NT(IBS)530 GOSPEL OF MARK

NT(IBS)530NT(IBS)530GOSPEL OF MARKGOSPEL OF MARK

CONTEXTUAL CONTEXTUAL HERMENEUTICHERMENEUTIC

NOTE-TAKING NOTE-TAKING GUIDEGUIDE

• ContentContent–Canonical PlacementCanonical Placement–Programmatic Events, Programmatic Events, ThemesThemes

–ExistentiaExistential Urgencyl Urgency

Class EmphasesClass Emphases

•MethodMethod–Institutional Institutional Commitment: Commitment: Plant Orchard Plant Orchard

–Level I “IBS”Level I “IBS”–Several Profs, Several Profs,

Same Dept. & Same Dept. & StanceStance



ConvictionsConvictions

• Centrality of Scripture to wholistic Centrality of Scripture to wholistic ministryministry

• Every minister a skilled and thoughtful Every minister a skilled and thoughtful interpreterinterpreter

• Variety of gifts exercised from Variety of gifts exercised from foundation of essentialsfoundation of essentials

• ““Long obedience” vs. method fadsLong obedience” vs. method fads

WHAT THIS CLASS IS ABOUTWHAT THIS CLASS IS ABOUT

Learning to hear Learning to hear God’s Voice in Scripture God’s Voice in Scripture

as an “as an “active active listener” listener” -- a -- a veryvery active listener. active listener.

CONTEXTUALCONTEXTUALHERMENEUTICHERMENEUTIC

HermeneuticsHermeneutics::“The science of understanding “The science of understanding written documentswritten documents “to explain, “to explain, interpret, translate”interpret, translate”

ContextualContextual::Developed from Scripture’s contexts Developed from Scripture’s contexts and our own as well.and our own as well.

IBS MADE SIMPLE:IBS MADE SIMPLE:“THE 5 Cs”“THE 5 Cs”

Consecration: prayerConsecration: prayerContent: observation Content: observation Concept: interpretationConcept: interpretationCanon: evaluationCanon: evaluationConduct: applicationConduct: application

METHOD PREVIEWMETHOD PREVIEW ConsecrationConsecration

“...all in the name of the Lord...”“...all in the name of the Lord...” ObservationObservation

What did the writer(s) write?What did the writer(s) write? InterpretationInterpretation

What did the writer mean?What did the writer mean? EvaluationEvaluation

How does this text speak cross-culturally?How does this text speak cross-culturally? ApplicationApplication

How should we then live?How should we then live?

CENTRAL. Interpretation of the Bible--CENTRAL. Interpretation of the Bible--precise, specific, penetrating-- is central to precise, specific, penetrating-- is central to Christian ministry and the nurturing of Christian ministry and the nurturing of the people of God.the people of God.

CONSTITUTIONAL. All Christian CONSTITUTIONAL. All Christian ministers are professional Bible ministers are professional Bible interpreters.interpreters.

FOUNDATIONAL. Bible interpretation FOUNDATIONAL. Bible interpretation is foundational for all ministry and all is foundational for all ministry and all theological disciplines.theological disciplines.

Faith ContextFaith ContextSOME CONVICTIONSSOME CONVICTIONS

COMMUNAL. Good interpretation is COMMUNAL. Good interpretation is bothboth individual - direct individual - direct and and communal-collegial communal-collegial Community of Christian faithCommunity of Christian faith

• Respected Respected colleagues colleagues past & presentpast & present Community of negative or alternate Community of negative or alternate

faithfaith• Truth & grace not confined to the faithfulTruth & grace not confined to the faithful

Faith ContextFaith ContextSOME CONVICTIONSSOME CONVICTIONS

Contextual HermeneuticContextual Hermeneutic

FAITH CONTEXTFAITH CONTEXTMETHOD IMPLICATIONSMETHOD IMPLICATIONS

Prayer and illumination of God’s Prayer and illumination of God’s Spirit as serious considerationsSpirit as serious considerations

Avid attention to Scripture itself a Avid attention to Scripture itself a life-death priority life-death priority (cf. Genesis 1-2; Psalm 1; 119; John 6:68)(cf. Genesis 1-2; Psalm 1; 119; John 6:68)

Spiritual disciplines; means of graceSpiritual disciplines; means of grace

FOUNDATIONSFOUNDATIONS Theological Foundation:Theological Foundation:

• Revelation as Revelation as communicationcommunication

• Scripture as revelationScripture as revelation Theoretical Foundation:Theoretical Foundation:

• Communication MatrixCommunication Matrix


“LISTENER’S” CONTEXT“LISTENER’S” CONTEXT

Contextual HermeneuticContextual HermeneuticGodGod

MovesMoves

Writer(s)Think

WrittenWrittenTextText

Reader -Reader -ListenerListenerAncient &Ancient &““Modern”Modern”

Writer’s Writer’s ThoughtsThoughts

[& God’s!”][& God’s!”]

PurposefulPurposeful

WritingWritingMajor Link w.Major Link w.

Mind of writerMind of writerand Godand God

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Complex, Complex, VariedVariedcf. Amos, Proverbs,cf. Amos, Proverbs,Psalter, Gospels,Psalter, Gospels,PhilemonPhilemon

Communication Matrix as a model for biblical hermeneutic

METHOD IMPLICATIONS OF METHOD IMPLICATIONS OF COMMUNICATION MATRIXCOMMUNICATION MATRIX

ListeningListening as a Method Priority as a Method Priority (Oral Communication)(Oral Communication)

Speaker Message Speaker Message HearerHearer

ObservationObservation as a Method Priority as a Method Priority (Written Communication)(Written Communication)

Writer Message Writer Message ReaderReader

Interpretive MethodInterpretive Method Method: a step by step process that Method: a step by step process that

makes it possible:makes it possible:

1.1. To discover the past-historical To discover the past-historical meaning of the biblical text; andmeaning of the biblical text; and

2.2. To relate this original, To relate this original, historical meaning to contemporary historical meaning to contemporary situations and problemssituations and problems

Method Implications ofMethod Implications of

Observation PriorityObservation Priority DirectDirect observation observation

• vs. Bible as collateral, study of vs. Bible as collateral, study of professor’s notes, etc.professor’s notes, etc.

InitiallyInitially i inductivenductive mode mode• EvidenceEvidence Conclusions|versus Conclusions|versus

Initially Initially deductivedeductive mode mode• Premise or Premise or a priori a priori theological claimtheological claim

ConclusionsConclusions

I. OBSERVATIONI. OBSERVATIONWhat did the writer write?What did the writer write?

Explanatory MetaphorsExplanatory Metaphors

•DetectiveDetectiveAccurate, precise observationAccurate, precise observation

• Communication ModelCommunication ModelActive listeningActive listening

HermeneuticsHermeneutics“Making sense of Biblical Texts”“Making sense of Biblical Texts”

PrayerPrayer DependenceDependenceon the Spiriton the Spirit HumilityHumility

I. Historical Interpretation“What the text meant to historical authors/readers”

Consultation(Secondary Research)•Commentaries•Word Study Volumes•Theologies•Encyclopedias•Journal Articles•History of Interpretation

Analysis

Paragraph-LevelDetailed Analysis

Segment-LevelAnalysis/Survey

Book-Level Analysis/Survey

Observations

Questions-Possibilities

Research(PrimaryResearch)

Inductive-Independent Work Interactive Work

Analysis (Obs -->> Inf)




QuestionsPossibilities

Primary Source

Hermeneutics (a la JDongell)Hermeneutics (a la JDongell)“Making sense of Biblical Texts”“Making sense of Biblical Texts”



Research BeyondBible Text

• Lexicons• Grammars• Syntaxes• Texts• Artifacts

A. Inductive-Independent Work Primary Sources

LITERARYLITERARY NATURE OF THE NATURE OF THE “MESSAGE”: OBSERVATION “MESSAGE”: OBSERVATION

AGENDASAGENDAS

Multi-languageMulti-language availability of availability of the text implies flexibility in the text implies flexibility in textual basetextual base

(Tensions of Revelation in History)(Tensions of Revelation in History)

Particularityof

inscripturation of revelation

vs.

Process of transmission &

translation

(Tensions of Revelation in History)(Tensions of Revelation in History)

Stabalized (canonical?)

text

LITERARYLITERARY “MESSAGE”: “MESSAGE”: OBSERVATION AGENDASOBSERVATION AGENDAS

Translations

Revisions

•Stabilized text: -->> Touchstone Status of Biblical Language Study

•Authoritative Translation/revision: -->> Vernacular as “Word of God” and worthy of serious study

vs.




Writer’sWriter’sThoughtsThoughts[& God’s[& God’s

““Thought’s”!]Thought’s”!]

Purposeful

Writing

Major Link w.

Mind of writerand God

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Observe (Partial - Indispensable)

Implied Method Priority

Complex, VariedComplex, Variedcf. Amos, Proverbs,cf. Amos, Proverbs,Psalter, Gospels,Psalter, Gospels,PhilemonPhilemon

1. Discreet Units2. Form & Genre 3. Structured4. Canon

Intuitive UnderstandingImmediate, Partial, Culture-conditioned

Writer(s)Think

GodGod

MovesMoves

UnitaryUnitary (discreet document) text (discreet document) text implies observation-intrepretation implies observation-intrepretation of of books-as-wholesbooks-as-wholes, beginning , beginning with book surveywith book survey• Literary-canonical basisLiterary-canonical basis

(return to canonizers’ stance)(return to canonizers’ stance)

• Contextual basisContextual basis

• Procedural basisProcedural basis

LITERARYLITERARY “MESSAGE”: “MESSAGE”: OBSERVATION AGENDASOBSERVATION AGENDAS

GIVE GIVE UNITUNIT TITLES TITLES (paragraphs, segments, divisions, (paragraphs, segments, divisions, books)books)• Brief (2 - 5 words)Brief (2 - 5 words)

• Descriptive (vs. interpretiv e)Descriptive (vs. interpretiv e)

• DistinctiveDistinctive

• AssociativeAssociative

SURVEY OF SURVEY OF UNITS-AS-WHOLES:UNITS-AS-WHOLES:

SPECIFICSPECIFIC MATERIALS MATERIALS






Purposeful

Writing

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1. Discrete Units2. Form & Genre 3. Structured4. Canon


Writer(s)Think

GodGod

MovesMoves

BOOK SURVEY:BOOK SURVEY:LITERARY FORM & GENRELITERARY FORM & GENRE

Literary form and genreLiterary form and genre(For genre awareness in biblical writers, see:)(For genre awareness in biblical writers, see:)

• Song of praise, Ps 145:1Song of praise, Ps 145:1

• Song of Zion, Ps 137:3 Song of Zion, Ps 137:3

• Amos 5:1 Lament, Amos 5:1Amos 5:1 Lament, Amos 5:1

• Genesis, Genesis, toledottoledot / “generations,” / “generations,” stories organized around family stories organized around family developmentdevelopment






Purposeful

Writing

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1. Discrete Units2. Form & Genre3. Structured4. Canon


Writer(s)Think

GodGod

MovesMoves

COMMUNICATION MATRIX:COMMUNICATION MATRIX:

STRUCTURED STRUCTURED COMMUNICATIONCOMMUNICATION

Common property of homo-sapiensCommon property of homo-sapiens• Cross-cultural realityCross-cultural reality

• No “western” impositionNo “western” imposition Complexity of source/motiveComplexity of source/motive

• Intentional-unintentional spectrumIntentional-unintentional spectrum

• Instruction from experienceInstruction from experience

METHOD IMPLICATIONS OFMETHOD IMPLICATIONS OF

STRUCTURED STRUCTURED COMMUNICATIONCOMMUNICATION

Observe literary structureObserve literary structure• Semantic (logical, primary)Semantic (logical, primary)• Rhetorical (artistic, secondary)Rhetorical (artistic, secondary)

(BSTW2:36-43; MBS:36-63)(BSTW2:36-43; MBS:36-63)

Interpret Interpret materialmaterial as structuredas structured• Neither material without structureNeither material without structure

• Nor structure divorced from Nor structure divorced from materialmaterial

STRUCTURE:STRUCTURE:TWO COMPONENTSTWO COMPONENTS

1.1. Major units & sub-unitsMajor units & sub-units• Consider Consider major shifts in emphasismajor shifts in emphasis

1 3 4 8 9 14Major Emphasis 1

Major Emphasis 2

Major Emphasis 3

Emph. A

Emph. B

Emph. A

Emph. B

Emph. A

Emph. B


1.1. Major units & sub-unitsMajor units & sub-units• Consider major structural Consider major structural

relationshipsrelationships

1 3 4 8 9 14

Preparation Realization

Cause EffectImplies Major Break

Implies Major Break

LITERARY STRUCUTRES?LITERARY STRUCUTRES?

See slides at end of Note See slides at end of Note Taking Guide for treatment of Taking Guide for treatment of each of the major semantic each of the major semantic and rhetorical structures.and rhetorical structures.


2.2. Major structural Major structural relationshipsrelationships• Semantic (logical, primary)Semantic (logical, primary)• Rhetorical (artistic, secondary)Rhetorical (artistic, secondary)

(BSTW2:36-43; MBS:36-63)(BSTW2:36-43; MBS:36-63)

(Note symbiotic tie between identification of (Note symbiotic tie between identification of literary units and identification of major literary units and identification of major structural relationships.)structural relationships.)

PRIMARY STRUCTURESPRIMARY STRUCTURESSemantic, logical relationshipsSemantic, logical relationships

RecurrenceRecurrence ContrastContrast ComparisonComparison Climax?Climax? InterrogationInterrogation ParticularizationParticularization GeneralizationGeneralization

CausationCausation SubstantiationSubstantiation InstrumentationInstrumentation PreparationPreparation SelectionSelection Pivot, CrucialityPivot, Cruciality ConcessionConcession

SECONDARY STRUCTURESSECONDARY STRUCTURESRhetorical, artistic relationshipsRhetorical, artistic relationships

InterchangeInterchange InclusioInclusioChiasmChiasmClimax?Climax? IntercalationIntercalation

““LEVELS” OF STRUCTURELEVELS” OF STRUCTURE

Book Level

Division

Section

Segment

Paragraph Level

Relationships Between Divisions

Relationships between Sections

Relations betw. Segments

Rel. betw. Paragraphs

betweenClauses

STRUCTURED COMMUNICATIONSTRUCTURED COMMUNICATIONOBSERVATION AGENDAOBSERVATION AGENDASS

KEY VERSES / STRATEGIC KEY VERSES / STRATEGIC PASSAGESPASSAGES• Represent major structural relationships --Represent major structural relationships --

>>>>

• Provide particularly important insight into Provide particularly important insight into book/unit as a wholebook/unit as a whole

• Provide direction for studyProvide direction for study

• Give focus for preaching/teachingGive focus for preaching/teaching

IDENTIFYING STRATEGIC IDENTIFYING STRATEGIC PASSAGESPASSAGES• One passage representing each major One passage representing each major

structurestructure

• Commended by structural Commended by structural arrangement itselfarrangement itself

+ DirectlyDirectly: summarization, climax, : summarization, climax, cruciality, cruciality, generalization/particularization, inclusiogeneralization/particularization, inclusio

+ IndirectlyIndirectly: best representative: best representative

STRUCTURED COMMUNICATIONSTRUCTURED COMMUNICATIONOBSERVATION AGENDAOBSERVATION AGENDASS

Source Source • Revelation • Revelation in historyin history• Reality of all communication• Reality of all communication

ResultResult• Inadequacy of initial “hearing”• Inadequacy of initial “hearing”• Partial, • Partial, intuitiveintuitive, culture-bound, culture-bound

DangerDanger• False confidence• False confidence

COMMUNICATION MATRIX:COMMUNICATION MATRIX:

SPACE-TIME BARRIERSPACE-TIME BARRIER

Need:Need:• IntentionalIntentional “listening”/understanding “listening”/understanding

(beyond intuitive)(beyond intuitive) Method:Method:

• QuestionsQuestions

• Answer on basis of evidenceAnswer on basis of evidence Goal:Goal:

• Enter entire “world” of textEnter entire “world” of text

SPACE-TIME BARRIER:SPACE-TIME BARRIER:Method ImplicationsMethod Implications

II. INTERPRETATIONII. INTERPRETATIONWhat did the writer mean?What did the writer mean?

Explanatory MetaphorsExplanatory Metaphors• DetectiveDetective

Drawing warranted Drawing warranted conclusions conclusions from from evidenceevidence

• Communication ModelCommunication ModelAsking questions, drawing Asking questions, drawing

conclusionsconclusions



Reader -Reader -ListenerListener



Purposeful

Writing

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Observe


Writer(s)Think

GodGod

MovesMoves

Contextual HermaneuticContextual HermaneuticGodGod

MovesMoves

Writer(s)Think






WritingWriting

Major Link w.Major Link w.


Space - T

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Observe Intuitive Understanding

Immediate, Partial, Culture-conditioned

Ask Key QuestionsImpl

Reason

Definition

Answer From Evidence

Want More Adequate Understanding?

Less Culture-Bound? More Complete?

ThenMust Inquire of Meaning

Want More Adequate Understanding?

Less Culture-Bound? More Complete?

ThenMust Inquire of Meaning

HermeneuticsHermeneutics“Making sense of Biblical Texts”“Making sense of Biblical Texts”



Consultation(Secondary Research)•Commentaries•Word Study Volumes•Theologies•Encyclopedias•Journal Articles•History of Interpretation

Analysis




Observations

Questions-Possibilities

Research(PrimaryResearch)

Inductive-Independent Work Interactive Work

INTENTIONAL “LISTENING”INTENTIONAL “LISTENING”i.e., INTERPRETATIONi.e., INTERPRETATION

PRIMARY QUESTIONSPRIMARY QUESTIONS

• DefinitionDefinition

• ReasonReason

• ImplicationImplication

ALWAYS START HERE!

The Interpretive PyramidThe Interpretive Pyramid

IMPLY?

DEFINITION?

REASON?

DEFINITIONAL QUESTIONSDEFINITIONAL QUESTIONSAsk for basic meaningAsk for basic meaning

• Specific:Specific:“What does ______ (word, “What does ______ (word, expression, paragraph) mean?”expression, paragraph) mean?”

• General:General:“What is involved in ________?”“What is involved in ________?”


RATIONAL QUESTIONSRATIONAL QUESTIONSAsk for reasonsAsk for reasons

• ““Why is / does ________?”Why is / does ________?”

IMPLICATIONAL QUESTIONSIMPLICATIONAL QUESTIONSAsk about implications & Ask about implications &

assumptionsassumptions• ““What is implied by _________?”What is implied by _________?”


IMPLICATIONSIMPLICATIONS-- -- NOTNOT APPAPPLICATIONSLICATIONS

• What the text assumesWhat the text assumes

• What logically follows from the textWhat logically follows from the text


Assumptions Assumptions behindbehind the the

texttext

Logical Logical consequences consequences fromfrom the text the text

““DeterminantsDeterminants”:*”:*sources of information for sources of information for

anwering interpretive questionsanwering interpretive questions• Objective determinantsObjective determinants

• Subjective determinantsSubjective determinants

cf. “Strategies” above.cf. “Strategies” above.


*Traina. *Traina. Methodical Bible StudyMethodical Bible Study, pp. 135-164; BSTW2, 49-64, pp. 135-164; BSTW2, 49-64

Objective Objective DeterminantsDeterminants


[• Preliminary definition][• Preliminary definition]

• • Context Context (immediate, broad) (immediate, broad)

StructureStructureGrammarGrammarSyntaxSyntax

• • Word useWord useBiblical, extra-biblicalBiblical, extra-biblical

• • Scriptural testimonyScriptural testimony• • Historical backgroundHistorical background• • History of traditionHistory of tradition• • Other interpretersOther interpreters

Contextual HermeneuticContextual HermeneuticGodGod

MovesMoves

Writer(s)Think






WritingWriting

Major Link w.Major Link w.


Sp

ace - Tim

e Barrier

Observe Intuitive Understanding

Immediate, Partial, Culture-conditioned

Reflective Understanding?

More Correct? More Complete?

Inquire of Meaning

Reflective Understanding?

More Correct? More Complete?

Inquire of Meaning

Ask Key QuestionsImpl

Reason

Definition

Answer From Evidence External and Internal

LINKS: SPIRIT, GENES, LINKS: SPIRIT, GENES, LANGUAGE, EXPERIENCELANGUAGE, EXPERIENCE

Subjective Determinants*Subjective Determinants*• Spiritual senseSpiritual sense

• Common senseCommon sense

• ExperienceExperience


*Traina. *Traina. Methodical Bible StudyMethodical Bible Study, pp. 136-138; , pp. 136-138; BSTW, 63-64BSTW, 63-64

Types of observationsTypes of observations1.1. Terms.Terms.

e.g., root, inflection, type (lit./fig.) e.g., root, inflection, type (lit./fig.)

2.2. Grammar & syntax (of words, Grammar & syntax (of words, phrases, clauses)phrases, clauses)

e.g., subject, predicate, prep. e.g., subject, predicate, prep. phrasephrase

3.3. Structure, laws of relationshipStructure, laws of relationshipe.g., contrast, causatione.g., contrast, causation

INTENTIONAL “LISTENING”:INTENTIONAL “LISTENING”:(DETAILED) OBSERVATION / (DETAILED) OBSERVATION /

ANALYSISANALYSIS

Types of observationsTypes of observations4.4. Logic. Logic.

Logical function, type of Logical function, type of meaning expressedmeaning expressed

e.g., scope, extent, action, actore.g., scope, extent, action, actor

5.5. Context.Context.Relationship between elements in Relationship between elements in

the the verse and surrounding materialsverse and surrounding materials

INTENTIONAL “LISTENING”:INTENTIONAL “LISTENING”:DETAILED OBSERVATION / DETAILED OBSERVATION /

ANALYSISANALYSIS

STRATEGIES FOR ANSWERING STRATEGIES FOR ANSWERING QUESTIONSQUESTIONS• Define key terms preliminarilyDefine key terms preliminarily

(biblical language lexicons)(biblical language lexicons)

• Analyze Analyze with inferenceswith inferences+ Strategic passageStrategic passage

+ Unit structure (thought-flow)Unit structure (thought-flow)

+ Themes, issues in unitThemes, issues in unit

+ (Mine survey data)(Mine survey data)


STRATEGIES FOR ANSWERING STRATEGIES FOR ANSWERING QUESTIONS - Doing AnalysisQUESTIONS - Doing Analysis

• Discern parts Discern parts (thought-flow or otherwise)(thought-flow or otherwise)

• Describe essenceDescribe essence

• Describe interrelationshipsDescribe interrelationships

• Move between levels according to needMove between levels according to need(detailed obervation, thought-(detailed obervation, thought-

flow, flow, general, select, etc.)general, select, etc.)


STRATEGIES FOR ANSWERING STRATEGIES FOR ANSWERING QUESTIONSQUESTIONS• Term (expression) meaning fromTerm (expression) meaning from

+ Use (book, corpus, testament, canon)Use (book, corpus, testament, canon)

+ Secondary sourcesSecondary sources

• Social-historical backgroundsSocial-historical backgrounds+ Enter “world of the text” Enter “world of the text”

through text itself (analysis)through text itself (analysis)

+ Secondary sourcesSecondary sources


LITERARY “MESSAGE”:LITERARY “MESSAGE”:OBSERVATION AGENDASOBSERVATION AGENDAS

HistoricalHistorical text implies need to text implies need to understand historical settings understand historical settings related to it: writer, readers, related to it: writer, readers, “world”of the text.“world”of the text.• Locate historical data Locate historical data in text itselfin text itself

(place, date, occasion, etc.), i.e.,(place, date, occasion, etc.), i.e.,

• Approach “critical” questions Approach “critical” questions inductively alsoinductively also


STRATEGIES FOR ANSWERING STRATEGIES FOR ANSWERING QUESTIONSQUESTIONS• Entering “world of the text” links literary Entering “world of the text” links literary

and historical studiesand historical studies

- Key questions:Key questions:

¦ What are readers expected to know?What are readers expected to know?

¦ What are text characters expected to What are text characters expected to know?know?

Be accurate & specific.Be accurate & specific. Give references.Give references. Go beyond quotation: label, Go beyond quotation: label,

describe, probe. Say something describe, probe. Say something aboutabout the text. the text.

Go beyond grammatical Go beyond grammatical identification; probe significance.identification; probe significance.

Be selective, but be thorough.Be selective, but be thorough.

OBSERVATION / ANALYSIS:OBSERVATION / ANALYSIS:SUGGESTIONSSUGGESTIONS

Actually draw inferences Actually draw inferences (vs. rephrase observtion)(vs. rephrase observtion)

Draw warranted inferencesDraw warranted inferencesDoes evidence Does evidence as statedas stated support? support?

Entertain various possible inferencesEntertain various possible inferences Pursue beyond definition; deal with Pursue beyond definition; deal with

reasons and implicationsreasons and implications Distinguish interpretation from Distinguish interpretation from

application (they vs. we)application (they vs. we)

INTENTIONAL “LISTENING”:INTENTIONAL “LISTENING”:DRAWING INFERENCESDRAWING INFERENCES

INTENTIONAL “LISTENING”:INTENTIONAL “LISTENING”:OTHER INTERPRETERSOTHER INTERPRETERS

Give adequate bibliography: Give adequate bibliography: author, title, page at leastauthor, title, page at least(view as person vs. not page)(view as person vs. not page)

Interact respectfully with writer:Interact respectfully with writer: evidence? reasoning? evidence? reasoning?

Use creatively.Use creatively.As lead to primary material.As lead to primary material.For interpretation, but also For interpretation, but also evaluation, application.evaluation, application.

INDUCTIVE BIBLE STUDYINDUCTIVE BIBLE STUDY

ObservationObservation• What did the writer say?What did the writer say?

InterpretationInterpretation• What did the writer mean?What did the writer mean?

EvaluationEvaluation• What cross-cultural, trans-temporal What cross-cultural, trans-temporal

instruction emerges?instruction emerges? ApplicationApplication

• How should we then live?How should we then live?






Purposeful

Writing

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1. Discrete Units2. Form & Genre3. Structured4. Canon


Writer(s)Think

GodGod

MovesMoves

EVALUATION - APPLICATIONEVALUATION - APPLICATION

INTERPRETATIONINTERPRETATION

Truth Truth as Interpretedas Interpreted

Leviticus 11Leviticus 11

Clean/unclean:Clean/unclean:1) Covenant loyalty1) Covenant loyalty

2) Devotion to God2) Devotion to God

3) Diet3) Diet

4) By contact4) By contact

APPLICATIONAPPLICATION

Truth Truth as Evaluatedas Evaluated

Leviticus 11Leviticus 11

Clean/unclean:Clean/unclean:1) Covenant loyalty1) Covenant loyalty

2) Devotion to God2) Devotion to God

3) 3) NotNot Diet Diet

4) 4) NotNot by contact by contact

5) Esentially 5) Esentially heartheart issue issue

EEVVAALLUUAATTIIOONN

III. EVALUATIONIII. EVALUATIONWhat does Scripture as a Whole What does Scripture as a Whole

Teach?Teach?

Explanatory metaphorsExplanatory metaphors• The Divine TeacherThe Divine Teacher

• Canonical dialogueCanonical dialogue

• Canonical “round table”Canonical “round table”

INDUCTIVE EVALUATION:INDUCTIVE EVALUATION:Evaluative ConclusionsEvaluative Conclusions

AffirmationAffirmation Exposition, Exposition,

extension extension ApplicationApplication ArgumentationArgumentation RevisionRevision RecensionRecension OtherOther

FROM EVIDENCE:FROM EVIDENCE:

• • CONTEXTCONTEXT

• • BACKGROUNDBACKGROUND

• • CANONCANON

• • TRADITIONTRADITION

CCOONNCCLLUUDDE E

EVALUATIONEVALUATIONLet Jesus Be the Judge.Let Jesus Be the Judge.

A. A. HearHear the canonical dialoguethe canonical dialogue• Inspired diversity within Inspired diversity within

essential unityessential unity B. Discern Scripture’s B. Discern Scripture’s directiondirection

• Promise-fulfillment in ChristPromise-fulfillment in Christ

• Import of New Covenant Import of New Covenant

EVALUATIONEVALUATION

C. Evaluate from evidence ( C. Evaluate from evidence ( interpret from evidence)interpret from evidence)

D. Draw D. Draw evaluativeevaluative (vs. (vs. interpretive) conclusions.interpretive) conclusions.

• Affirms, Assumes, AdoptsAffirms, Assumes, Adopts• Expands, ExtendsExpands, Extends• Applies, AppropriatesApplies, Appropriates• Revises, RedirectsRevises, Redirects• Rescinds, RejectsRescinds, Rejects

BIBLICAL “ROUND-TABLE”BIBLICAL “ROUND-TABLE”Sponsored by The FatherSponsored by The Father

Enabled by The SpiritEnabled by The Spirit

MosesDavidSolomon

AmosHosea

Isaiah

JeremiahEzekiel MatthewJESUS

MESSIAHModerator

MarkLuke

PaulPeter

Jude

John

JamesBring Your Passage &

Its Teaching Into the Dialogue

IV. APPLICATIONIV. APPLICATIONHow should we then live?How should we then live?

A. Bases for applicationsA. Bases for applications

B. Building applicationsB. Building applications

BASES FOR APPLICATIONBASES FOR APPLICATION

Wesleyan “quadrilateral”Wesleyan “quadrilateral”• SCRIPTURESCRIPTURE

• Tradition Tradition

• ReasonReason

• ExperienceExperience Whole-Life Application ProbeWhole-Life Application Probe

WHOLE-LIFE WHOLE-LIFE APPLICATION PROBEAPPLICATION PROBE

Your passage’s

truth

TheologyPsychology

Sociology

Medicine

Economics

ArtsEntertainment

MediaPolitics

Law

Science

Cosmology

Ethics

AestheticsEducation

Anthropology

BUILDING APPLICATIONSBUILDING APPLICATIONS

Abstract and Abstract and ConcreteConcrete

Being and DoingBeing and DoingCorporate and Corporate and

IndividualIndividualPositive and NegativePositive and Negative

DETAILED TREATMENT OF DETAILED TREATMENT OF INDIVIDUAL LITERARY INDIVIDUAL LITERARY

STRUCTURESSTRUCTURES

Major Structural Relationship Major Structural Relationship (MBS, 50-59; BSTW 2, 36-43.)(MBS, 50-59; BSTW 2, 36-43.)

1. 1. Primary Relationships Primary Relationships (Semantic (Semantic Relationships)Relationships)

a. a. Recurrence:Recurrence: repetition of same or repetition of same or similar similar terms, phrases, or themes. terms, phrases, or themes.

X X XXX X X X XXX XX X XXX X X X XXX X

Example: Example: recurrence of “love” in 1 Johnrecurrence of “love” in 1 John

b. b. Contrast:Contrast: association of things whose association of things whose differences are stressed by the writer differences are stressed by the writer

“But”, “However”“But”, “However”

Blessing of Perishing ofBlessing of Perishing of the the GodlyGodly the Wicked the Wicked

1 3 4 5 61 3 4 5 6

Examples: Examples: Psalm 1 (above): Recurring Psalm 1 (above): Recurring contrasts between Light and Darkness and contrasts between Light and Darkness and

between faith and unbelief in the between faith and unbelief in the Gospel of Gospel of John.John.

Yah

weh

’s

Yah

weh

’s

Kno

win

gK

now

ing

c. c. Comparison:Comparison: association of things association of things whose similarities are whose similarities are

stressed by stressed by the writer. the writer.

““Like...” “as...”Like...” “as...”

Example: Example: Book of Joel is Book of Joel is structured by a comparison structured by a comparison between the locust plague and the between the locust plague and the Day of the Lord.Day of the Lord.

d. d. ClimaxClimax: : movement toward a high movement toward a high point of culminationpoint of culmination

Example: Example: The book of The book of Ezekiel Ezekiel reaches its climax in reaches its climax in the closing statement: “The the closing statement: “The name of the city is ‘Yahweh is name of the city is ‘Yahweh is There!’” climaxingthe theme There!’” climaxingthe theme

of Yahweh’s presence (and lack thereof of Yahweh’s presence (and lack thereof in Jerusalem)in Jerusalem)

Implicit: Implicit: Preparation/ReaPreparation/Realization lization Contrast Contrast (between the (between the “lower” & the “lower” & the “higher” pts.) “higher” pts.) Often CausationOften Causation

e. e. CrucialityCruciality:: employs the pivot, that employs the pivot, that occasions a radical reversal or occasions a radical reversal or change of direction (i.e., radical contrast change of direction (i.e., radical contrast associated with specific point). A vs. -Aassociated with specific point). A vs. -A

Example: Example: The Book of Esther is The Book of Esther is structured around the pivot.structured around the pivot.Movement toMovement to Actual destruction ofActual destruction of

destroy Mordecaidestroy Mordecai Jews’ enemies andJews’ enemies and and the and the Jews (1-4) Jews (1-4) exaltation of Mordecai exaltation of Mordecai

(7-10)(7-10)

Esther’s appeal toEsther’s appeal to King Ahasuerus (5-6)King Ahasuerus (5-6)

Moves along a line involving the Moves along a line involving the samesame item, theme or item, theme or issue, here the fate of Mordecai and the Jews.issue, here the fate of Mordecai and the Jews. XX

Implicit: Implicit: Causation Causation

and and ContrastContrast

f. f. ConcessionConcession:: Gives unexpected Gives unexpected consequence to an item which contrasts with an consequence to an item which contrasts with an anticipated (and often unstated) consequence, i.e., anticipated (and often unstated) consequence, i.e., A >> B vs. [-B]. A >> B vs. [-B]. “Although”, “Although”, “even though,” “in spite of “even though,” “in spite of the fact the fact that...”that...”

Example: Example: Romans 5:8Romans 5:8

We wereWe were ExpectedExpected sinnerssinnersResult: No one,Result: No one, (even though)(even though)including Christ,including Christ, would die for would die for us.us. ConcessionConcession

ContrastContrast Unexpected Unexpected Result:Result: Christ died for Christ died for us. us. (still)(still)

g. g. ParticularizationParticularization:: The movement from The movement from general to particular. general to particular.

Examples:Examples:

• IdentificationalIdentificational

Isaiah 1:1 -- Vision of Isaiah (general)Isaiah 1:1 -- Vision of Isaiah (general)

Isaiah 1:2-66:24 -- particulars of the Isaiah 1:2-66:24 -- particulars of the vision (general description, particular vision (general description, particular expression)expression)

Implicit:Implicit:Preparation/Preparation/RealizationRealization

• Logical Logical

Book of HebrewsBook of HebrewsGeneral claimsGeneral claims Specific expansion Specific expansion regardingregarding of these of these general Christ, 1:1-4general Christ, 1:1-4 claims,1:5-claims,1:5-13:2113:21

(General)(General)(Particulars)(Particulars)• Biographical / Biographical / GeographicalGeographical

Book of GenesisBook of Genesis

1 11 12 50

Focus: entire Focus: entire Focus: Focus: human race, human race, 1 man (Abraham) and 1 man (Abraham) and whole world 1 place (land of promise)whole world 1 place (land of promise)

i. i. CausationCausation - - Movement from cause to Movement from cause to effect, from reason to result.effect, from reason to result.

Examples:Examples:

• LogicalLogical - Book of Hebrews characterized - Book of Hebrews characterized by a number of instances of in which the by a number of instances of in which the movement from cause to effect is inferential, movement from cause to effect is inferential, i.e.,i.e.,totally in reasoning, totally in reasoning, e.g., Heb 5:1 - 7:28 e.g., Heb 5:1 - 7:28 give the basis for the logical give the basis for the logical inference/conclusion of 8:1 ffinference/conclusion of 8:1 ff

““Since...then,” “so then...” “therefore...”Since...then,” “so then...” “therefore...”

• HortatoryHortatory - Book of Romans - Book of Romans

Theological argumentTheological argumentConsequent Consequent re: justification by faithre: justification by faithexhortationsexhortations

(Ch. 1-11)(Ch. 1-11) (Ch. 12-(Ch. 12-15)15)

(CAUSE)(CAUSE)(EFFECT)(EFFECT)

• HistoricalHistorical -- Book of Acts -- Book of Acts

Coming of the Coming of the Universal Universal witness witness Holy Spirit (ch.2)Holy Spirit (ch.2) (chs. 3-28) (chs. 3-28)

(CAUSE)(CAUSE)(EFFECT)(EFFECT)

Implicit:Implicit:Preparation/Preparation/RealizationRealization

j. j. SubstantiationSubstantiation - - movement from movement from effect to causeeffect to cause

Gives the reasons for, the basis of the preceding material

Gen. 37 - 49 50

Effect: the adversity and the rise to power of Joseph

Cause:God’s Purpose

Genesis 50:19-20 explains the suffering of Joseph and the behavior of others around him finally or at least in part in terms of the purpose of God.

John 3:14-15 3:16

Effect: the “lifting up” of the Son for life

Cause: the love of God in giving the Son

Key conjunctions: “for,” “because,” “ since” often introduce the substantiation

k. k. InstrumentationInstrumentation:: Movement from means Movement from means to endto end

Two types of Instrumentation:Two types of Instrumentation:+Statement of Purpose Statement of Purpose

(“In order that”, “so that”)(“In order that”, “so that”)

Example: Example: The book of Deuteronomy repeatedly The book of Deuteronomy repeatedly describes the purpose, or end, for obeying the law describes the purpose, or end, for obeying the law (4:40; 5:29, 33, etc.).(4:40; 5:29, 33, etc.).

+Statement of Means Statement of Means (“Through”, “by means of”).(“Through”, “by means of”).

Example: Example: In the Book of Exodus, Moses is the means In the Book of Exodus, Moses is the means (or agent) of Yahweh’s deliverance of his people.(or agent) of Yahweh’s deliverance of his people.

l. l. Preparation/Realization Preparation/Realization (or (or introduction): introduction): Background or Background or setting for events or ideas. setting for events or ideas. (vs. (vs. particularization or causation)particularization or causation)

Example:Example:

Account of Jeremiah’sAccount of Jeremiah’s For theFor the calling and calling and

description description commissioning tocommissioning toJeremiah’sJeremiah’s prophetic office isprophetic office is

work andwork and background/settingbackground/settingoraclesoracles (1:1-19)(1:1-19)

(2:1-52:34)(2:1-52:34)

cf. - Genesis 1:1-2:3 2:4-50:26.cf. - Genesis 1:1-2:3 2:4-50:26.

m. m. SummarizationSummarization: : Abridgment Abridgment (summing up) either preceding or (summing up) either preceding or following a unit of material.following a unit of material.

Example: Example: Judges 2:6-3:6 Judges 2:6-3:6 summarizes the individual accounts of summarizes the individual accounts of the judges in 3:7-the judges in 3:7- 16:13. 16:13.

n. n. InterrogationInterrogation: : Question or Problems Question or Problems followed by the Answer or followed by the Answer or

SolutionSolution QuestionQuestion Answer Answer

Example: Example: Psalm 24: “Who shall all Psalm 24: “Who shall all Ascend?”Ascend?”

ProblemProblem Solution Solution

Example: Example: Book of RuthBook of Ruth

Naomi’s emptinessNaomi’s emptiness harvest, child, harvest, child, fullnessfullness

(problem)(problem) (solution) (solution)

11 22 44

2. 2. Auxiliary Relationships Auxiliary Relationships (Rhetorical (Rhetorical Relationships)Relationships)

a. a. InterchangeInterchange: : alternating of blocks of alternating of blocks of material in an A-B-A-B arrangement.material in an A-B-A-B arrangement.

Example: Example: the alternating descriptions of the alternating descriptions of the Northern and Southern kingdoms in the the Northern and Southern kingdoms in the Books of Kings; of Hannah and her Books of Kings; of Hannah and her son son Samuel and Eli and his sons in 1 Samuel.Samuel and Eli and his sons in 1 Samuel.

b. b. InclusioInclusio: : repetition of same phrase, repetition of same phrase, etc., at the beginning and end of a unit, etc., at the beginning and end of a unit, producing a “bracket” or “envelop” producing a “bracket” or “envelop” effect.effect.

Example: Example: Mt. 19:30 // 20:16 Mt. 19:30 // 20:16 “first...last”,“first...last”, Ps. 103:1 // 22 “Bless Ps. 103:1 // 22 “Bless the the Lord, O my soul!”Lord, O my soul!”

Caution: Caution: look for verbatim or look for verbatim or nearly verbatim repetition.nearly verbatim repetition.

c. c. ChiasmChiasm: : repetition of elements in repetition of elements in an inverted (X) order:an inverted (X) order:

A-B-C-BA-B-C-B11-A-A11

Example: Example:

Mk 8:35 Mk 8:35 “lose...save...save...lose”“lose...save...save...lose”

Named for Greek chi.Named for Greek chi.

d. d. IntercalationIntercalation: : insertion of one literary insertion of one literary unit into another literary unit. unit into another literary unit.

Example: Example: Genesis 38: the story of Genesis 38: the story of Judah and Tamar is Judah and Tamar is

intercalated into intercalated into the story of Joseph and the story of Joseph and his brotherhis brother

JosephJoseph Joseph and BrothersJoseph and Brothers andand JudahJudah Joseph faithful to God in Joseph faithful to God in

all all Bros.Bros. &Tamar&Tamar matters, esp. sexual matters, esp. sexual purity and purity and 3737 38 38 preservation of preservation of covenant peoplecovenant people 39 39

5050

ContrastContrast

Judah Judah promiscuous; & promiscuous; &

unconcerned about unconcerned about covenant line covenant line

““LEVELS” OF STRUCTURELEVELS” OF STRUCTURE

Book Level

Division

Section

Segment

Paragraph Level

Relationships Between Divisions

Relationships between Sections

Relations betw. Segments

Rel. betw. Paragraphs

betweenClauses

Levels of StructureLevels of StructureBOOK LEVEL STRUCTUREBOOK LEVEL STRUCTURE

CauseThe Good News of Persons Set Right

With God by faithRomans 1- 11

Effect:Teaching Regarding

the TransformedMind

Romans 12-16

Book LevelCausation

Book as a wholecomposed of major

divisions

Levels of StructureLevels of StructureDIVISION LEVEL STRUCTUREDIVISION LEVEL STRUCTURE

Humanity’s Basic Problemand God’s Unique Solution

Romans 1:18-5:21Problem/Question

God’s I ntent:Total Moral Renovation

Romans 6:1-8:39Solution/Answer

I nterrogation

Division as a wholecomposed of major

sections

Levels of StructureLevels of StructureSECTION LEVEL STRUCTURESECTION LEVEL STRUCTURE

The Wrath of God on HumanUnrighteousnessRomans 1:18 - 3:20

Problem(Sub-section/segment)

God’s Unique Solution:Righteous Rescue by

FaithRomans 3:21-5:21

Strongly contrastingsolution

(Sub-section/segment)

I nterrogation

with strong contrast

Section as a wholecomposed of major

segments or sub-sections

Levels of StructureLevels of StructureSEGMENT LEVEL STRUCTURESEGMENT LEVEL STRUCTURE

Segment as a wholecomposed of paragraphs

Sin because ofGrace? No!

Romans 6:1-11Qs #1 -Ans.

Cause

Conclusion:Give Y ourselves

to GodRomans 6:12-14

Effect #1

Sin because under grace?By no means!

Qs #2-Ansand Effect #2

Wages & GiftConcluding

SupportRom 6:23

Substantiation

NT(IBS)530 GOSPEL OF MARK

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