Inductive Bible Study Flashcards

Question

What is observation of terms and how do we do this?

Answer 1

**Morpheme, Funnel Chart, Exegesis vs. eisegesis** It is studying the actual words which is important because God inspired the Word in detail. To do this we must get back to the original language. *The quality of a question determines the quality of the answer/understanding gained*

Answer 2

Words can have many different meanings. Determine meaning by context and experience.

Answer 3

1. Listen to the text on its own terms 2. Focus on author's most important words 3. Consider both terms denotation and connotation

Answer 4

Look for what the author was meaning. If you don't do this you will interpret subjectively and will not necessarily understand what God intended. NOT: "What does this passage mean to you?"

Answer 5

*we do not have time to focus on all the words* Most important is 1. What the author stresses by repetition and key positioning (i.e. first/last word, both) 2. Words used in technical sense (theological weight, ie hope) 3. Author's distinctive vocabulary (i.e. words author often uses in his works- known from historical background) 4. Words that give you trouble (words you had a question on)

Answer 6

Denotation: strict meaning, a shepherd is one who takes care of sheep Connotation: subjective meaning, a shepherd is hardworking, diligent, gentle etc.

Answer 7

individual unit of meaning it is a word or part of a word that has meaning -most words have one (love), but some words have more than one (loved) *similar to phonics which is a phoneme: individual unit of sound*

Answer 8

"range of meaning" provides outer boundary of word/ word part Words may have more than one meaning but certain things are outside of that range. *the semantic range of truth and Hebrew word batah are similar but not identical*

Answer 9

The understanding that meaning resides in the Bible (it is what the author/Holy Spirit intended) -We exegete meaning out of it to get God's meaning *discovering the meaning the text had all along*

Answer 10

When one puts their own meaning in the Bible and we will quite possibly read something in that God did not mean.

Answer 11

Above the funnel is **Sematic range- what the term could mean** in that language The funnel is the **usage- how it was used**, first consider the usage in the testament, of the writer, of the book, and finally of the passage. Below the funnel we have the **specific meaning- what the term meant** This leads to a high degree of accuracy and a good decision on what the author is saying. This answers the question *what would the author have most likely meant when he used this term here?*

Answer 12

Go to Blue Letter Bible type in scripture passage. Click on verse reference, Click on Strong's number find "outline of Bible Usage" this is the semantic range. Discover usage by looking at bible verses it is in, Vine's Expository dictionary when necessary and Theological Dictionary of the New Testament abridged (TDNTA)'Now think through specific meaning. Beable to write down rational.

Answer 13

Bible study is not just word studies this will make you miss the point. Bible study is becoming sensitive to how the words combine together in many combinations (Legos)

Answer 14

Key: visualize entire passage on a single page 1) **Synthetic chart: for longer passages**- give paragraphs a topic sentence then group them (may have groups within groups) 2) **Mechanical layout: for shorter passages**- enables you to see better what the author is saying- separate main and depended clauses and pick out conjunctions + **Laws of Composition**

Answer 15

A way to construct literature in the way that will be most effective to get message across **1) repetition: 2) similarity: 3) contrast: 4) comparison: 5) general to particulars: 6) particulars to general: 7) cause to effect: 8) effect to cause 9) climax**

Answer 16

Using the _same_ term several times in a passage designate intentional, important - Psalm 1: wicked (4), stand (2)

Answer 17

Using similar words, phrases, or ideas emphasis w/o turning off reader - wicked/sinners/scoffers

Answer 18

Using opposites to make a point wicked/delight in the law of the LORD, tree/chaff

Answer 19

Using words such as "like" or "as" to compare two items Explicit: similes (like/as), Implicit: metaphor - simile: like a tree

Answer 20

Moving from a general concept (summary or overriding idea) to particulars (specific examples of the idea) tree -> firmly planted -> fruit bearing -.leaves X whither

Answer 21

Moving from specific examples to the general idea that summarizes them -whole psalm to summary statement in the final verse

Answer 22

Progressing from a cause or reason to the effect or result it produces -Delight in the LORD/ Choose to meditate -Wicked not delight in the LORD/ be like chaff

Answer 23

Progressing from an effect or result to the cause or reason that produced it -Sinners not stand in assembly of righteous / because God knows the way of the righteous

Answer 24

Arranging several items (words, phrases, episodes) to build a logical climax Movement: walk, stand, sit Intensity: Wicked sinners, scoffers Book of Mark: Chapters 1-8 miracles, to 8 who you say I am then go to Jerusalem and centurion would recognize Jesus was the son of God

Answer 25

Resources to answer questions or go deeper in study Strict definition: books written to comment on other books (particularly the Bible) General definition: Anything written by someone else that can help understand the text

Answer 26

It is a trade off between quality and quantity. Best Quality: library (Books) More Convenient: Library website- ebooks less options/quality Really Convenient: BLB & other websites offering free commentaries that are od and out of copy write better than nothing but not the best work

Answer 27

1. Provide information about the historical background of the book -introductory information to supplement own historical background 2. Provide answers for alot of questions particularly informational and inferential 3. Provide additional observations not immediately obvious to you - more observations than you can get on your own 4. Provide alternative discussion on texts - when there is a discussion on a text it takes you through the reasons for the positions 5. Provide check on unaided observation an lexical decisions - can tell you what it doesn't mean and why

Answer 28

1. Commentaries can be wrong so read them critically - come in strength by analyzing text on your own first 2. Commentaries are not exhaustive - not necessarily cover everything you want to learn about 3. If you read the commentary first, it will distort your own interpretation - hard to shake what commentary says 4. Commentaries can become a crutch - not develop own skill and confidence in Bible Study 5. Always use the best tools for the job, not the most convenient - quality of tools determines quality of workmanship

Answer 29

Lowest to highest level: Devotional, homiletical, expository, exegetical

Answer 30

Good thoughts to get you going in the day but not careful study on the text. Supplement not a replacement for solid study

Answer 31

More substantive "sermon making" often written by noted preachers. The text of a sermon. Not all you can get in a passage because busy pastors will likely spend 8-10 hours preparing for the passage.

Answer 32

Expound the Biblical text typically from Greek/Hebrew. To broader audience to get benefits without being too technical. For pastors, teachers, students. No untranslated language. This is the sweet spot: good information that is understandable

Answer 33

So much information, beneficial information but must wade through a lot of technical material. Pitched pretty high

Answer 34

**Encyclopedias** (International Standard Bible Encyclopedia & Zondervan pictorial encyclopedia of the Bible) - Get a lot of information on place and people **Dictionary** (Haper's Bible Dictionary) - Quick version of encyclopedia Dictionary of Biblical Imagery - helpful for poetry, metaphors, imagery- how used & what meant in text **Commentary Surveys** - to find good commentaries vc

Answer 35

S + C = BI (subject, complement, big idea)

Answer 36

"The boy hit the ball" NOT: grammatical subject: Person performing the action (boy) IS: Semantic subject: subject of meaning, what the passage (verse, paragraph, book) talking about (hit the ball)

Answer 37

1. Determine the **pointer word** 2. Crystallize the content in a short summary statement -**Short statement summarizing content of the passage** 3. State the subject in **use there then language** (in terms of ppl in passage not I, us, we) *1 Timothy 1:16 - **why** Paul received God's mercy*

Answer 38

1. Who - identifies a person or group of people (rare) Matt 1:1-16, list of names, who Jesus' ancestors were 2. When - focuses on time (rare) Matt 4:2, after fasted 40 days/nights, then became hungry, when Jesus was tempted by the devil 3. Where - centers on a place (rare) Matt 4:25, early ministry of Jesus: Galilee, Decapolis, Jerusalem, Where Jesus' early followers came from (all over) 4. What - The main point is to state fact, (plain vanilla) Matt 4:23, teaching proclaiming, healing, What Jesus did in Galilee 5. Why - A purpose or reason is the emphasis, Matt 4:1 - devil lead Jesus to be tempted, Why Jesus was lead to desert 6. How - Emphasizes the process or manner, Matt 2:11 - came, saw child, fell down, worship, open treasures, present gift, How the wise men greeted the Christ child

Answer 39

If there is uncertainty, How/why over what, and these three are more likely (more common) than who, when, where

Answer 40

It is what the passage says about the subject (completes the subject) Method: **Turn subject into question. The *answer* to the question is the complement** *not compliment - I feel good*

Answer 41

**Put subject and complement together into a statement** **Validate the idea to demonstrate that it fits in the passage** **Refine the idea, make it Precise, concise, and memorable** If this is done it will be powerful and life impacting

Answer 42

Incorporates as much as possible all observed points. Once written go back to verses and ensure all details are in big idea. **Validation** demonstrates that the big idea is valid for passage not too small or too big, (encompasses all observed points not some or more than) *Validation is the alterations on the BI so it is precise as possible*

Answer 43

10-12 words, tremendous benefit, allows audience to remember, may need to give up some precision so can be remembered

Answer 44

Do something to help stick in mind, not cutesie, but what is the point if its not remembered?

Answer 45

Precise: Jesus' disciples should live before the people such that their good works will glorify God Concise: Jesus' disciples godly practice will bring praise to God Memorable: How Jesus' disciples live in the world will determine how God looks to the world

Answer 46

To what degree is application of this passage valid now, is this God's continuing will today, and HOW do we Know? (Exodus 20:8-11- sabbath, 2 Cor 13:12 - holy kiss, Mark 16:18 - signs of those who believe)

Answer 47

1. Exegesis 2. Assumptions 3. Original audience 4. Clues 5. Bridge 6. How to bridge 7. Quantify bridge

Answer 48

Valid application builds on accurate exegesis (this comes after observations and ideas, understanding what it meant there & then)

Answer 49

We must recognize the assumptions we bring to the text. (Bible study should be transformative--challenging our assumptions)

Answer 50

Analyse the distinctives of the original audience (know from historical background)

Answer 51

When possible, consider clues from other Biblical passages. (Levitical rules of sacrifice and diet made obsolete by the NT--Jesus' sacrifice and in Acts Paul being told that God has made all things clean)

Answer 52

Bridge the gap between the original audience and the target audience.

Answer 53

How we bridge the gap is we evaluate how the target audience is similar to and different from original audience (Based on historical background and knowledge of target audience)

Answer 54

Quantify the degree of transfer for the target audience from totally different: 1 to 10: exactly the same -similarities and differences have different weights

Answer 55

**1-2: Obsolete**, audiences very different (Many OT laws, instructions to specific people for specific tasks) **3-5: Patterns**, more differences (Narratives, may saying what happened not what we are to do- David) **6-8: Principles**, more similarities (most epistles b/c to disciples) **9-10: Directives**, very similar (language in passage is all inclusive) 10: Absolute/universal *Acts 1:8 evangelism Principle, Deu. 26: 1-11 first fruits Obsolete and General principle, Psalm 117 All nations praise, Univeral, Mark 1:35 quiet time, Pattern, use clues*

Answer 56

1. When you apply a passage to different target audiences, different charts of similarities and differences with different degrees of transfer are necessary. 2. Different assumptions may cause people to evaluate similarities and differences differently influencing the application to the audience (schools of thought) 3. Do not limit application to personal Christian ethics (consider application for personal, Christians, Culture)

Answer 57

The bridge from the big idea to the specific application -includes big idea a degree of transfer For each target audience, restate the big idea in appropriately transferred language -high degree of transfer insert target group for original group in big idea -low degree of transfer must modify big idea

Answer 58

1. Pray for the Holy Spirit's illumination -Prayer must dominate the Bible Study from A-Z (permeate) hear what God's Spirit teach us and audience 2. We need to meditate on the passage -slow down at the end - truth that is "out there" must sink in to be absorbed and assimilated 3. Write out applications for each target audience -include actions and attitudes -make them SMART (each application must pass all five tests) -Specific, Measurable, Attainable, Realistic, Time-determined 4. Determine to obey your applications -what would the point be if you know and apply and then not do *Truth that is learned but not lived forms callouses on the soul (insensitive of spirit prompting)

Answer 59

Select target audiences for applying the passage Chart similarities to and differences from the original audience Determine the appropriate degree of transfer for the target audience (4 ranges of degrees of transfer)

Answer 60

Application principles - for each target audience, restate the big idea in appropriately transferred terms SMART application Live what you learn "Truth that is learned by t not lived forms calluses on the soul"

Answer 61

Need for Effective Technique vs. Common Approaches to Bible Study Overview of the Inductive Method and Ideal Procedure of Bible Study Survey Reading and Historical Background Unaided Observations Interpretive Questions Observation of Terms Observation of Structure Bible Study Tools Synthesis Audience Analysis Application