle: “I write these things to you who believe in the name of the Son of God, that you may know that you have eternal life” (1 John 5:13).

Introducing a section

Alternatively, thesis statements can come at the beginning of a section, to introduce the topic of the next division.

Hebrews does this all through the letter, weaving the topic statement of each new portion into the transitional paragraphs between sections. For example, see Heb 2:17: “Therefore he had to be made like his brothers in every respect, so that he might become a merciful and faithful high priest in the service of God, to make propitiation for the sins of the people.” This conclusion to the first section introduce the next section, which explains how Jesus is both a faithful high priest (Heb 3:1-4:14) and a merciful high priest (Heb 4:15-5:10).

Another example is 2 Timothy 2:1-2: “You then, my child, be strengthened by the grace that is in Christ Jesus, and what you have heard from me in the presence of many witnesses entrust to faithful men, who will be able to teach others also.” This thesis introduces the section, which expands on the how to entrust the message to faithful men (2 Tim 2:3-7) before also expanding on how to be strengthened by grace (2 Tim 2:8-13).

One more example: 1 Peter 2:11-12 is the thesis for the entire section that goes from 1 Peter 2:11 to 1 Peter 4:11. Everything contained in the thesis statement gets expanded on throughout the section: abstaining from passions (1 Pet 4:1-6), honorable conduct among Gentiles (1 Pet 2:13-3:7), being spoken against (1 Pet 3:8-22), and glorifying God (1 Pet 4:7-11).

Concluding a section

Sometimes, the thesis comes at the end of a section, summing up the argument in that part of the letter.

For example, Romans 3:19-20 condenses the argument of Rom 1:18-3:20. 1 Cor 14:39-40 states the argument of that chapter (though that argument was also introduced in 1 Cor 14:1). Philippians 4:1 states the thesis of Paul’s argument that he presented all the way from Phil 1:12 to that point.

Conclusion

Whether you are studying a lengthy or brief amount of text, don’t forget that the authors of epistles generally wanted to persuade their readers to believe or do something. They knew as well as writers do today, that one key to persuasion is to explicitly inform your audience what it is you would like to persuade them of. Therefore—here is my thesis statement at the end—we ought to look for thesis statements in the Bible’s logical literature, especially epistles.

Helping Schoolchildren Learn to Follow a Book’s Argument

September 9, 2022 By Peter Krol

This year, I have the honor of teaching a course on logic for our local homeschool co-op. Learning logic is a great opportunity for studying the Bible, and studying the Bible is a great opportunity for learning logic. So with my twenty 7th-12th graders, a part of every class period is spent working our way through the book of Hebrews.

I chose Hebrews because it marks with explicit clarity its theses and transitions. (If you’re not sure what I mean, check out my interpretive overview of the book.) So even a group of schoolchildren can spot the chief arguments with much confidence.

In this venue, we are not doing a thorough Bible study. We’re not observing everything that could be observed, and I’m not teaching them to look for literary devices. We’re not spending much time on asking or answering interpretive questions. We’re not looking up the Old Testament quotes in their original context. And we’re not (yet) spending much time in application.

Our goal is simply to identify the skeletal structure of the book’s arguments. This requires careful observation of the grammar, sentence structure, and transitional words and phrases. We want to nail down conclusions and premises, and that’s about it. But even that is helping these kids realize that they are not too young for incredibly satisfying and God-delighting Bible study.

On week 1, we spent about 5 minutes looking at Heb 1:1-3. I asked the students to use their knowledge of grammar to identify the run-on sentence’s main clause. Easy peasy: “God [formerly] spoke by the prophets, but [now] he has spoken by his Son.” Clearly, the weight of the sentence falls on the second half: “God has spoken by his Son.” In no time at all, we had a thesis statement for the entire book.

The following week, we worked through the next few verses of chapter 1 to grasp the first argument in support of the main thesis.

Conclusion: The Son is superior to the angels (Heb 1:4).
Premises in support of this conclusion:
- The Son’s name is superior to that of the angels – Heb 1:4b
- God calls the Son (and not the angels) “Son” – Heb 1:5
- Angels worship the Son; the Son does not worship angels – Heb 1:6
- Angels serve the Son; the Son does not serve angels – Heb 1:7
- And so on.

For homework, I asked them to complete the list by figuring out the remaining premises in the rest of chapter 1.

Now, we could spend much more time here. We could look up the OT quotes to make sure we’re getting the nuances right (that Psalm 2 reference in Heb 1:5 is about far more than just the title “Son”!). We could spend more time on historical background and first-century Jewish beliefs (why is it such a big deal, after all, to prove that the Son is superior to angels?). A more precise and thorough Bible study would require such work. But since, with this class, I’m seeking only to develop the skill of following an argument, what we have here is a great start.

How are you doing in your ability to follow a book’s argument?

Not All Commentaries are Created Equal

May 27, 2022 By Peter Krol

My seventh commandment for commentary usage is:

You shall not hold all commentaries equal, but shall give greatest weight to those that stimulate greatest interest in the biblical text and its argument.

It comes with a corollary:

You shall resist speculations made by commentators and shall demand the same text-driven arguments from them that you would demand of your friends or that they would demand of you.

The purpose of these commandments is to highlight the discipline required to make wise use of commentaries for Bible study. Let me explain the primary commandment itself, and then I will explain why it leads to the corollary commandment.

Clarifying the Uses of Commentaries

By definition of the word “average,” approximately half of all published commentaries will be below average for a given purpose. And the same commentary may provide above-average help for one purpose and below-average help for another. So in order to make wise use of commentaries, we must first be clear on what we want the commentaries to do. Then we can judge how competently the commentary does that job.

Some commentaries are written primarily for academics, with the main goals being to address the many historic disputes surrounding a book of the Bible. These commentaries may observe and interpret the text insofar as it enables them to evaluate the many options given over the course of history in response to particular questions. Some commentaries do this well, without losing sight of the forest. But sometimes the end product is more about the debates and options than it is about the argument of the text.

Other commentaries are written primarily for ordinary churchgoers, with a heavy focus on practical application. Such “devotional” commentaries will vary in quality: Some may lead the reader to interpret the text as though it were written directly to him or her, while others do a better job interpreting the text through the eyes of the original audience first.

Regardless of whether you benefit more from a technical or devotional commentary, the question I ask of any commentary is: Does it help me to understand the biblical author’s overall argument? If I can work through 10, 20, or 50 pages of comments without getting a clear grasp on where we’ve come from and where we’re going, I have found myself a commentary I am unlikely to finish.

So remember the third commandment, which is about your responsibility to study the Scripture and not merely adopt whatever interpretations you happen to read in a commentary. So if you read a commentary for the purpose of helping you to study the Bible, success ought to be measured by how well that commentary stimulates you to look back at the text and not necessarily by how clear or cogent its conclusions are. Are these things really so (Acts 17:11)?

Speculating on the Role of Speculation

Now we come to the corollary commandment quoted above. Commentators sometimes wander into the realm of speculation, since that’s why publishers pay them the big bucks. People buy a commentary because they want answers, so commentators may face pressure to provide answers even when the text on which they comment does not. Who wrote the book of Kings? Who was the audience of Mark? Who, precisely, were the spirits in prison to whom Jesus preached in 1 Peter 3:19? What is the identity of “the restrainer” holding back the man of lawlessness (2 Thess 2:6-7)? Why does Death ride a pale (or green) horse (Rev 6:8)? What was Paul’s “thorn in the flesh” (2 Cor 12:7)?

I am not saying that such questions have no answers. And I am not saying that commentators ought not to seek to answer such questions. But sometimes such questions, and many more, can take up so much time and space that we utterly fail to follow the text’s argument. For example, go ahead and try to identify the man of lawlessness or the thing restraining him, if you can do so from the text. But by all means, do not allow this inquiry to distract you from the text’s chief argument that you ought not to be alarmed by such things.

If your close friend claimed to know the identity of the restrainer on purely imaginative and speculative grounds, you would likely not buy it. Why would such imagination or speculation be any more persuasive simply because the one hawking it has a PhD or teaches at a seminary? Be a demanding consumer of commentaries. Demand text-driven arguments rooted in careful observation and interpretation. If you don’t get them, it may be time to take your business elsewhere. And if you would like some recommendations, I maintain a list of commentaries that model OIA Bible study here.

When Your Works Betray Your Profession

February 10, 2021 By Peter Krol

Wyatt Graham takes a close and skillful look at Paul’s letter to Titus, to illuminate Paul’s statement that people may “profess to know God, but they deny him by their works” (Titus 1:16). Can’t we simply trust a person’s profession of faith in Christ?

Wyatt’s piece is a great example of observing contrasts, asking interpretive questions, following the train of thought, and applying the Scriptures specifically to our situation. And it’s quite brief!

His conclusion:

We should test ourselves to see if we act on our profession of faith because the passions of flesh vie against the mind through which the Spirit sanctifies us (e.g., Rom 12:1–2). Expressing our feelings and angst and anger are not goods. They are in fact sin. Passion is bad. In an age of expressive individualism, my words here likely sound profoundly unfashionable.
They are also biblical.

If you’d like to see Bible study done well, this is worth your time. Check it out!

How to Go Deep Without Getting Lost

January 20, 2021 By Peter Krol

Ryan Martin makes an important point about Bible study. Though we love to “go deep,” doing so often causes us to get lost and miss the point. He explains three dangers of Bible study that gets too focused on provocative details or word studies without retaining the author’s train of thought:

Words are flexible and contextual. A word doesn’t always mean the same thing every time it’s used.
Details can distract from the flow of a text. Following our biggest questions may obscure the author’s biggest intentions.
An individual text doesn’t need to carry the whole weight of Christian theology. It’s okay if a particular passage causes you to focus on a single attribute of God or a particular aspect of the gospel; don’t ‘overharmonize’ the diversity of Scripture.

These are important considerations for those who seek to know God through his word.

Check it out!

How the Parable of the Ten Minas is Different Than the Parable of the Talents

August 7, 2020 By Peter Krol

Last week I observed a few things and asked a few questions about whether the parable of the ten minas (Luke 19:11-27) might have a different point than the parable of the talents (Matt 25:14-30). I’ve already discussed how Matthew’s parable fits into the context of the author’s larger argument. This week, I’ll walk through Luke’s train of thought to show how different his point is from Matthew’s.

I’ve already written on the main point of Luke’s gospel as a whole and on how to navigate its middle chapters (Luke 9:51-19:27). To save space here, I won’t repeat what I wrote there, but will assume you have caught up on that background.

By Andrey Mironov – Own work, CC BY-SA 4.0

Placement

The first thing I’ll point out is that the parable of the ten minas is the very last thing in Luke’s travel narrative. The very next episode has Jesus going up into Jerusalem on the back of a colt. So this parable concludes not only the fourth sub-section, which focuses on the timing of the kingdom—when will these things regarding the kingdom take place? It also concludes the entire travelogue. This parable is the capstone and climax of Luke’s meandering description of life in Jesus’ new kingdom.

The Question on the Table

In this fourth division of the travel narrative, the presenting question is “When will the kingdom of God come?” (Luke 17:20). And Jesus clearly responded that it “is in the midst of you” (Luke 17:21). I understand that the translation of that last phrase is hotly debated, but regardless of the variety of options, all suggest that the kingdom is here and now. It is tangible and present. Jesus goes on to suggest that, if you can’t see it now, you will not be able to see it in the future either (Luke 17:22). Though there are signs and suggestions for then (Luke 17:23-24), make absolutely sure you don’t miss the significance of what is taking place now (Luke 17:25).

So Jesus tells them how to prepare for it (Luke 18:1-8). He executes the admission and dismissal of its citizens (Luke 18:9-17). He paints a picture of the current behaviors of those who look ahead to eternal life (Luke 18:18-30).

So in short, Jesus acknowledges that there is surely something yet to come. But in this section of Luke, he resists the impulse to direct people’s gaze to the horizon. He’s redrawing their attention to the here and now.

A View of What’s Happening Today

Then in Luke 18:31, Jesus claims, on the way to Jerusalem, that “everything that is written about the Son of Man by the prophets will be accomplished.” This includes being delivered to the Gentiles, mocked, treated shamefully, spit upon, flogged, killed, and resurrected. The disciples simply can’t see it, however (Luke 18:34).

But a blind man can see it. Though his eyes cannot yet see, the eyes of his heart can see the Son of David (heir to the throne) passing by right in front of him (Luke 18:35-43). And astonishingly, Jericho’s chief tax collector wants to see it (Luke 19:3).

The sight of Jesus changes Zacchaeus forever. One greeting, a meal at his home, and a modicum of reflection was all he needed to turn his life around (Luke 19:8). This demonstration of repentance (compare with Luke 3:12-13) provokes Jesus to make a shocking declaration: “Today salvation has come to this house, since he also is a son of Abraham. For the Son of Man came to seek and to save the lost” (Luke 19:9-10).

Jesus spoke all about feasting with Abraham in the kingdom (Luke 13:28-30). Those who cannot recognize the master of the house of Israel will likewise go unrecognized by him (Luke 13:24-27). And here he is, in flesh and blood. He grants sight to the blind and calls Zacchaeus by name.

Here now is the “salvation” he’s been talking about through the entire book. That “salvation” is the fruit of the kingdom, which is currently present among them. The Son of Man seeks the lost, just like a shepherd with a lost sheep, a woman with a lost coin, and a father with a lost son (Luke 15:1-32). Now that salvation has come today on the unlikeliest of candidates. That fact is what spurs the people’s anticipation that the kingdom of God will appear when Jesus gets to Jerusalem (Luke 19:11).

The air is electric, and energy is at an all-time high. They wonder if this is it, if this is what they’ve been waiting for. If salvation is really present, right in front of them, embodied as a rabbi from Nazareth who has an awful lot to say about the way things ought to be.

The Prophets

And let’s not forget what the prophets had to say about this moment in history. Jesus said the prophets would be fulfilled as he came to Jerusalem (Luke 18:31).

“Behold, I send my messenger, and he will prepare the way before me. And the Lord whom you seek will suddenly come to his temple; and the messenger of the covenant in whom you delight, behold, he is coming, says the Lord of hosts. But who can endure the day of his coming, and who can stand when he appears? For he is like a refiner’s fire and like fullers’ soap…
“Then I will draw near to you for judgment. I will be a swift witness against the sorcerers, against the adulterers, against those who swear falsely, against those who oppress the hired worker in his wages, the widow and the fatherless, against those who thrust aside the sojourner, and do not fear me, says the Lord of hosts.”
Malachi 3:1-5

Rejoice greatly, O daughter of Zion!
Shout aloud, O daughter of Jerusalem!
Behold, your king is coming to you;
righteous and having salvation is he,
humble and mounted on a donkey,
on a colt, the foal of a donkey…
“My anger is hot against the shepherds,
and I will punish the leaders;
for the Lord of hosts cares for his flock, the house of Judah,
and will make them like his majestic steed in battle.
“I will strengthen the house of Judah,
and I will save the house of Joseph.
I will bring them back because I have compassion on them,
and they shall be as though I had not rejected them,
for I am the Lord their God and I will answer them.
Zechariah 9:9-10:12

So when Luke brings the travel narrative to an end by having Jesus tell a parable about a God, the divine King, returning to inspect his people and temple to bring judgment on the shepherds of Israel—the words are loaded with centuries of anticipation. Who can stand before him when he appears?

It is no coincidence that the first thing Jesus does in Jerusalem is inspect the temple (Luke 19:45-46).

Judgment Falls on This Generation

Luke has spared no expense to tell Theophilus that Jesus sat in judgment over his contemporary generation of Jewish leadership. He pronounces judgment on them time and again. This judgment is something in the future, yet to come. But it will not be long. It will take place within the current generation’s lifetime (Luke 11:49-51; 12:42-48; 13:3, 5, 9, 28, 34-35).

Subsequent to the parable of the minas, Jesus will continue presenting himself in the spirit and power of the prophets, proclaiming condemnation on the corrupt shepherds of Israel (Luke 19:41-44; 21:32). Like Jeremiah, he weeps over the fate of his generation. Like Isaiah, he describes political and social upheaval by means of apocalyptic language and cosmic metaphors.

Conclusion

So where does this data lead? I believe we have good reason to read the parable of the talents primarily as a description of the judgment that will take place at Jesus’ second coming (“That day”: Matt 24:36-25:46). The parable of the talents seems to direct our attention to “that day,” when humanity will be sorted for either eternal punishment or eternal life (Matt 25:46).

But the parable of the ten minas hits much closer. In context, it appears that Jesus speaks primarily of his first coming and what is about to happen to and through him at Jerusalem. The reckoning has come for the Jewish nation and its leaders. Those who have been serving faithfully, and who recognize their master, will be rewarded with cities (Luke 19:17-18). Those who have not, and who do not, will either have their deposit taken from them (Luke 19:24) or face the executioner’s sword (Luke 19:27).

For those reading this who are immigrants to the covenants of promise (Gentiles) and not natural-born citizens (Jews): Do not become proud. For if God was willing to wipe out a generation to make room for the Gentiles to enter, will he not do the same thing with another generation who presumes upon his kindness and drifts from loyalty to him (Rom 11:17-24)? Though the parable speaks primarily about something that’s already occurred (Jesus’ first coming), it still has serious and sobering ramifications for those who would serve the King in any generation.