Standard Jet DBnb` Ugr@?~1y0̝cßFN`7ߜH(-`{6{߱oCA43y[.|*|cOf_Љ$g'DeFx -bT4.0gdv Y 8I 8I S  Y   Y Y  Y Y  Y  Y  Y   Y  Y  Y  Y  Y 2Y  Y   Y  Y ConnectDatabaseDateCreateDateUpdate FlagsForeignNameIdLvLvExtraLvModule LvPropName OwnerParentIdRmtInfoLongRmtInfoShortTypeYYIdParentIdName        OYS Y Y Y  Y 2ACMFInheritableObjectIdSID  AtYObjectId YSY  Y Y Y  Y 0 Y Y  Y AttributeExpressionFlagLvExtra Name1 Name2ObjectId Ordernzf edY"ObjectIdAttribute -YSY Y Y  Y 0 Y  Y  Y  Y ccolumn grbiticolumnszColumnszObject$szReferencedColumn$szReferencedObjectszRelationship  @W YYYszObject$szReferencedObjectszRelationshipYv1b N  : k & W  C t/ @@X  @@OJmJLJkQkiQ^JmYdbkWYfkmJL^Qk`kvkJMQk`kvkdL[QMmk`kvkhoQiYQk`kvkiQ^JmYdbkWYfkmdfYMbdmQk`kvkOL  @~  @ @           d k f  ,q@,q@Topic NotesM~@DDD88888886 @,q@,q@MSysRelationshipsL|DDDDDDDDDDB ,q@,q@MSysQueriesL|88888888886 ,q@,q@MSysACEsL|22222222220 ,q@,q@MSysObjectsL|88888888886 ,q@,q@MSysDbM~.........., ,q@,q@RelationshipsL|<<<<<<<<<<: ,q@,q@DatabasesL|44444444442 ,q@,q@TablesL|.........., x{hUB/ L~ M~ L~ L~ L~ L~ L~ L~ M~ M~ M~ L{ M~ L{ M~ M~ M~ M~ jYNY Y d YTID TitleCommentsYYIDPrimaryKeyHv1b XLVALnMR28AllowZeroLengthRequired( Title  .Comments MR28AllowZeroLengthRequired( Title  .Comments  H  @ @ @          H  @ @ @          L ],N Z  f - E  BSM 24 SYNTHETICgc2&BSM 23 SOCIOLOGICAL9jb8,BSM 22 SCIENTIFICCa6*BSM 21 RHETORICALca4(BSM 20 POLITICAL*Nf7`4(BSM 19 PARABLE~_."BSM 18 MIRACLEdI."BSM 17 LITERARY8UH0$BSM 16 INDUCTIVE* H4(BSM 15 CULTURALfjeG0$BSM 14 ANALYTICALTE4( BSM 13 GEOGRAPHICAL[D8, BSM 12 HISTORICALؚ}C4( BSM 11 DOCTRINErTw\ C0$ BSM 10 BIOGRAPHICALg7B8, BSM 09 CHARACTER]a\LA4(BSM 08 BOOKVl@(BSM 07 TOPICALM?0$BSM 06 THEMATIC4I>0$BSM 05 CROSS REFeBx=2&BSM 04 WORD5"=(BSM 03 CHAPTERJM <."BSM 02 DEVOTION];0$BSM 01 INTRO013:*LVAL13:{\rtf1\ansi\deff0{\fonttbl{\f0\froman\fprq2\fcharset0 Times New Roman;}{\f1\fnil\fcharset0 Georgia;}} {\colortbl ;\red0\green0\blue0;} {\*\generator Riched20 5.40.11.2210;}\viewkind4\uc1\pard\qc\lang1033\b\f0\fs24 BIBLE STUDY METHODS T124\par \par TEXAS BIBLE COLLEGE\par \pard\b0\par \pard\fi-360\li360 I. \tab COURSE OBJECTIVES\par \pard\tab\par \pard\li360 This a course of Bible Study Methods. You will work out Bible Studies on your own, following the directions of each study. This is to give you the ability to open up the contents of the Scripture without relying upon someone else to do it for you. \par \pard\par \pard\fi-360\li720 A.\tab To provide an opportunity for the student to become acquainted with the various options at his disposal for studying the Bible.\par \par B. \tab To help the student become aware of the plan and purpose of God for his own life as God has laid it out in Scripture.\par \par C.\tab To provide an observation of the successes and failures of Bible characters while recognizing those unchangeable spiritual laws that relate to the student himself.\par \par D.\tab To help the student to interpret the Bible, that he might "rightly divide the Word of truth" (2 Timothy 2:15).\par \pard\par \par \pard\fi-360\li360 II.\tab CONTENTS OF THE COURSE\par \pard\par \pard\fi-360\li720 A. \tab Devotional Bible Study: The basic Bible study that is used in all others. How to read the Bible on a daily basis and build spiritual maturity in the process. Learning how to study the Bible and receive from it what it offers is the greatest education possible. If a person learns this course well, he will succeed in any other. \par \par B.\tab Advanced Bible Study: After a student has learned to read his Bible devotionally, he can use that same method on other types of Bible Studies. We begin with learning how to explore a chapter of the Bible, then how to do references on themes, topics and words of the Bible. \par \par C.\tab Biographical Bible Study: With tLVALhe material learned in the previous Bible studies, the student can approach the study of some Bible character. After the student has looked at the life of the person, he then will have an opportunity to look at his character traits and personality.\par \par D.\tab Book Study Bible Study: The combined studies are then used to explore an entire book of the Bible. When a book of the Bible has been approached with all of these methods combined, it gives a student a comprehensive view of the Bible. \par \par E.\tab Technical Bible Study: Another view of studying the Bible is suggested through inductive, synthetic, and analytical Bible studies. This is a way to look at the same material on a general and then a specific scale. The historical Bible study looks at a portion of the Bible as a combination of facts in time, rather than the normal way of looking for morals. In contrast to this is the theological Bible study that compares and organizes doctrinal material in the Bible. Finally, we look at the Bible from a scholarly viewpoint through the Literary, Rhetorical, Geographical, Sociological, Political, Cultural, and Scientific Bible studies.\par \pard\par \par \pard\fi-360\li360 III. \tab REQUIREMENTS\par \pard\par \pard\fi-360\li720 A. Workbook - A workbook is provided with instructions on how to do each Bible Study. There are copies of Bible Study forms for most of the Bible studies. However, it would be better for you to leave a copy of these forms in your notebook for future reference, and for each assignment send it in on another copy of this form..\par \par B.\tab Assignments: Read the instructions of each Bible Study and work them out on a copy of the form in the workbook. Some of the Bible studies do not provide a form. For those that do have a form, you may fill out this form and send it in to be evaluated by your instructor at Texas Bible College. The form provided is not always large enough to work out a good Bible study, therefore you may have to add to it with paperLVAL of your own. Be sure to put your name on the form when you send it in.\par \pard\par \pard\fi-360\li360 IV.\tab DIRECTIONS\par \pard\par \pard\fi-360\li720 A.\tab This course is so designed that the student should learn how to study his Bible by experience. Each Bible study has instructions at the beginning of the study. Follow these instructions as closely as possible. Where it would be easier to follow a different pattern of study, you may feel free to do so. \par \par C.\tab One of your objectives is to be creative in studying your Bible. Do not consider these instructions as the only way to study with this method. This is only a guideline especially for those who have no idea how it should be done. Often you will find another method suits you. If you can arrive at the same conclusion another way do not feel bound to these methods. \par \par B.\tab Send in your Bible studies as you work them out, so that your instructor can monitor your progress and give you any advice or help that is needed. When you have completed the last Bible study you will receive a grade for the course.\par \pard\tab\par \par \pard\fi-360\li360 IV.\tab GRADING\par \pard\par \pard\li360 Your grades will be determined by the Instructor's evaluation of the Bible studies you are to send in as soon as you finish each form covered by that study. \par \par A grade of "A" means that the material is neat, thorough, comprehensive, and grammatically correct. It should be typed for full credit in neatness.\par \par A grade of "B" means that you are lacking in these areas. The work of a "B" student is very good. However, it is not of the highest quality that shows diligence and comprehensive above the average.\par \par A grade of "C" means that you are turning in average work. The majority of students receive this grade.\par \par A grade of "D" means that you are grasping enough of the material to warrant recognition, but not enough to be capable of using the material to any degree of excellence.\paLVALr \par A grade of "F" means that you are not obtaining any observable value from the course.\par \pard\cf1\f1\fs23\par \fs29\par } LVAL;{\rtf1\ansi\deff0{\fonttbl{\f0\fnil\fcharset0 Georgia;}{\f1\fnil\fcharset2 Symbol;}} {\colortbl ;\red0\green128\blue0;\red0\green0\blue255;\red0\green0\blue0;} {\*\generator Riched20 5.40.11.2210;}\viewkind4\uc1\pard\qc\lang1033\b\f0\fs28 DEVOTIONAL BIBLE STUDY\par \pard\b0 Actually the following is more than just another method of Bible Study. Here are some basic guidelines that should be a part of our daily devotion. Thus it is entitled DEVOTIONAL BIBLE STUDY. The other studies are to be used when we want to look at a particular portion of Scripture for a particular purpose. These are the things to keep in mind when we do any of them, or when we simply want to meditate in a personal way upon the Word of God.\par \b STEP ONE: Pray for insight on how to apply your Scripture:\par \b0\par \pard{\pntext\f1\'B7\tab}{\*\pn\pnlvlblt\pnf1\pnindent0{\pntxtb\'B7}}\fi-360\li360 Ask God to help you apply the Scripture and show you specifically what He wants you to do.\par {\pntext\f1\'B7\tab}You already know He wants you to do two things:\par \pard\par \pard\fi-360\li360 (1) Obey His Word.\par (2) Share it with others\par \par \pard{\pntext\f1\'B7\tab}{\*\pn\pnlvlblt\pnf1\pnindent0{\pntxtb\'B7}}\fi-360\li360 Tell God you are ready to obey what He will show you and that you are willing to share with someone else, what He gives you.\par \pard\b STEP TWO: Meditate on the Scripture(s) you have chosen to study \cf1\ul\b0 Psa_1:1\cf0\ulnone\b\par \b0\par \pard\fi-180\li180 Visualize the scene of the narrative in your mind (use mind pictures).\par \pard{\pntext\f1\'B7\tab}{\*\pn\pnlvlblt\pnf1\pnindent0{\pntxtb\'B7}}\fi-360\li360 Put yourself in the Biblical situation and try to see yourself as an active participant. blessed\par {\pntext\f1\'B7\tab}Emphasize each word of the verse. \par {\pntext\f1\'B7\tab}Paraphrase the verse or verses.\par {\pntext\f1\'B7\tab}Personalize the passage.\par {\pntext\f1\'B7\tab}Pray the verse back to God.\par \pard\b Use SPACE PETS: Is there a:\par \b0\tab Sin toLVAL confess?\par \tab Promise to claim?\par \tab Attitude to change?\par \tab Command to obey?\par \tab Example to follow?\par \tab Prayer to pray?\par \tab Error to avoid?\par \tab Truth to believe?\par \tab Something to praise God about?\par \b STEP THREE: Write out an application.\par \b0 Write down the insights you have discovered through your meditation:\par \pard\fi-360\li720 (1) PERSONAL: Put in the first person, singular.\par (2) PRACTICAL: It should be something you can use later.\par (3) POSSIBLE: It should be something within your ability.\par (4) PROVABLE: It should have a way to check up\emdash time limit, someone to help, etc.\par \pard\b STEP FOUR: Memorize a key verse from your study.\par \b0\par \pard{\pntext\f1\'B7\tab}{\*\pn\pnlvlblt\pnf1\pnindent0{\pntxtb\'B7}}\fi-360\li360 Sometimes God will work on one area of your life for several weeks or even months.\par {\pntext\f1\'B7\tab}Memorizing will help keep it in mind when God brings events into your life that are for the fulfillment of this verse.\par \pard\b SUGGESTED SCRIPTURES:\par \b0 Psalm 15 Psalm 34 Romans 6 Romans 12, 1 Thessalonians 5:12-22, 1 John 4, Matthew 5-7\par \par \cf2\b EXAMPLE\cf3\b0\par \par \pard\qc\cf0\b THE BLESSED LIFE: DEVOTIONAL BIBLE STUDY [EXAMPLE]\par \pard\b0 (Psalm 1:1) \par \par This psalm exalts the Word of God and contrasts the present and the future state of the Godly and the ungodly.\par \par It compares the blessedness of the righteous and the misery of the wicked.\par \par \pard\fi-360\li360 1.\tab THE SEPARATION OF THE BLESSED LIFE\par \pard\par \pard\fi-360\li720 A.\tab Three degrees of habit (walk, stand, sit)\par \par B.\tab Three degrees of evil character: ungodly, sinner, scorner (mocker).\par \pard\par \pard{\pntext\f1\'B7\tab}{\*\pn\pnlvlblt\pnf1\pnindent0{\pntxtb\'B7}}\fi-360\li1080 The law was made for these (1 Timothy 1:9)\par \pard\par \pard\fi-360\li720 C.\tab Three degrees of openness in evil doing\par \pard\par \pard\fi-360\lLVALi1080 (1)\tab Counsel (advice, recommend, purpose)\par \pard\par \pard{\pntext\f1\'B7\tab}{\*\pn\pnlvlblt\pnf1\pnindent0{\pntxtb\'B7}}\fi-360\li1440 A man begins by entertaining godless ideas intermittently, when his mind is free to roam. \par {\pntext\f1\'B7\tab}He allows himself to wonder whether the counsel of the ungodly has not something to say for itself.\par \cf1\ul{\pntext\f1\'B7\tab}Jer_4:22\cf0\ulnone They are wise to do evil but do not know how to do good.\par \pard{\pntext\f1\'B7\tab}{\*\pn\pnlvlblt\pnf1\pnindent0{\pntxtb\'B7}}\fi-360\li1440\tx720\cf1\ul Job_21:14-15\cf0\ulnone \par \pard\par \pard\fi-360\li1080 (2) \tab Way (path, course, method)\par \pard\par \pard{\pntext\f1\'B7\tab}{\*\pn\pnlvlblt\pnf1\pnindent0{\pntxtb\'B7}}\fi-360\li1440 He will indulge in godless practices; especially he forgets to pray, worship, study the Bible, turning a progressively blind eye to the commandments.\par \cf1\ul{\pntext\f1\'B7\tab}Isa_57:20\cf0\ulnone they are restless like waters that cast up mire and dirt.\par \pard\par \pard\fi-360\li1080 (3) \tab Seat (position, location, member)\par \pard\par \pard{\pntext\f1\'B7\tab}{\*\pn\pnlvlblt\pnf1\pnindent0{\pntxtb\'B7}}\fi-360\li1440 Before he knows it his behavior is petrified.\par {\pntext\f1\'B7\tab}Remember that the elders used to sit in the gate to dispense wisdom. Here were those who did the opposite.\par \pard\par \pard\li1080 This psalm is like the Beatitudes (\cf1\ul Mat_5:1-10\cf0\ulnone ) except that they begin positively and these begin negatively. That is significant because the law is usually negative in nature and grace is positive.\par \pard\par \pard\li1080 The same thing had been said three times, each time in a different way. It is like a spiritual rake's progress that goes over the same ground several times to get it all.\par \pard\par \pard\fi-360\li360 2.\tab THE SECRET OF THE BLESSED LIFE\par \pard\par \pard\fi-360\li720 A.\tab A right relation of the will to the law of God.\par \pard\par \pard\liLVAL720 His will is in the law of God.\par \pard\par \pard\fi-360\li720 B. \tab A right relation of the affections to the law of God.\par \pard\par \pard\li720 His delight is in the law\par \pard\par \pard{\pntext\f1\'B7\tab}{\*\pn\pnlvlblt\pnf1\pnindent0{\pntxtb\'B7}}\fi-360\li1080 The law here involves more than the book of Deuteronomy. It includes all of the Word of God. David had very few books, but we have 66.\par \cf1\ul{\pntext\f1\'B7\tab}Psa_19:7-9\cf0\ulnone ; \cf1\ul Psa_119:24\cf0\ulnone ; \cf1\ul Luk_24:44\cf0\ulnone ; \cf1\ul Act_26:22-23\cf0\ulnone\par \pard\par \pard\fi-360\li720 C.\tab A right relation of the intellect to the law of God\par \pard\par \pard\li720 He meditates day and night (Same as \cf1\ul Jos_1:8\cf0\ulnone ; \cf1\ul Psa_119:97\cf0\ulnone )\par \pard\par \pard{\pntext\f1\'B7\tab}{\*\pn\pnlvlblt\pnf1\pnindent0{\pntxtb\'B7}}\fi-360\li1080 It is the righteous man's pleasure to think God's thoughts after Him.\par {\pntext\f1\'B7\tab}It is his pleasure to let his mind instinctively dwell where God's mind dwells.\par {\pntext\f1\'B7\tab}He thinks upon the issues of life as they relate to the will of God.\par \cf1\ul{\pntext\f1\'B7\tab}Isa_30:15\cf0\ulnone Strength in quietness.\par \pard\li1080\par \pard{\pntext\f1\'B7\tab}{\*\pn\pnlvlblt\pnf1\pnindent0{\pntxtb\'B7}}\fi-360\li1080\cf1\ul 1Th_5:17\cf0\ulnone Pray without ceasing. No man can do nothing but meditate, but no man can get far without meditation.\par {\pntext\f1\'B7\tab}It would be interesting to know how much of each day is spent in thinking upon God.\par {\pntext\f1\'B7\tab}There is to be a diligent reading and serious consideration of the Word; and the employment of our thoughts, and of deep study upon it, in order to find out the sense and meaning of it; and which is to be done constantly every day, as often as there is leisure and opportunity for it, whenever a man is free from the business of life.\par \pard\par \pard\li720 This man is a triple happy and blessed man. He is happy in tLVALhings temporal and spiritual, happy in this world, and in that to come. \par \par This man is in progress. He is not stationary in life. His life finds new horizons with God daily.\par \pard\par \pard\fi-360\li360 3.\tab THE SCENE OF THE BLESSED LIFE\par \pard\par \pard\fi-360\li720 A. Security: "Planted by water"\par \pard\par \pard{\pntext\f1\'B7\tab}{\*\pn\pnlvlblt\pnf1\pnindent0{\pntxtb\'B7}}\fi-360\li1080 This is a picture of graciousness, stability, and prosperity.\par {\pntext\f1\'B7\tab}The main thing we are planted in is the Word of God. He has roots growing deep in that from which he draws life and power.\par \pard\par \pard\fi-360\li1080 (1) \tab Firmly planted\par \pard\par \pard{\pntext\f1\'B7\tab}{\*\pn\pnlvlblt\pnf1\pnindent0{\pntxtb\'B7}}\fi-360\li1440 This tree was put there on purpose. It was not one that grew of itself, a wild tree, a tree of the woods; but to one that its removed from its native place and soil, and planted elsewhere (\cf1\ul Rom_11:19-25\cf0\ulnone ). \par \pard\par \pard\fi-360\li1080 (2) \tab Unfailing refreshment\par \pard\par \pard{\pntext\f1\'B7\tab}{\*\pn\pnlvlblt\pnf1\pnindent0{\pntxtb\'B7}}\fi-360\li1440\cf1\ul Jer_18:14\cf0\ulnone Israel left the mountain snows of constant refreshing; the cool waters in a desert, for broken cisterns.\par \cf1\ul{\pntext\f1\'B7\tab}Joh_7:38-39\cf0\ulnone We can have rivers of living water springing up.\par \pard\par \pard\fi-360\li720 B.\tab Manifestation: Beneficence of his life\par \pard\par \pard{\pntext\f1\'B7\tab}{\*\pn\pnlvlblt\pnf1\pnindent0{\pntxtb\'B7}}\fi-360\li1080 This man is not like a dry tree, or a tree without fruit, or whose fruit is withered; but to a fruitful tree, a green and flourishing one. \par {\pntext\f1\'B7\tab}Compare the palm tree, the cedar tree of Lebanon and the green olive. (\cf1\ul Psa_52:8\cf0\ulnone ; \cf1\ul Psa_92:12\cf0\ulnone ). \par \pard\par \pard\fi-360\li1080 (1) \tab Brings forth fruit in his season\par \pard\par \pard{\pntext\f1\'BLVAL7\tab}{\*\pn\pnlvlblt\pnf1\pnindent0{\pntxtb\'B7}}\fi-360\li1440 Fruitbearing is not for all times, but seasonal. We are able to go through the dry times because we know we shall be fruitful.\par \pard\par \pard\fi-360\li1080 (2)\tab Palm: Leaves, wood, fruit\par \pard\par \pard{\pntext\f1\'B7\tab}{\*\pn\pnlvlblt\pnf1\pnindent0{\pntxtb\'B7}}\fi-360\li1440 Noted for beauty.\par {\pntext\f1\'B7\tab}Noted for straightness\par {\pntext\f1\'B7\tab}Noted for perennial freshness\par {\pntext\f1\'B7\tab}Noted for fruitfulness and sweetness\par {\pntext\f1\'B7\tab}Noted for getting others started\par {\pntext\f1\'B7\tab}Grows from inside out. (unlike pine)\par \pard\par \pard\fi-360\li1080 (3)\tab Beauty of character\par \par (4)\tab Leaf shall not wither\par \par \pard\fi-360\li720 C.\tab Perpetuity of blessedness: evergreen nature.\par \par D.\tab Universality of blessedness\par \pard\par \pard\fi-360\li720 (1) \tab Whatsoever he does is blessed\par \pard\par \pard{\pntext\f1\'B7\tab}{\*\pn\pnlvlblt\pnf1\pnindent0{\pntxtb\'B7}}\fi-360\li1080\cf1\ul Rom_8:28-29\cf0\ulnone I am promised that all things will work together for my good and that nothing can separate me from Christ (\cf1\ul Rom_8:35-39\cf0\ulnone ) \par \pard\par \pard\fi-360\li720 (2)\tab Transplanted from the world into Christ\par \pard\par \pard{\pntext\f1\'B7\tab}{\*\pn\pnlvlblt\pnf1\pnindent0{\pntxtb\'B7}}\fi-360\li1080\cf1\ul Col_1:13\cf0\ulnone We have been delivered from darkness into the kingdom of God.\par \cf1\ul{\pntext\f1\'B7\tab}Eph_2:12\cf0\ulnone We were aliens.\par \pard\par APPLICATION: \par \par I want to commit myself to reading the Bible 30 minutes a day from 5:30 to 6:00 each morning. I will get Franciscus Joblosky to join me.\par \par \cf3\par \fs29\par } LVAL<!{\rtf1\ansi\deff0{\fonttbl{\f0\froman\fprq2\fcharset0 Times New Roman;}{\f1\fnil\fprq2\fcharset2 Wingdings;}{\f2\fswiss\fprq2\fcharset0 Arial;}{\f3\fnil\fcharset0 Georgia;}} {\colortbl ;\red0\green0\blue255;\red0\green0\blue0;\red0\green128\blue0;} {\*\generator Riched20 5.40.11.2210;}\viewkind4\uc1\pard\qc\lang1033\b\f0\fs24 CHAPTER BIBLE STUDY\par \pard\b0\par \b STEP ONE: Title \endash \par \pard\fi-180\li180\b0\f1\fs18\'a7\tab\f0\fs24 Give the chapter a short, descriptive title\emdash the shorter it is the more likely you will remember it.\par \f1\fs18\'a7\tab\f0\fs24 Use one word if possible, and not more than five.\par \f1\fs18\'a7\tab\f0\fs24 Include the key word of the chapter in the title.\par \f1\fs18\'a7\tab\f0\fs24 If your title is catchy, or produces a mental picture, you will remember it longer.\par \pard\par \b STEP TWO: Contents\par \pard\fi-180\li180\b0\f1\fs18\'a7\tab\f0\fs24 Describe, summarize, paraphrase, outline, or make a list of the major points in the chapter.\par \f1\fs18\'a7\tab\f0\fs24 Do not try to interpret the chapter, just observe and record what you think is being said.\par \pard\par \b STEP THREE: Chief People\par \pard\fi-180\li180\b0\f1\fs18\'a7\tab\f0\fs24 List the most important people in the chapter.\par \f1\fs18\'a7\tab\f0\fs24 Ask yourself why they are included, and what is significant.\par \pard\par \b STEP FOUR: Choice Verse\par \pard\fi-180\li180\b0\f1\fs18\'a7\tab\f0\fs24 Choose a verse which summarizes the chapter if it has one.\par \f1\fs18\'a7\tab\f0\fs24 Choose a verse which speaks to you personally, one which you feel God will apply to your life.\par \pard\par \b STEP FIVE: Crucial Word(s)\par \pard\fi-180\li180\b0\f1\fs18\'a7\tab\f0\fs24 Write down the key word or words in the chapter.\par \f1\fs18\'a7\tab\f0\fs24 Many times it will be the words used most frequently\emdash but not always.\par \pard\par \b STEP SIX: Challenges\par \pard\fi-180\li180\b0\f1\fs18\'a7\tab\f0\fs24 List all difficulties you have understandinLVAL"g this passage.\par \f1\fs18\'a7\tab\f0\fs24 List any problems or questions you will want to study further.\par \pard\par \b STEP SEVEN: Cross-Reference\par \pard\fi-180\li180\b0\f1\fs18\'a7\tab\f0\fs24 Look up other verses that help you clarify the chapter.\par \f1\fs18\'a7\tab\f0\fs24 Use a study Bible that has some kind of reference system in it.\par \pard\par \b STEP EIGHT: Christ Seen\par \pard\fi-180\li180\b0\f1\fs18\'a7\tab\f0\fs24 Be alert to anything that will tell something of Jesus Christ.\par \f1\fs18\'a7\tab\f0\fs24 Ask yourself, "What can I learn of His nature today?"\par \pard\par \b STEP NINE: Central Lesson(s)\par \pard\fi-180\li180\b0\f1\fs18\'a7\tab\f0\fs24 Write down the major principles, insights, and lessons you learn from this chapter.\par \f1\fs18\'a7\tab\f0\fs24 Write down what you think God would want you to learn from this chapter.\par \pard\par \cf1\b\fs28 EXAMPLE\par \par \pard\qc\cf0\fs24 MEDITIZE TO STABILIZE: CHAPTER BIBLE STUDY [EXAMPLE]\b0\par \b\par \pard\sb240\sa240\qc PRACTICE OF THE BLESSED MAN\par RIGHTEOUS AND THE WICKED\par REWARD OF MEDITATION\par PLANTED LIKE A TREE\par TWO WAYS OF LIFE\par \par \pard\sb240\sa240 Ps. 1:1\b0 \b Blessed is the man that walketh not in the counsel of the ungodly, nor standeth in the way of sinners, nor sitteth in the seat of the scornful \par \pard\b0 STEP ONE: \par \par \b MEDITIZE TO STABILIZE\par \b0\par STEP TWO: \par \par This verse states the \i practice\i0 of the blessed man. A little bit further in this psalm we will see the \i power\i0 of the blessed man and finally his \i permanency\i0 .\tab\par Others divide it in two: The \i righteous\i0 and the \i wicked\i0 . The stability of the one in contrast to the instability of the other.\par \par BLESSED OR HAPPY IS THE MAN\par \pard\fi-360\li576\sb180\sa60\fs20 1.\tab God made man for happiness.\par \pard\fi-360\li576\sa60 2.\tab Every man feels a desire to be happy.\par 3.\tab All human beings abhor misery.\par 4.\tab Happiness LVAL#is the grand object of pursuit among all men.\par 5.\tab But so perverted is the human heart, that it seeks happiness where it cannot be found; and in things which are naturally and morally unfit to communicate it.\par \pard\fi-360\li576\sa240 6.\tab The true way of obtaining it is here laid down.\fs24\par \pard In this first verse we see the negative side of the practice of the blessed man. We are told what the happy man does \i not\i0 do. Here we see three positions or postures. \par WALK\par STAND\par SIT\par \pard\fi-360\li576\sb180\sa60\fs20 1.\tab The ungodly man has his counsel;\par \pard\fi-360\li576\sa60 2.\tab The sinner has his way; and,\par \pard\fi-360\li576\sa240 3.\tab The scorner has his seat.\fs24\par \pard Blessed is the man, or happy is the man, who does not walk in the counsel of the ungodly, nor stand in the way of sinners, nor sit in the seat of the scornful. The person who does these things is not a happy person. He goes through three stages. First he associates with the ungodly, then he gets in with sinners, and finally he joins in with the scornful. \par Follows the advice and counsel [walks]. \par Loiters, hangs out with, fellowships with [stands]\par Inactive, complains and is scornful. Does nothing.\b\par \pard\fi360\b0 There is definitely regression, deterioration, and degeneration here. The blessed man does not walk in the counsel of the ungodly. \i Counsel\i0 means \ldblquote advice.\rdblquote He does not listen to the ungodly. \par \pard\par \i Meditate\i0 is a very figurative word. It pictures a cow chewing her cud. I\rquote m told that the cow has four compartments in her stomach.\par \par STEP THREE: \par \par Righteous and wicked. The righteous are the key to the psalm. They are in contrast with the wicked. We see the stability of the one and the instability of the other. The righteous are constantly productive though they go through seasons, but the wicked progressively get worse until they are blown away by the winds.\par \par STEP FOUR: LVAL$\par \par Ps 1:3 And he shall be like a tree planted by the rivers of water, that bringeth forth his fruit in his season; his leaf also shall not wither; and whatsoever he doeth shall prosper.\par \par STEP FIVE: \par \par Blessed, righteous, ungodly, delight, law, meditate, chaff, judgment.\par \par STEP SIX:\par \par What does \ldblquote rivers of water\rdblquote mean? That is the Word of God. Somebody asks, \ldblquote Are you sure about that?\rdblquote Oh, I \i know\i0 it, because Isaiah 55:10\endash 11 tells me, \ldblquote For as the rain cometh down, and the snow from heaven, and returneth not thither, but watereth the earth, and maketh it bring forth and bud, that it may give seed to the sower, and bread to the eater: So shall my \i word\i0 be that goeth forth out of my mouth: it shall not return unto me void, but it shall accomplish that which I please, and it shall prosper in the thing whereto I sent it.\rdblquote God wants His Word to come down like rain.\par \par STEP SEVEN: \par \par Blessed is the man: Deut 28:2-68; Psalm 2:12; 32:1; Jer 17:5-8; Mat 16:17; Luke 11:28; John 13:17; 20:29; Rev 22:14; Isaiah 61:3\par Walks not: Gen 5:24; Lev 26:27-28; 1Kg 16:31; Job 31:5; Ps 81:12; Pro 1:15; 4:14-15; 13:20; Eze 20:18; 1Pet 4:3\par Counsel of the ungodly: Gen 49:6; 2Ch 22:3, Job 10:3; 21:16; Ps 64:2; Lk 23:51\par Stands in the way of sinners: Ps 26:12; Rom 5:2; Eph 6:13; Ps 36:4; 146:9; Pro 2:12; 4:19; 13:15; Mt 7:13-14\par Sit in the seat of the scornful: Ps 26:4; Jer 15:17; Pr 1:22; 3:34; 9:12; 19:29\par Additional: Gen 49:22; Lev 11:3; Dt 14:6; 2Ch 22:5; 32:30; Job 22:18; 34:8; Ps 5:12; 15:1; 106:3, 43; 112:1; 119:1, 9, 128:1; Pr1:10; 8:32; 18:2; 24:19; Isa 33:15; 56:2; Hos 7:5; Mic 6:16; Mt 5:3; 11:6; 13:23; 26:69; Lk 8:15; 22:55; Jn 3:21; 18:18; Rom 4:6; 5:6; 1Co5:9; 6:17; Ep 5:11; Jude 4\par \par STEP EIGHT: \par \par He is the living Word I should meditate on every day, because when I do I am transformed into His image. 2 Cor 3:18.\par \par STEP NINE: \par LVAL%\par \pard\fi-360\li360 1.\tab Sin is progressive\par 2.\tab Palm tree is different from others in that it grows from within, goes deeper and can stand more pressure.\par 3.\tab Being planted signifies that it was no accident. Put there on purpose.\par 4.\tab The ungodly have nothing solid within.\par 5.\tab The godly never withers. He is regular and never can be stopped.\par \pard God has no plan or program by which you are to grow and develop as a believer apart from His Word. You can become as busy as a termite in your church (and possibly with the same effect as a termite), but you won\rquote t grow by means of activity. You will grow by meditating upon the Word of God\emdash that is, by going over it again and again in your thinking until it becomes a part of your life. This is the practice of the happy man.\par \par Each tree \ldblquote bringeth forth his fruit in his season.\rdblquote It is interesting to note that God\rquote s trees don\rquote t bring forth fruit all of the time. They bring forth in their season, and the power is in the Word of God.\par \par \f2 Psalm 1 is like much of the wisdom literature in the Old Testament in that it draws a sharp contrast between good and evil, right and wrong, godliness and ungodliness. The choice is one or the other; there can be no middle ground. Thus Psalm 1 presents a proverbial fork in the road in which we must make moral choices today that have long-term (indeed eternal) consequences:\f0\par \pard\fi-360\li360\b\fs28\par \pard\b0\fs24 CHAPTER BIBLE STUDY ISA CHAPTER 53\par \par STEP ONE: Title - \par "\tab Give the chapter a short, descriptive title-the shorter it is the more likely you will remember it.\par "\tab Use one word if possible, and not more than five.\par "\tab Include the key word of the chapter in the title.\par "\tab If your title is catchy, or produces a mental picture, you will remember it longer.\par \par THE CRUCIFIED CHRIST\par \par STEP TWO: Contents\par "\tab Describe, summarize, paraphrase, outlineLVAL&, or make a list of the major points in the chapter.\par "\tab Do not try to interpret the chapter, just observe and record what you think is being said.\par \par 1. Exaltation: the Shocking Servant (Isa. 52:13-15)\par 2. Humiliation: the Sorrowing Servant (Isa. 53:1-3)\par 3. Expiation: the Smitten Servant (Isa. 53:4-6)\par 4. Resignation: the Silent Servant (Isa. 53:7-9)\par 5. Vindication: the Satisfied Servant (Isa. 53:10-12)\par \par \par STEP THREE: Chief People\par "\tab List the most important people in the chapter.\par "\tab Ask yourself why they are included, and what is significant.\par \par SUFFERING SERVANT OF JEHOVAH\par \par STEP FOUR: Choice Verse\par "\tab Choose a verse which summarizes the chapter if it has one.\par "\tab Choose a verse which speaks to you personally, one which you feel God will apply to your life.\par \par (Isa 53:5) But he was wounded for our transgressions, he was bruised for our iniquities: the chastisement of our peace was upon him; and with his stripes we are healed.\par \par \par STEP FIVE: Crucial Word(s)\par "\tab Write down the key word or words in the chapter.\par "\tab Many times it will be the words used most frequently-but not always.\par \par SERVANT\par PRUDENT\par EXALT\par EXTOL\par ASTONISH\par VISAGE\par MAR\par FORM\par REPORT\par ARM\par PLANT\par ROOT\par COMELY\par DESPISE\par SORROW\par GRIEF\par WOUNDED\par TRANSGRESSION\par INIQUITIES\par SHEEP\par JUDGMENT\par GENERATION\par PLEASURE\par PROSPER\par SPOIL\par INTERCESSION\par \par \par STEP SIX: Challenges\par "\tab List all difficulties you have understanding this passage.\par "\tab List any problems or questions you will want to study further.\par \par \par STEP SEVEN: Cross-Reference\par "\tab Look up other verses that help you clarify the chapter.\par "\tab Use a study Bible that has some kind of reference system in it.\par \par Isa 53:1 - \par Who: Joh_1:7, Joh_1:12, Joh_12:38; Rom_10:16, Rom_10:17 \par report: LVAL' or, doctrine, Heb. hearing\par the: Isa_51:9, Isa_52:10, Isa_62:8; Rom_1:16; 1Co_1:18, 1Co_1:24; Eph_1:18, Eph_1:19 \par revealed: Isa_40:5; Mat_11:25, Mat_16:17; Rom_1:17, Rom_1:18\par \par Isa 53:2 - \par he shall grow: Isa_11:1; Jer_23:5; Eze_17:22-24; Zec_6:12; Mar_6:3; Luk_2:7, Luk_2:39, Luk_2:40,Luk_2:51, Luk_2:52; Luk_9:58; Rom_8:3; Phi_2:6, Phi_2:7 \par he hath no: Isa_52:14; Mar_9:12; Joh_1:10-14, Joh_9:28, Joh_9:29, Joh_18:40, Joh_19:5, Joh_19:14, Joh_19:15; 1Pe_2:14\par \par Isa 53:3 - \par despised: Isa_49:7, Isa_50:6; Psa_22:6-8, Psa_69:10-12, Psa_69:19, Psa_69:20; Mic_5:1; Zec_11:8, Zec_11:12, Zec_11:13; Mat_26:67, Mat_27:39-44, Mat_27:63; Mar_9:12, Mar_15:19; Luk_8:53, Luk_9:22, Luk_16:14; Luk_23:18-25; Joh_8:48; Heb_12:2, Heb_12:3 \par a man: Isa_53:4, Isa_53:10; Psa_69:29; Mat_26:37, Mat_26:38; Mar_14:34; Luk_19:41; Joh_11:35; Heb_2:15-18, Heb_4:15, Heb_5:7 \par we hid as it were our faces from him: or, he hid as it were, his face from us. Heb. as a hiding of faces from him or from us. we esteemed. Deu_32:15; Zec_11:13; Mat_27:9, Mat_27:10; Joh_1:10,Joh_1:11; Act_3:13-15\par \par Isa 53:4 - \par he hath: Isa_53:5, Isa_53:6, Isa_53:11, Isa_53:12; Mat_8:17; Gal_3:13; Heb_9:28; 1Pe_2:24, 1Pe_3:18; 1Jo_2:2 \par yet: Mat_26:37; Joh_19:7\par \par Isa 53:5 - \par But he was: Isa_53:6-8, Isa_53:11, Isa_53:12; Dan_9:24; Zec_13:7; Mat_20:28; Rom_3:24-26, Rom_4:25; Rom_5:6-10,Rom_5:15-21; 1Co_15:3; 2Co_5:21; Eph_5:2; Heb_9:12-15; Heb_10:10,Heb_10:14; 1Pe_3:18 \par wounded: or, tormented\par bruised: Isa_53:10; Gen_3:15 \par the chastisement: 1Pe_2:24 \par stripes: Heb. bruise\par \par Isa 53:6 - \par All we: Psa_119:176; Mat_18:12-14; Luk_15:3-7; Rom_3:10-19; 1Pe_2:25 \par his own: Isa_55:7, Isa_56:11; Eze_3:18; Rom_4:25; Jam_5:20; 1Pe_3:18 \par laid on him the iniquity of us all: Heb. made the iniquities of us all to meet on him, Psa_69:4\par \par Isa 53:7 - \par yet: Mat_26:63, Mat_27:12-14; Mar_14:61, Mar_15:5; Luk_23:9; Joh_19:9; 1Pe_2:23 \pLVAL(ar he is: Act_8:32, Act_8:33\par \par Isa 53:8 - \par from prison and from judgment; and, or, by distress and judgment; but, etc. Psa_22:12-21, Psa_69:12; Mat_26:65, Mat_26:66; Joh_19:7 \par who: Mat_1:1; Act_8:33; Rom_1:4 \par cut off: Dan_9:26; Joh_11:49-52 \par was he stricken: Heb. was the stroke upon him, 1Pe_3:18\par \par Isa 53:9 - \par made: Mat_27:57-60; Mar_15:43-46; Luk_23:50-53; Joh_19:38-42; 1Co_15:4 \par death: Heb. deaths\par deceit: 2Co_5:21; Heb_4:15, Heb_7:26; 1Pe_2:22; 1Jo_3:5\par \par Isa 53:10 - \par pleased: Isa_42:1; Mat_3:17, Mat_17:5 \par he hath: Psa_69:26; Zec_13:7; Rom_8:32; Gal_3:13; 1Jo_4:9, 1Jo_4:10 \par when thou shalt make his soul: or, when his soul shall make, Dan_9:24; Rom_8:8; 2Co_5:21; Eph_5:2; Heb_7:27, Heb_9:14, Heb_9:25, Heb_9:26, Heb_10:6-12; Heb_13:10-12; 1Pe_2:24 \par he shall see: Psa_22:30, Psa_45:16, Psa_45:17, Psa_110:3; Joh_12:24; Heb_2:13 \par he shall prolong: Isa_9:7; Psa_16:9-11, Psa_21:4, Psa_72:17, Psa_89:29, Psa_89:36; Eze_37:25; Dan_7:13, Dan_7:14; Luk_1:33; Act_2:24-28; Rom_6:9; Rev_1:18 \par the pleasure: Isa_55:11-13, Isa_62:3-5; Psa_72:7, Psa_85:10-12, Psa_147:11, Psa_149:4; Jer_32:41; Eze_33:11; Mic_7:18; Zep_3:17; Luk_15:5-7, Luk_15:23, Luk_15:24; Joh_6:37-40; Eph_1:5, Eph_1:9; 2Th_1:11\par \par Isa 53:11 - \par see: Luk_22:44; Joh_12:24, Joh_12:27-32, Joh_16:21; Gal_4:19; Heb_12:2; Rev_5:9, Rev_5:10; Rev_7:9-17 \par by his: Joh_17:3; 2Co_4:6; Phi_3:8-10; 2Pe_1:2, 2Pe_1:3, 2Pe_3:18, my righteousness, Isa_42:1, Isa_49:3; 1Jo_2:1; 2Jo_1:1, 2Jo_1:3 \par justify: Isa_45:25; Rom_3:22-24, Rom_4:24, Rom_4:25, Rom_5:1, Rom_5:9, Rom_5:18, Rom_5:19; 1Co_6:11; Tit_3:6, Tit_3:7 \par bear: Isa_53:4-6, Isa_53:8, Isa_53:12; Mat_20:28; Heb_9:28; 1Pe_2:24, 1Pe_3:18\par \par Isa 53:12 - \par will I: Isa_49:24, Isa_49:25, Isa_52:15; Gen_3:15; Psa_2:8; Dan_2:45; Mat_12:28, Mat_12:29; Act_26:18; Phi_2:8-11; Col_1:13, Col_1:14, Col_2:15; Heb_2:14, Heb_2:15 \par poured: Psa_22:14; Phi_2:17 *marg. Heb_12:2 \par anLVAL)d he was: Mar_15:28; Luk_22:37, Luk_23:25, Luk_23:32, Luk_23:33 \par he bare: Isa_53:11; 1Ti_2:5, 1Ti_2:6; Tit_2:14; Heb_9:26, Heb_9:28 \par made: Luk_23:34; Rom_8:34; Heb_7:25, Heb_9:24; 1Jo_2:1, 1Jo_2:12\par \par \par STEP EIGHT: Christ Seen\par "\tab Be alert to anything that will tell something of Jesus Christ.\par "\tab Ask yourself, "What can I learn of His nature today?"\par \par SUFFERING FOR OUR SINS\par \par STEP NINE: Central Lesson(s)\par "\tab Write down the major principles, insights, and lessons you learn from this chapter.\par "\tab Write down what you think God would want you to learn from this chapter.\par \par \par \cf2\f3\fs23 CHAPTER BIBLE STUDY--ISA 54\par \par STEP ONE: Title - \par Give the chapter a short, descriptive title-the shorter it is the more likely you will remember it.\par Use one word if possible, and not more than five.\par Include the key word of the chapter in the title.\par If your title is catchy, or produces a mental picture, you will remember it longer.\par \par REMEMBER THAT THIS IS THE RESULTS OF CHAPTER 53, SO YOU WILL NOT UNDERSTAND 54 WITHOUT AN UNDERSTANDING OF 53. \par \par \par GOD'S GLORIOUS FUTURE FOR HIS PEOPLE\par \par STEP TWO: Contents\par Describe, summarize, paraphrase, outline, or make a list of the major points in the chapter.\par Do not try to interpret the chapter, just observe and record what you think is being said.\par \par Results of Calvary:\par \par 1.\tab Plenty (1-3)\par 2.\tab Safety (4-5)\par 3. \tab Deliverance from affliction (6-10)\par 4.\tab Edification (11-14)\par 5.\tab Preservation (15-17)\par \par STEP THREE: Chief People\par List the most important people in the chapter.\par Ask yourself why they are included, and what is significant.\par \par ISRAELITES IN CAPTIVITY\par They will be delivered because of Calvary\par Israelites then were barren, but the Israel of the future will be productive, and have all these benefits of the chapter.\par Inherit the Gentile nationLVAL*s.\par \par GENTILES\par Will serve the Jews.\par Isa_49:18, Isa_55:5, Isa_60:10-13, Isa_61:5-9 \par \par \par NOAH\par As God's promise still holds for him, so His promise will be sure to you. (Gen_9:9-17)\par \par ENEMIES OF ISRAEL\par They will not be able to prevail against God's people\par \par STEP FOUR: Choice Verse\par Choose a verse which summarizes the chapter if it has one.\par Choose a verse which speaks to you personally, one which you feel God will apply to your life.\par \par (Isa 54:17) No weapon that is formed against thee shall prosper; and every tongue that shall rise against thee in judgment thou shalt condemn. This is the heritage of the servants of the LORD, and their righteousness is of me, saith the LORD.\par \par STEP FIVE: Crucial Word(s)\par Write down the key word or words in the chapter.\par Many times it will be the words used most frequently-but not always.\par \par Barren It is used figuratively of Zion's not having borne the spiritual children of God as the Lord had hoped (Isa_54:1; 2Pe 1:9-10).\par Both male and female are incomplete without each other, so the happiness of God is incomplete without the love of His church whom He presents to Himself and who loves Him and makes herself ready for Him.\par \par From that relationship comes children, and the church is not to remain childless.\par \par Lengthen\par Strengthen\par \par "Lengthen" and "strengthen\par What is the duty of the Church in these days? "Lengthen" and "strengthen." The word "lengthen" suggests extensity; the word "strengthen" suggests intensity, and there is always danger in extensive movement that is not accompanied by intensive movement. You are lengthening your cords, but if you do not strengthen your stakes what will happen? Your lengthening your cords will be a disaster to you and the tent itself.\par \par And, if we are going to have this lengthened cord you must add your own length to it. Remember the fireman who was rescuing from a burning building, and LVAL+the ladder would not reach those that were in peril, the fireman stood on the top rung of the ladder and added his own length, over which men and women climbed down into safety. \par \par If there is one weak stake on the circumference of a tent, and it pulls out or is broken, then it puts a greater stress on the other tent-pegs round it, and one by one they are loosened or pulled out, until the whole tent collapses. What does that mean? It means that any member of this Church that does not plant himself firmly to hold up the cord of his place could be responsible for the weakening of the local church body. And it means that any man or woman or child in the Church of God, among God's professed believing children, that does not become a stake down deep into the ground and holding on, is responsible for any disaster that comes to the whole work of Christ by lack of personal co-operation.\par \par Strengthen the stakes to bear the weight of growth.\par Make room for more\par \par Enlargement\par God and His Church are not locked up together, in some secret place, enjoying spiritual luxuries, whilst all the world is dying of starvation. The Scripture is all for enlargement. Go into the highways and byways and compel them to come in.\par \par Strengthen the stakes to bear the weight of growth.\par Make room for more\par Whatever the cost consider it worth it.\par \par \par Ashamed\par Usually means disappointed\par Redeemer\par \par H1350\par \par goel: A verb meaning to redeem or act as a kinsman-redeemer. The word means to act as a redeemer for a deceased kinsman (Rth_3:13); to redeem or buy back from bondage (Lev_25:48); to redeem or buy back a kinsman's possessions (Lev_25:26); to avenge a kinsman's murder (Num_35:19); to redeem an object through a payment (Lev_27:13). Theologically, this word is used to convey God's redemption of individuals from spiritual death and His redemption of the nation of Israel from Egyptian bondage and also from exile (see Exo_6:6).\par \par \par HolLVAL,y\par Mercy\par \par H7355\par \par rakham: A verb meaning to have compassion, to have mercy, to find mercy. The word pictures a deep, kindly sympathy and sorrow felt for another who has been struck with affliction or misfortune, accompanied with a desire to relieve the suffering. The word occurs forty-seven times in the Old Testament, with God being by far the most common subject and His afflicted people the object (Deu_13:17 [18]; 2Ki_13:23; Isa_14:1; Isa_30:18; Isa_60:10; Jer_12:15; Jer_31:20; Lam_3:32). Though the Lord showed compassion, it was not because of any meritorious work the recipient had done; it was solely due to God's sovereign freedom to bestow it on whom He chose (Exo_33:19; cf. Rom_9:14-16). Two types of people God has sovereignly chosen to have mercy on include those who fear Him (Psa_103:13); and those who confess and forsake their sin (Pro_28:13).\par \par \par Foundation\par Righteousness\par Comfort\par Peace\par Heritage \par \par H5159\par \par nahlah: A feminine noun meaning possession, property, inheritance. This word implied property that was given by means of a will or as a heritage. It denoted the land of Canaan given to Israel and distributed among the tribes (Num_26:53-56; Eze_48:29); a portion or state of blessing assigned by God to His people (Isa_54:17), or any possession presented by a father (Num_27:8-9; Job_42:15). The Lord Himself was declared to be the portion and inheritance of the Levites who served Him (Num_18:20).\par \par \par \par STEP SIX: Challenges\par List all difficulties you have understanding this passage.\par List any problems or questions you will want to study further.\par \par Isa_54:15 gather together but not by me\par \par STEP SEVEN: Cross-Reference\par Look up other verses that help you clarify the chapter.\par Use a study Bible that has some kind of reference system in it.\par \par Isa_54:1 - \par O barren: Isa_62:4; Son_8:8; Gal_4:27 Paul spoke of these as Jews who come into the church\par \par break: LVAL- Isa_42:10,Isa_42:11, Isa_44:23, Isa_49:13, Isa_55:12, Isa_55:13; Psa_67:3-5, All the earth will then worship God\par Psa_98:3-9 [This news of God's final judgment of the world is the everlasting good news [Rev_14:6]; Zep_3:14; Zec_9:9; Rev_7:9, Rev_7:10 \par for more: 1Sa_2:5; Psa_113:9; Heb_11:11, Heb_11:12 This happened to Sarah and Hannah\par \par \par Isa 54:2 - \par Isa_33:20, Isa_49:19, Isa_49:20; Jer_10:20\par \par Isa 54:3 - \par thou shalt: Isa_2:2-4, Isa_11:9-12, The world will be filled with the knowledge of God and the Gentiles will be gathered to Him\par Isa_35:1, Isa_35:2, Isa_42:1-12, Isa_43:5, Isa_43:6, Isa_49:12, Isa_60:3-11; Gen_49:10; Psa_72:8-11; Rom_9:25, Rom_9:26, Rom_10:18, Rom_11:12; Col_1:23 \par \par and thy: Isa_49:18, Isa_55:5, Isa_60:10-13, Isa_61:5-9 \par make: Isa_49:8, Isa_49:19, Isa_52:9; Eze_36:35, Eze_36:36\par \par Isa 54:4 - \par Fear not: Isa_41:10,Isa_41:14, Isa_45:16, Isa_45:17, Isa_61:7; 1Pe_2:6 \par thou shalt forget: Jer_31:19; Eze_16:22, Eze_16:43, Eze_16:60-63; Hos_3:1-5\par \par Isa 54:5 - \par thy Maker: Psa_45:10-17; Jer_3:14; Eze_16:8; Hos_2:19, Hos_2:20; Joh_3:29; 2Co_11:2, 2Co_11:3; Eph_5:25-27, Eph_5:32 \par the Lord: Isa_48:2, Isa_51:15; Jer_10:16, Jer_51:19; Luk_1:32 \par The God: Zec_14:9; Rom_3:29, Rom_3:30; Rev_11:15\par \par Isa 54:6 - \par a woman: Isa_49:14, Isa_62:4; Hos_2:1, Hos_2:2, Hos_2:14, Hos_2:15; Mat_11:28; 2Co_7:6, 2Co_7:9, 2Co_7:10 \par a wife: Pro_5:18; Ecc_9:9; Mal_2:14\par \par Isa 54:7 - \par a small: Isa_26:20, Isa_60:10; Psa_30:5; 2Co_4:17; 2Pe_3:8 \par with: Isa_11:11, Isa_27:12, Isa_40:11, Isa_43:5, Isa_43:6, Isa_56:8, Isa_60:4, Isa_66:18; Jer_16:16 Deu_30:3; Psa_106:47; Eze_36:24; Mic_4:6; Mat_23:37; Eph_1:10\par \par Isa 54:8 - \par a little: Isa_47:6, Isa_57:16, Isa_57:17; Zec_1:15 \par I hid: Isa_8:17, Isa_45:15; Psa_13:1, Psa_27:9; Eze_39:23, Eze_39:24 \par but: Isa_55:3; Psa_103:17; Jer_31:3; 2Th_2:16; 1Ti_1:16 \par the Lord: Isa_54:5, Isa_48:17, Isa_49:26\par \paLVAL.r Isa 54:9 - \par Isa_12:1, Isa_55:11; Gen_8:21, Gen_9:11-16; Psa_104:9; Jer_31:35, Jer_31:36, Jer_33:20-26; Eze_39:20; Heb_6:16-18\par \par Isa 54:10 - \par the mountains: Isa_51:6, Isa_51:7; Psa_46:2; Mat_5:18, Mat_16:18, Mat_24:35; Rom_11:29; 2Pe_3:10-13 \par the covenant: Isa_55:3; 2Sa_23:5; Psa_89:33, Psa_89:34; Mal_2:5; Heb_8:6-13, Heb_13:20,Heb_13:21 \par that hath: Isa_49:10; Eph_2:4, Eph_2:5; Tit_3:5\par \par Isa 54:11 - \par thou afflicted: Isa_54:6, Isa_49:14, Isa_51:17-19, Isa_51:23, Isa_52:1-5, Isa_60:15; Exo_2:23, Exo_3:2, Exo_3:7; Deu_31:17; Psa_34:19, Psa_129:1-3; Jer_30:17; Joh_16:20-22, Joh_16:33; Act_14:22; Rev_11:3-10, Rev_12:13-17 \par tossed: Mat_8:24; Act_27:18-20 \par not comforted: Lam_1:1, Lam_1:2, Lam_1:16, Lam_1:17, Lam_1:21 \par I will lay: 1Ki_5:17; 1Ch_29:2; Ezek. 40:1-42:20; Eph_2:20; 1Pe_2:4-6; Rev_21:18-21 \par sapphires: Exo_24:10, Exo_28:17-20, Exo_39:10-14; Son_5:14; Eze_1:26, Eze_10:1\par \par Isa 54:13 - \par all: Isa_2:3, Isa_11:9; Psa_25:8-12, Psa_71:17; Jer_31:34; Mat_11:25-29, Mat_16:17; Luk_10:21, Luk_10:22, Luk_24:45; Joh_6:45, Joh_14:26; 1Co_2:10; Eph_4:21; 1Th_4:9; Heb_8:10; 1Jo_2:20,1Jo_2:27 \par great: Isa_26:3, Isa_32:15-18, Isa_48:18, Isa_55:12; Psa_119:165; Jer_33:6; Eze_34:25, Eze_34:28; Eze_37:26; Hos_2:18; Joh_14:27, Joh_16:33; Rom_5:1, Rom_14:17, Rom_15:13; Gal_5:22; Phi_4:7\par \par Isa 54:14 - \par righteousness: Isa_1:26, Isa_45:24, Isa_52:1, Isa_60:21, Isa_61:10,Isa_61:11, Isa_62:1; Jer_31:23; Eze_36:27, Eze_36:28; Eze_37:23-26; Joe_3:17-21; Zec_8:3; 2Pe_3:13 \par thou shalt be: Isa_51:13; Zec_9:8 \par for thou: Isa_2:4; Pro_3:25, Pro_3:26; Jer_23:3, Jer_23:4, Jer_30:10; Mic_4:3, Mic_4:4; Zep_3:13-16; Zec_2:4, Zec_2:5\par \par Isa 54:15 - \par they shall: Ezek. 38:8-23; Joe_3:9-14; Rev_16:14, Rev_19:19-21, Rev_20:8, Rev_20:9 \par shall fall: Isa_43:3, Isa_43:4, Isa_43:14; Psa_37:12, Psa_37:13; Zec_2:8, Zec_12:3, Zec_12:9, Zec_14:2, Zec_14:3\par \par Isa 54:16 - \par I have: Isa_10:5, Isa_10:6, IsaLVAL/_10:15, Isa_37:26, Isa_46:11; Exo_9:16; Pro_16:4; Dan_4:34, Dan_4:35; Joh_19:11\par \par Isa 54:17 - \par weapon: Isa_54:15; Psa_2:1-6; Eze_38:9, Eze_38:10; Mat_16:18; Joh_10:28-30; Rom_8:1, Rom_8:28-39 \par every: Isa_50:8; Job_1:11, Job_2:5, 22:5-30, Job_42:7; Psa_32:6; Zec_3:1-4; Rev_12:10 \par the heritage: Isa_58:14; Psa_61:5; Dan_3:26, Dan_6:20; Rom_6:22, Rom_6:23 \par and their: Isa_45:24, Isa_61:10; Psa_71:16, Psa_71:19; Jer_23:6; Rom_3:22, Rom_10:4; 1Co_1:30; 2Co_5:21; Phi_3:9; 2Pe_1:1\par \par STEP EIGHT: Christ Seen\par Be alert to anything that will tell something of Jesus Christ.\par Ask yourself, "What can I learn of His nature today?"\par \par Bridegroom 2Co_11:2 Eph_5:25-31\par Redeemer\par \par STEP NINE: Central Lesson(s)\par Write down the major principles, insights, and lessons you learn from this chapter.\par Write down what you think God would want you to learn from this chapter.\par \par GOD'S GLORIOUS FUTURE FOR HIS PEOPLE\par (Isaiah 54:1) \par \par Isaiah 53 is about the crucifixion of Jesus Christ. Then chapter 54 tells of the results of the cross.\par \par 1.\tab THE FIRST RESULT OF THE CROSS IS PLENTY (\cf3\ul Isa_54:1-3\cf2\ulnone )\par Nothing to an Israelitish mind can suggest more forcibly the idea of desolation and sorrow in a nation or spiritual community than the childless woman.\par A.\tab The barren will produce more than the married.\par \par Occasionally couples that have tried for years to have children suddenly find themselves expecting twins or even triplets. Isaiah envisioned a somewhat similar situation for Israel. After years of barrenness following the exile, God\rquote s people would find themselves with so many offspring that they would have to expand their housing to accommodate the newborns (Isa_54:2-3).\par \par "Sing, O barren\par Have we not learned that the Mediator has put away sin at the cost to Himself of wounds and bruises, stripes and death? Is that redemption complete which fails to grapple with all the rLVAL0esults and consequences of wrong-doing? This opens up a great subject, and one that touches us all. Though our sin is forgiven, yet certain consequences remain, of which that ruined city of Jerusalem is a type. We cannot undo the past; God Himself cannot undo it. It can never be as though it had never been. \par \par The Prodigal came home but the record is still there of a life in the foreign country. The goods have been squandered. Yet He tells us to sing for we now have a redeemer. Our past becomes a testimony to the grace of God. \par \par Rahab's red cord was the symbol of her shame, but is now the symbol of her redemption.\par \par Where is the sinner that would not agree that without the Redeemer your life was barren? The Gentile world was unmarried and barren for thousands of years but now they can sing.\par \par We are to sing even before we see the results.\par \par If you feel hemmed in by your world it is time to sing. Though you have been confined within the narrow bounds of your problems it is time to break out.\par \par If you feel deserted it is time to rejoice.\par \par A.\tab The barren will produce more than the married.\par B.\tab Prepare for the great life by enlarging your tent\par "The Orientals have two kinds of tents - the one larger, and the other smaller; but both constructed much in the same way. They are sustained by poles, more or fewer in number, according to the size of the tent, but the tallest is always in the midst, while the others suspend the covering round the sides. This covering is made of a stuff woven from wool and camel's hair; it hangs down like a curtain over the side poles, and is fastened by cords to wooden pegs, which are firmly driven into the ground. Other cords, fastened at one end to the top of the poles, and at the other to pegs or stakes, keep the tent steady, and secure it against the violence of storms. As the family increases, it is proportionally enlarged, and requires the cords to be longer and the stakes to be stronger in propLVAL1ortion. \par \par 2.\tab THE SECOND RESULT OF THE CROSS IS SAFETY (\cf3\ul Isa_54:4-5\cf2\ulnone )\par \par A.\tab You have nothing to be afraid of nor ashamed of. You will not be disappointed.\par B.\tab The Lord will be your protector as a husband and a military commander\par With a play on the Hebrew word ba'al, the prophet explained that the all-powerful Creator God was also a loving husband, unlike Baal, the Canaanite god who claimed to control fertility but was not the creator. Baal also played the husband in the fertility rituals but was certainly not a dedicated, loving husband to his worshipers. Our God has the power to create and the compassion to love.\par \par The wife is in the care of her husband, and because of his care she is free from care. He provides for the supply of all need. \par 3.\tab THE THIRD RESULT OF THE CROSS IS DELIVERANCE FROM AFFLICTION \cf3\ul Isa_54:6-10\cf2\ulnone )\par \par A.\tab Though God has brought affliction in the past, now He brings salvation\par B.\tab He gives you the same promise He gave Noah\par \par In the ancient time God was wroth with mankind, when he "looked upon the earth, and, behold, it was corrupt; for all flesh had corrupted his way upon the earth." Then in Divine judgment he swept the earth clean with a flood of great waters. But in wrath he remembered mercy: a restoring-day came, and in that day God was pleased to enter into covenant with the race, and make solemn pledge and promise that never again should "all flesh be cut off by the waters of a flood, nor should there any more be a flood to destroy the earth." Isaiah saw a parallel to this in the Divine dealings with the idolatrous kingdom of Israel.\par \par C.\tab Though nature fails God will not\par Peace involves fullness or completeness. Peace is more than the absence of conflict. When we have peace, we experience the fullness of life, with the joys of health, family, prosperity, and right relationships with God and other individuals. God's covenant of peace signifies LVAL2His never-ending desire to do good for His chosen people. See Ge 9:8-17, note; 2 Ch 6:14, \par \par 4.\tab THE FOURTH RESULT OF THE CROSS IS EDIFICATION (\cf3\ul Isa_54:11-14\cf2\ulnone )\par \par A.\tab Your foundations will be the most precious material and the most lasting and beautiful\par These seem to be general images to express beauty, magnificence, purity, strength, and solidity, agreeably to the ideas of the eastern nations\par B.\tab Your children will be built with great truths\par C.\tab You will be established in His righteousness\par \par 5.\tab THE FIFTH RESULT OF THE CROSS IS PRESERVATION (\cf3\ul Isa_54:15-17\cf2\ulnone )\par \par A.\tab I will create a new weapon with my Blacksmith\par B.\tab No weapon against you shall prosper\par C.\tab You are promised a heritage\par \par CHAPTER 53\par \par STEP ONE: Title - \par Give the chapter a short, descriptive title-the shorter it is the more likely you will remember it.\par Use one word if possible, and not more than five.\par Include the key word of the chapter in the title.\par If your title is catchy, or produces a mental picture, you will remember it longer.\par \par SUFFERING THAT PRECEDED GLORY (1Pe_1:11)\par \par STEP TWO: Contents\par Describe, summarize, paraphrase, outline, or make a list of the major points in the chapter.\par Do not try to interpret the chapter, just observe and record what you think is being said.\par \par Isa_53:1\par 1. Exaltation: the Shocking Servant (Isa_52:13-15)\par 2. Humiliation: the Sorrowing Servant (Isa_53:1-3)\par 3. Expiation: the Smitten Servant (Isa_53:4-6)\par 4. Resignation: the Silent Servant (Isa_53:7-9)\par 5. Vindication: the Satisfied Servant (Isa_53:10-12)\par \par \par STEP THREE: Chief People\par List the most important people in the chapter.\par Ask yourself why they are included, and what is significant.\par \par SUFFERING SERVANT OF JEHOVAH\par \par STEP FOUR: Choice Verse\par Choose a verse which summarizes the chapter if it has onLVAL3e.\par Choose a verse which speaks to you personally, one which you feel God will apply to your life.\par \par (Isa 53:5) But he was wounded for our transgressions, he was bruised for our iniquities: the chastisement of our peace was upon him; and with his stripes we are healed.\par \par \par STEP FIVE: Crucial Word(s)\par Write down the key word or words in the chapter.\par Many times it will be the words used most frequently-but not always.\par \par ARM\par ASTONISH\par BRUISE\par COMELY\par DESPISE\par EXALT\par EXTOL\par FORM\par GENERATION\par GRIEF\par HEALED\par INIQUITIES\par INTERCESSION\par JUDGMENT\par MAR\par PLANT\par PLEASURE\par PROSPER\par PRUDENT\par REPORT\par ROOT\par SERVANT\par SHEEP\par SORROW\par SPOIL\par STRIPES\par TRANSGRESSION\par VISAGE\par WOUNDED\par \par \par STEP SIX: Challenges\par List all difficulties you have understanding this passage.\par List any problems or questions you will want to study further.\par \par \par STEP SEVEN: Cross-Reference\par Look up other verses that help you clarify the chapter.\par Use a study Bible that has some kind of reference system in it.\par \par Isa_53:1 - \par Who: Joh_1:7, Joh_1:12, Joh_12:38; Rom_10:16, Rom_10:17 \par report: or, doctrine, Heb. hearing\par the: Isa_51:9, Isa_52:10, Isa_62:8; Rom_1:16; 1Co_1:18, 1Co_1:24; Eph_1:18, Eph_1:19 \par revealed: Isa_40:5; Mat_11:25, Mat_16:17; Rom_1:17, Rom_1:18\par \par Isa 53:2 - \par he shall grow: Isa_11:1; Jer_23:5; Eze_17:22-24; Zec_6:12; Mar_6:3; Luk_2:7, Luk_2:39, Luk_2:40,Luk_2:51, Luk_2:52; Luk_9:58; Rom_8:3; Phi_2:6, Phi_2:7 \par he hath no: Isa_52:14; Mar_9:12; Joh_1:10-14, Joh_9:28, Joh_9:29, Joh_18:40, Joh_19:5, Joh_19:14, Joh_19:15; 1Pe_2:14\par \par Isa 53:3 - \par despised: Isa_49:7, Isa_50:6; Psa_22:6-8, Psa_69:10-12, Psa_69:19, Psa_69:20; Mic_5:1; Zec_11:8, Zec_11:12, Zec_11:13; Mat_26:67, Mat_27:39-44, Mat_27:63; Mar_9:12, Mar_15:19; Luk_8:53, Luk_9:22, Luk_16:14; Luk_23:18-25; Joh_8:48; Heb_12:2,LVAL4 Heb_12:3 \par a man: Isa_53:4, Isa_53:10; Psa_69:29; Mat_26:37, Mat_26:38; Mar_14:34; Luk_19:41; Joh_11:35; Heb_2:15-18, Heb_4:15, Heb_5:7 \par we hid as it were our faces from him: or, he hid as it were, his face from us. Heb. as a hiding of faces from him or from us. we esteemed. Deu_32:15; Zec_11:13; Mat_27:9, Mat_27:10; Joh_1:10,Joh_1:11; Act_3:13-15\par \par Isa_53:4 - \par he hath: Isa_53:5, Isa_53:6, Isa_53:11, Isa_53:12; Mat_8:17; Gal_3:13; Heb_9:28; 1Pe_2:24, 1Pe_3:18; 1Jo_2:2 \par yet: Mat_26:37; Joh_19:7\par \par Isa 53:5 - \par But he was: Isa_53:6-8, Isa_53:11, Isa_53:12; Dan_9:24; Zec_13:7; Mat_20:28; Rom_3:24-26, Rom_4:25; Rom_5:6-10,Rom_5:15-21; 1Co_15:3; 2Co_5:21; Eph_5:2; Heb_9:12-15; Heb_10:10,Heb_10:14; 1Pe_3:18 \par wounded: or, tormented\par bruised: Isa_53:10; Gen_3:15 \par the chastisement: 1Pe_2:24 \par stripes: Heb. bruise\par \par Isa 53:6 - \par All we: Psa_119:176; Mat_18:12-14; Luk_15:3-7; Rom_3:10-19; 1Pe_2:25 \par his own: Isa_55:7, Isa_56:11; Eze_3:18; Rom_4:25; Jam_5:20; 1Pe_3:18 \par laid on him the iniquity of us all: Heb. made the iniquities of us all to meet on him, Psa_69:4\par \par Isa 53:7 - \par yet: Mat_26:63, Mat_27:12-14; Mar_14:61, Mar_15:5; Luk_23:9; Joh_19:9; 1Pe_2:23 \par he is: Act_8:32, Act_8:33\par \par Isa 53:8 - \par from prison and from judgment; and, or, by distress and judgment; but, etc. Psa_22:12-21, Psa_69:12; Mat_26:65, Mat_26:66; Joh_19:7 \par who: Mat_1:1; Act_8:33; Rom_1:4 \par cut off: Dan_9:26; Joh_11:49-52 \par was he stricken: Heb. was the stroke upon him, 1Pe_3:18\par \par Isa 53:9 - \par made: Mat_27:57-60; Mar_15:43-46; Luk_23:50-53; Joh_19:38-42; 1Co_15:4 \par death: Heb. deaths\par deceit: 2Co_5:21; Heb_4:15, Heb_7:26; 1Pe_2:22; 1Jo_3:5\par \par Isa 53:10 - \par pleased: Isa_42:1; Mat_3:17, Mat_17:5 \par he hath: Psa_69:26; Zec_13:7; Rom_8:32; Gal_3:13; 1Jo_4:9, 1Jo_4:10 \par when thou shalt make his soul: or, when his soul shall make, Dan_9:24; Rom_8:8; 2Co_5:21; EpLVALh_5:2; Heb_7:27, Heb_9:14, Heb_9:25, Heb_9:26, Heb_10:6-12; Heb_13:10-12; 1Pe_2:24 \par he shall see: Psa_22:30, Psa_45:16, Psa_45:17, Psa_110:3; Joh_12:24; Heb_2:13 \par he shall prolong: Isa_9:7; Psa_16:9-11, Psa_21:4, Psa_72:17, Psa_89:29, Psa_89:36; Eze_37:25; Dan_7:13, Dan_7:14; Luk_1:33; Act_2:24-28; Rom_6:9; Rev_1:18 \par the pleasure: Isa_55:11-13, Isa_62:3-5; Psa_72:7, Psa_85:10-12, Psa_147:11, Psa_149:4; Jer_32:41; Eze_33:11; Mic_7:18; Zep_3:17; Luk_15:5-7, Luk_15:23, Luk_15:24; Joh_6:37-40; Eph_1:5, Eph_1:9; 2Th_1:11\par \par Isa 53:11 - \par see: Luk_22:44; Joh_12:24, Joh_12:27-32, Joh_16:21; Gal_4:19; Heb_12:2; Rev_5:9, Rev_5:10; Rev_7:9-17 \par by his: Joh_17:3; 2Co_4:6; Phi_3:8-10; 2Pe_1:2, 2Pe_1:3, 2Pe_3:18, my righteousness, Isa_42:1, Isa_49:3; 1Jo_2:1; 2Jo_1:1, 2Jo_1:3 \par justify: Isa_45:25; Rom_3:22-24, Rom_4:24, Rom_4:25, Rom_5:1, Rom_5:9, Rom_5:18, Rom_5:19; 1Co_6:11; Tit_3:6, Tit_3:7 \par bear: Isa_53:4-6, Isa_53:8, Isa_53:12; Mat_20:28; Heb_9:28; 1Pe_2:24, 1Pe_3:18\par \par Isa 53:12 - \par will I: Isa_49:24, Isa_49:25, Isa_52:15; Gen_3:15; Psa_2:8; Dan_2:45; Mat_12:28, Mat_12:29; Act_26:18; Phi_2:8-11; Col_1:13, Col_1:14, Col_2:15; Heb_2:14, Heb_2:15 \par poured: Psa_22:14; Phi_2:17 *marg. Heb_12:2 \par and he was: Mar_15:28; Luk_22:37, Luk_23:25, Luk_23:32, Luk_23:33 \par he bare: Isa_53:11; 1Ti_2:5, 1Ti_2:6; Tit_2:14; Heb_9:26, Heb_9:28 \par made: Luk_23:34; Rom_8:34; Heb_7:25, Heb_9:24; 1Jo_2:1, 1Jo_2:12\par \par PRUDENT\par STEP EIGHT: Christ Seen\par Be alert to anything that will tell something of Jesus Christ.\par Ask yourself, "What can I learn of His nature today?"\par \par SUFFERING FOR OUR SINS\par \par STEP NINE: Central Lesson(s)\par Write down the major principles, insights, and lessons you learn from this chapter.\par Write down what you think God would want you to learn from this chapter.\par \par \par \par \fs29\par } LVAL"=6{\rtf1\ansi\deff0{\fonttbl{\f0\froman\fprq2\fcharset0 Times New Roman;}{\f1\fnil\fprq2\fcharset2 Wingdings;}{\f2\fnil\fcharset0 Georgia;}{\f3\froman\fprq2\fcharset0 Georgia;}{\f4\froman\fprq2\fcharset161 TITUS Cyberbit Basic Greek;}{\f5\froman\fprq2\fcharset163 TITUS Cyberbit Basic (Vietnames;}{\f6\froman\fprq2\fcharset0 TITUS Cyberbit Basic;}{\f7\fnil\fprq2\fcharset161 TITUS Cyberbit Basic;}{\f8\fnil\fprq2\fcharset0 TITUS Cyberbit Basic;}} {\colortbl ;\red0\green0\blue0;\red0\green0\blue255;\red0\green128\blue0;\red0\green128\blue128;\red128\green128\blue128;} {\*\generator Riched20 5.40.11.2210;}\viewkind4\uc1\pard\qc\lang1033\b\f0\fs24 WORD BIBLE STUDY\par \pard STEP ONE: Choose your word \par \b0\par Choose a word that is in the Bible that you would like to know the meaning of. It should be a word which you have been made to wonder about, and are interested in.\par \par \b STEP TWO: Find its English definition faithful\par \par \b0 Use an English dictionary and write out the definition of the English word. List with the definition any synonyms or antonyms of the word.\par \par \b STEP THREE: Compare translations \par \par \b0 Read all the passages where this word is used in different translations. Write down the different renderings of the word that you find. See if there are any renderings that are commonly used in these translations.\par \par \b STEP FOUR: Write down the definition of the original word\par \par \b0 Find out what the original word is in your exhaustive concordance or word study book and write down its definition. You may find it has a number of usages.\par \par \b STEP FIVE: Check the word's occurrences in the Bible\par \par \b0 Using your concordance, find out how and where the word is used in the Bible. Ask these questions:\par \pard\fi-180\li180\f1\fs18\'a7\tab\f0\fs24 How many times does the word occur in the Bible?\par \f1\fs18\'a7\tab\f0\fs24 In what books does it occur?\par \f1\fs18\'a7\tab\f0\fs24 What writers used the word?\par \f1\fs18LVAL7\'a7\tab\f0\fs24 In what book does it occur most?\par \f1\fs18\'a7\tab\f0\fs24 Where does the word occur first in the Bible?\par \f1\fs18\'a7\tab\f0\fs24 Where does it occur first in the book you are studying?\par \pard\b\par STEP SIX: Find the root meaning and origin of the word \par \par \b0 Read a full discussion of the meaning and origin of the word using a Bible dictionary, a Bible encyclopedia, a word study set, or a theological word book.\par \par \b STEP SEVEN: Discover the word's usage in the Bible\par \par \b0 Find out how the word is used in the Bible. The study of the root meaning (Step Six) told you what the word meant originally and where it came from, but some words change their meanings with the passage of time. Also they might have different meanings in different situations and contexts. In the final analysis, the usage of a word is the most important factor in determining its true meaning.\par \par \pard\fi-180\li180\f1\fs18\'a7\tab\f0\fs24 Find out how the word was used during the time the book was written.\par \f1\fs18\'a7\tab\f0\fs24 How was it used in other writings than the Bible?\par \f1\fs18\'a7\tab\f0\fs24 Find out how the writer used the word in other parts of the book.\par \f1\fs18\'a7\tab\f0\fs24 How does the writer use the word in other books he has written?\par \f1\fs18\'a7\tab\f0\fs24 How is the word used throughout the whole Testament?\par \f1\fs18\'a7\tab\f0\fs24 Does the word have more than one usage? If so, what are its other uses?\par \f1\fs18\'a7\tab\f0\fs24 What is the most frequent use of the word?\par \f1\fs18\'a7\tab\f0\fs24 How is it used the first time in Scripture?\par \f1\fs18\'a7\tab\f0\fs24 Find out how the word is used in the context of the passage. (This is an ultimate test. The context will be your most reliable source for insights into what the writer really meant).\par \f1\fs18\'a7\tab\f0\fs24 Does the context give any clues to the meaning of the word?\par \f1\fs18\'a7\tab\f0\fs24 Is the word compared or contrasted withLVAL8 another word in the context?\par \f1\fs18\'a7\tab\f0\fs24 Is there any illustration in the context that clarifies the meaning of the word?\par \par \b STEP EIGHT: Write out an application\par \par \b0 Be sure to have a goal of "application," not interpretation only in mind when you do a word study. Discovering the full meaning of a Biblical word is not an end in itself, because a word study without an application has little spiritual value for you.Constantly ask yourself: "How can understanding this word help strengthen my own spiritual life?\par \pard\cf1\f2\fs23\par \cf2\fs28 EXAMPLE\par \par \pard\qc\cf0\b\f0\fs24 FAITHFUL: WORD BIBLE STUDY\emdash EXAMPLE\par \pard\b0\par WORD\b : FAITHFUL\b0\par \par (\cf3\ul 2Ti_2:2\cf0\ulnone\b\i ) "And the things that thou hast heard of me among many witnesses, the same commit thou to faithful men, who shall be able to teach others also.\par \b0\i0\par Definition: 1. obs. full of faith. 2. steadfast in affection or allegiance: LOYAL. 3. firm in adherence to promises or in observance of duty: CONSCIENTIOUS. 4. given with strong assurance: BINDING <faithful promise>. 5. true to the facts, to a standard, or to an original <the portrait is a faithful likeness>.\par \par Synonyms: Allegiant, ardent, constant, dinki-di, fast, leige, loyal, resolute, staunch, steadfast, steady, true. Just, strict, right, undistorted, veracious, veridical. Authentic, convincing, credible.\par \par Related words: Dependable, reliable, tried, trustworthy, affectionate, devoted, loving, dyed-in-the-wool. At one with, on all fours with.\par \par Antonyms: Faithless.\par \par Contrasting words: Disloyal, false, perfidious, traitorous, treacherous; fickle, inconstant, unstable.\par \par Living Bible\b\i : "For you must teach others those things you and many others have heard me speak about. Teach these great truths to trustworthy men who will, in turn, pass them on to others."\par \b0\i0\par New International Version\b\i : "And the things yoLVAL9u have heard me say in the presence of many witnesses entrust to reliable men who will also be qualified to teach others."\par \par \cf4\i0 (\cf3\ul\b0 2Ti_2:2\cf4\ulnone\b )\cf0 And the [\cf5\i instructions\cf0\i0 ] which you have heard from me along with many witnesses, transmit and entrust [\cf5\i as a deposit\cf0\i0 ] to reliable and faithful men who will be competent and qualified to teach others also. AMP\fs28\par \b0\fs24\par Faithful in Strong's Concordance: 539 (awman); a primitive root; properly to build up or support; to foster as a parent or nurse: figuratively to render (or be) firm or faithful, to trust or believe, to be permanent or quiet; morally to be true or certain; once (Isaiah 30:21; by interchange for 541) to go to the right hand\emdash hence assurance, believe, bring up, establish, plus fail, be faithful (of long continuance, steadfast, sure, surely, trusty, verified, nurse (nursing father), (put), trust, turn to the right.\par \par 541 (awman) denominative from 3225; to take the right hand road\emdash turn to the right. \par \par 3225: (yaw-meen); from 3231; the right hand or side (leg, eye) of a person or other object (as the stronger and more dexterous); locally, the south\emdash plus left handed, right (hand, side), south.\par \par 3231: (yaw-man); a primitive root; to be (physically) right (i.e. firm); but used only as denominative from 3225 and transitive, to be right handed or take the right hand side\emdash go (firm) to (on, use) the right hand.\par \par 530: (em-oo-naw); feminine of 529; literally firmness; figuratively of security; morally fidelity\emdash faith, faithful, faithfully, faithfulness, (man), set office, stability, steady, truly, truth, verily.\par \par 571: (eh-meth); contraction from 539; stability; figurative of certainty, truth, trustworthiness, assured, assuredly, establishment, faithful, right, sure, true, truly, truth, verity.\par \par 529: (ay-moon); from 539; established. i.e. (figurative) trusty; also (abstract) trustworthLVAL:iness\emdash faith, faithful, truth.\par \par 540: (aman) Corresponding to 539\emdash believe, faithful, sure.\par \par 4103: (pis-tos); from 3982; objectively trustworthy; subjectively trustful\emdash believe, believing, believer, faithful, faithfully, sure, true.\par 3982: (pi-tho); a primitive verb: to convince (by argument, true or false); by analogy, to pacify or conciliate (by other fair means): reflexive or passive, to assent (to evidence or authority), to rely (by inward certainty): agree, assure, believe, have confidence, be (or wax) confident, make friend, obey, persuade, trust, yield.\par \b\f3\fs22 G3982\b0\par \pard\sb80\sa40\cf2\f4\'f0\'e5\'e9\f5\'ec\f4\'e8\'f9\cf0\f3\par \f6 peitho\u772?\f3\par \i pi'-tho\i0\par \f0\fs24 A primary verb; to \i convince\i0 (by argument, true or false); by analogy to \i pacify\i0 or \i conciliate\i0 (by other fair means); reflexively or passively to \i assent\i0 (to evidence or authority), to \i rely\i0 (by inward certainty): - agree, assure, believe, have confidence, be (wax) content, make friend, obey, persuade, trust, yield.\f3\fs22\par \pard\cf3\ul\f0\fs24 1Sa_2:35\cf0\ulnone\par \cf3\ul Neh_7:2\cf0\ulnone\par \cf3\ul Psa_31:23\cf0\ulnone\par \cf3\ul Psa_101:6\cf0\ulnone\par \cf3\ul Pro_28:20\cf0\ulnone\par \cf3\ul Luk_16:10-12\cf0\ulnone\par \par Numbers 1 time\tab\tab Daniel 1 time\tab\tab 1 Thessalonians 1 time\par Deuteronomy 1 time\tab\tab Hosea 1 time\tab\tab 2 Thessalonians 1 time\par 1 Samuel 2 times\tab\tab Matthew 5 times\tab\tab 1 Timothy 5 times\par 2 Samuel 1 time\tab\tab Luke 6 times\tab\tab 2 Timothy 3 times\par Nehemiah 3 times\tab Acts 1 time\tab\tab Titus 3 times\par Psalms 6 times\tab 1 Corinthians 5 times \tab\tab Hebrews 6 times\par Proverbs 8 times\tab Galatians 1 time\tab\tab 1 Peter 2 LVAL;times\par Isaiah 4 times\tab Ephesians 2 times\tab\tab 1 John 1 time\par Jeremiah 1 time\tab\tab Colossians 4 times \tab\tab Revelation 8 times\par 78 times in Bible 50 NT\par \par Zondervan Pictoral Encyclopedia of the Bible:\par Faith and faithfulness are two concepts central to Biblical thought. They deal with the relationship of God and men. They are in some respects correlative, for man's faith is that which responds to and is sustained by God's faithfulness. In other respects there can be a progression of thought, for faith on the part of man should lead to his faithfulness.\par \par Again the idea of faith can move from the subjective attitude of trustfulness to "the faith"\emdash that which God has revealed objectively through deed and word and sign in order that it should be trusted.\par \par From the original meaning connected with "firmness" and "stability," there comes the idea of "trust" and "constancy" which is prominent in the Old Testament. The word "Amen," which is used frequently in the Old Testament and the New Testament, shows the confident affirmation which is associated with being faithful. [Thus when we say, "Amen," we are agreeing to God's faithfulness and admitting faithfulness to Him].\par \par \pard\fi-180\li540\f1\fs18\'a7\tab\f0\fs24 It is used of God (\cf3\ul Deu_7:9\cf0\ulnone ).\par \f1\fs18\'a7\tab\f0\fs24 It is used of His servants (\cf3\ul Num_12:7\cf0\ulnone ) [Moses]\par \f1\fs18\'a7\tab\f0\fs24 It can be extended to witnesses (\cf3\ul Isa_8:2\cf0\ulnone ; \cf3\ul Jer_42:5\cf0\ulnone )\par \f1\fs18\'a7\tab\f0\fs24 It can be extended to a city (\cf3\ul Isa_1:21\cf0\ulnone , \cf3\ul Isa_1:26\cf0\ulnone )\par \f1\fs18\'a7\tab\f0\fs24 It can be used of testimony (\cf3\ul Psa_19:8\cf0\ulnone )\par \f1\fs18\'a7\tab\f0\fs24 It can be used of promises (\cf3\ul 2Ch_1:9\cf0\ulnone )\par \f1\fs18\'a7\tab\f0\fs24 It may have no moral connotation (\cf3\ul Deu_28:59\cf0\ulnone [referring LVAL<to plagues])\par \pard\par Interpreter's Bible: "Pass on the torch"\par There is a contagion about Christian faith and life. Young people are won to Christian life and believe in the first instance by coming in contact with people in whose lives Christian faith and convictions are realities. But Christianity must also be taught. Part of the commandment of Jesus was to love God with the mind. Christians must be ready to give a reason for the faith that is in them. An intelligent member of the Christian Church should know the history of Christianity, what it teaches, how great Christians have answered some of its basic questions, how the faith has spread, and what it has accomplished in the world. One of the weaknesses of modern Protestantism is that too many Protestant Christians have not been well instructed in their faith.\par \par Paul here pleads for a succession of the teachers, passing on Christian knowledge from generation to generation, as runners in a relay race pass on the torch or the wand. Paul has taught Timothy, who is urged to teach other faithful men, who in turn are to teach others. There is a healthy emphasis in modern education on creative teaching which builds on the actual experience of the learner, who learns by doing. This is not exclusive of nor a substitute for the transmission of Christian knowledge from life to life.\par \par Because every church has its problems in the recruiting and training of lay people as teachers, Paul's suggestion in this matter should be noted. Christian teachers are to be first of all willing to learn what is committed unto them. Second, they must be faithful, an indispensable quality, as every church-school administrator knows. Third, they must be able. No enthusiasm for the task can take the place of genuine capacity, and the teaching task of the church is so important that it should command the services of the ablest. Fourth, they must be concerned about others also, eager to share with others what means most to them, zealousLVAL= to present every man perfect in Christ.\par \par Gill's Commentary:\par "And the things that thou hast heard of me," Meaning the doctrines of the Gospel, the form of sound words. The Arabic version renders it, "the secrets, or mysteries that thou hast heard of me;" the mysteries of the grace of God, which he had often heard him discourse of, unfold, and explain: \par \par "among many witnesses;" or by them; which some understand of the testimonies out of Moses, and the prophets with which the apostle confirmed with what he delivered; for the doctrines of justification, pardon of sin, etc. by Christ, were borne witness to by the prophets; though rather the many persons, who, with Timothy, heard the apostle preach, and were and would be sufficient witnesses for Timothy, on occasion, that what he preached and committed to others were the same he had heard and received from the apostle Paul; unless reference should be here to the time of imposition of hands upon him, when the received some ministerial gifts, or an increase of them; at which time the apostle might deliver to him the form of doctrine he was to preach, and that in the presence of the presbytery, who joined in the action, and so were witnesses of what was said to him:\par \par "The same commit thou to faithful men;" who not only have received the grace of God, and are true believers in Christ, but are men of great uprightness and integrity; who having the word of God, will speak it out boldly, and faithfully, and keep back nothing that is profitable, but declare the whole counsel of God, without any mixture or adulteration; for the Gospel being committed to their trust, they would become stewards, and of such it is required that they be faithful; and therefore this is mentioned as a necessary and requisite qualification in them; and not only so, but they must be such \par \par "who shall be able, or sufficient to teach others also." No man is sufficient for these things of himself, but his sufficiency is of God; it is he who makLVAL>es men able ministers of the word, by giving them gifts suitable for such work; so that they have a furniture in them, a treasure in their earthen vessels, an understanding of the sacred scriptures, a gift of explaining them, and a faculty of speaking to their edification; and so are apt to teach men, to their profit and advantage. The Ethiopic version renders it, who are fit to teach the foolish.\par \pard\li360 I. General Remarks\par \par A consideration of faith in the OT cannot overlook the astonishing fact that two basically different and even contradictory groups of meaning are used for man's relation to God, namely, fear on the one side and trust on the other. These were felt to be contradictory right up to the later period, and yet they were close, and even shaded into one another, so that the fear of God could often be quite simply an expression for faith. In the contradictory nature of the usage there is expressed the living tension and polar dynamic of the OT relationship to God. This is of fundamental significance for the OT attitude of faith. \par \par \par (from Theological Dictionary of the New Testament. Copyright \'a9 1972-1989 By Wm. B. Eerdmans Publishing Co. All rights reserved.)\par \par ISBE\par Faithful; Faithfulness\par Faithfulness is a quality or attribute applied in the Scripture to both God and man. \par \par Faithfulness is one of the characteristics of God's ethical nature. \par It denotes the firmness or constancy of God in His relations with men, especially with His people. \par It is, accordingly, one aspect of God's truth and of His unchangeableness. \par God is true not only because He is really God in contrast to all that is not God, and because He realizes the idea of Godhead, but also because He is constant or faithful in keeping His promises, and therefore is worthy of trust (see TRUTH). \par God, likewise, is unchangeable in His ethical nature. This unchangeableness the Scripture often connects with God's goodness and mercy, and also with His cLVAL?onstancy in reference to His covenant promises, and this is what the Old Testament means by the Faithfulness of God (see UNCHANGEABLENESS).\par \par \par WORD STUDY\par \pard\b\f2\fs28 G4103\b0\par \par \pard\fi216\sa60\cf2\f7\'f0\'e9\'f3\'f4\'ef\u769?\'f2\cf0\f2\par \i\f8 pist\'f3s\i0\f2 ; fem. \i\f8 piste\u772?\u769?\i0\f2 , neut. \i\f8 pist\'f3n\i0\f2 , adj. from \i\f8 pe\'edtho\u772?\i0\f2 (G3982), to win over, persuade. Worthy of belief, trust, or confidence.\par \b (I)\b0 Trustworthy (\cf3\ul 1Co_7:25\cf0\ulnone ; \cf3\ul 1Ti_1:12\cf0\ulnone ; \cf3\ul 2Ti_2:2\cf0\ulnone ; \cf3\ul 1Pe_4:19\cf0\ulnone ; \cf3\ul Rev_19:11\cf0\ulnone ; Sept.: \cf3\ul 1Sa_3:20\cf0\ulnone ; \cf3\ul Pro_20:6\cf0\ulnone ). True, sure, trustworthy, believable, worthy of credit (\cf3\ul Rev_1:5\cf0\ulnone ; \cf3\ul Rev_2:13\cf0\ulnone ; \cf3\ul Rev_3:14\cf0\ulnone ; Sept.: \cf3\ul Psa_89:38\cf0\ulnone ; \cf3\ul Pro_14:5\cf0\ulnone ; \cf3\ul Isa_8:2\cf0\ulnone ). Of things, true, sure, such as \i\f8 ho l\'f3gos\i0\f2 (\i\f8 ho\i0\f2 , def. art.; \i\f8 l\'f3gos\i0\f2 [G3056], word), the word (\cf3\ul 1Ti_1:15\cf0\ulnone ; \cf3\ul 1Ti_3:1\cf0\ulnone ; \cf3\ul 1Ti_4:3\cf0\ulnone ; \cf3\ul 2Ti_2:11\cf0\ulnone ; \cf3\ul Tit_1:9\cf0\ulnone ; \cf3\ul Tit_3:8\cf0\ulnone ; \cf3\ul Rev_21:5\cf0\ulnone ; \cf3\ul Rev_22:6\cf0\ulnone ). In \cf3\ul Act_13:34\cf0\ulnone , \i\f8 t\'e1 h\'f3sia Dab\'edd t\'e1 pist\'e1\i0\f2 (\i\f8 t\'e1\i0\f2 , neut. def. art.; \i\f8 h\'f3sia\i0\f2 , neut. pl. of \i\f8 h\'f3sios\i0\f2 [G3741], sacred; \i\f8 Dab\'edd\i0\f2 [G1138], of David), the sure, inviolable, sacred things (promises, blessings) of David, the sure ones.\par \b (II)\b0 Faithful in duty to oneself and to others, of true fidelity (\cf3\ul Col_4:9\cf0\ulnone ; \cf3\ul 1Pe_5:12\cf0\ulnone , a faithful brother; \cf3\ul Rev_2:10\cf0\ulnone ). Of God as faithful to His promises (\cf3\ul 1Co_1:9\cf0\ulnone , "dependable the God" [a.t.]; \cf3\ul 1Co_10:13\cf0\ulnone ; \cf3\ul 1Th_5:24\cf0\ulnone ; \cf3\ul 2Th_3:3\cf0\ulnone ; \cfLVAL@3\ul Heb_10:23\cf0\ulnone ; \cf3\ul Heb_11:11\cf0\ulnone ; \cf3\ul 1Jo_1:9\cf0\ulnone ; Sept.: \cf3\ul Deu_32:4\cf0\ulnone ); of Christ (\cf3\ul 2Ti_2:13\cf0\ulnone ). As an attestation or oath, God is faithful (\cf3\ul 2Co_1:18\cf0\ulnone ). Especially of servants, ministers, who are faithful in the performance of duty (\cf3\ul Mat_24:45\cf0\ulnone ; \cf3\ul Mat_25:21\cf0\ulnone , \cf3\ul Mat_25:23\cf0\ulnone ; \cf3\ul Luk_12:42\cf0\ulnone ; \cf3\ul 1Co_4:2\cf0\ulnone ; \cf3\ul Eph_6:21\cf0\ulnone ; \cf3\ul Col_1:7\cf0\ulnone , \cf3\ul Col_1:9\cf0\ulnone ; \cf3\ul Col_4:7\cf0\ulnone ; \cf3\ul Heb_2:17\cf0\ulnone ). With \i\f8 ep\'ed\i0\f2 (G1909), upon, with, followed by the dat. pl. of \i\f8 ol\'edgos\i0\f2 (G3641), a little, \i\f8 ep\rquote ol\'edga\i0\f2 , with little things (\cf3\ul Mat_25:21\cf0\ulnone , \cf3\ul Mat_25:23\cf0\ulnone ); with \i\f8 en\i0\f2 (G1722), in, followed by the acc. (\cf3\ul Luk_16:10-12\cf0\ulnone ; \cf3\ul Luk_19:17\cf0\ulnone ; \cf3\ul Eph_1:1\cf0\ulnone ; \cf3\ul Col_1:2\cf0\ulnone ; \cf3\ul 1Ti_3:11\cf0\ulnone ; \cf3\ul Heb_3:5\cf0\ulnone ); by the dat. of person (\cf3\ul Heb_3:2\cf0\ulnone ; Sept.: \cf3\ul Num_12:7\cf0\ulnone ; \cf3\ul 1Sa_22:14\cf0\ulnone ).\par \b (III)\b0 With an act. sense, firmness in faith, confiding, trusting, believing, equivalent to \i\f8 ho piste\'fao\u772?n\i0\f2 , the pres. part. of \i\f8 piste\'fao\u772?\i0\f2 (G4100), to believe (\cf3\ul Joh_20:27\cf0\ulnone ; \cf3\ul Gal_3:9\cf0\ulnone ). Followed by the dat. (\cf3\ul Act_16:15\cf0\ulnone ; \cf3\ul 1Co_4:17\cf0\ulnone ). Used in an absolute sense (\cf3\ul Act_10:45\cf0\ulnone ; \cf3\ul Act_16:1\cf0\ulnone ; \cf3\ul 2Co_6:15\cf0\ulnone ; \cf3\ul 1Ti_4:3\cf0\ulnone , \cf3\ul 1Ti_4:10\cf0\ulnone , \cf3\ul 1Ti_4:12\cf0\ulnone ; \cf3\ul 1Ti_5:16\cf0\ulnone ; \cf3\ul 1Ti_6:2\cf0\ulnone ; \cf3\ul Tit_1:6\cf0\ulnone ; \cf3\ul Rev_17:14\cf0\ulnone ). Used in the acc. as an adv., \i\f8 pist\'f3n poi\'e9o\u772?\i0\f2 (\i\f8 poi\'e9o\u772?\i0\f2 [G4160], to do, perform), meaning to do faiLVALAthfully, in a believing manner, as a Christian (\cf3\ul 3Jo_1:5\cf0\ulnone ; Sept.: \cf3\ul Psa_101:6\cf0\ulnone ).\par \b Deriv\b0 .: \i\f8\'e1pistos\i0\f2 (G571), untrustworthy; \i\f8 pist\'f3o\u772?\i0\f2 (G4104), to confirm, establish.\par \b Syn\b0 .: \i\f8\'e1xios\i0\f2 (G514), worthy; \i\f8 b\'e9baios\i0\f2 (G949), steadfast, sure; \i\f8 ale\u772?the\u772?\u769?s\i0\f2 (G227), true; \i\f8 ale\u772?thin\'f3s\i0\f2 (G228), truthful; \i\f8\'e1memptos\i0\f2 (G273), blameless; \i\f8 anep\'edle\u772?ptos\i0\f2 (G423), irreproachable; \i\f8 eilikrine\u772?\u769?s\i0\f2 (G1506), sincere; \i\f8 apseude\u772?\u769?s\i0\f2 (G893), veracious; \i\f8 akline\u772?\u769?s\i0\f2 (G186), firm, without wavering; \i\f8 ametam\'e9le\u772?tos\i0\f2 (G278), irrevocable; \i\f8 ametak\'edne\u772?tos\i0\f2 (G277), unmovable.\par \b Ant\b0 .: \i\f8\'e1de\u772?los\i0\f2 (G82), uncertain; \i\f8 aste\u772?\u769?riktos\i0\f2 (G793), unstable; \i\f8\'e1pistos\i0\f2 (G571), unfaithful, untrustworthy; \i\f8 olig\'f3pistos\i0\f2 (G3640), little faith; \i\f8 parab\'e1te\u772?s\i0\f2 (G3848), \i\f8 pseude\u772?\u769?s\i0\f2 (G5571), false; \i\f8 d\'f3lios\i0\f2 (G1386), deceitful; \i\f8 pl\'e1nos\i0\f2 (G4108), seducing.\par \par \pard\li360\f0\fs24\par \par G1384\par \par d\'f3kimos; gen. dok\'edmou, masc.-fem., neut. d\'f3kimon, adj. from d\'e9chomai (G1209), to accept, receive. Proved, receivable, tried as metals by fire and thus be purified (Sept.: Gen_23:16; 1Ch_29:4; 2Ch_9:17). Hence to be approved as acceptable men in the furnace of adversity (Jam_1:12 [cf. Rom_16:10]); be approved or accepted (Rom_14:18). Approval does not mean self-commendation, but the commendation of the Lord (2Co_10:18). Doing that which is honorable brings a person real approval, as distinguished from seeming approval (2Co_13:7). A workman needing not to be ashamed is approved unto God (2Ti_2:15 [cf. 1Co_11:19]).\par Deriv.: ad\'f3kimos (G96), unapproved, reprobate; dokim\'e1zo? (G1381), to prove, try; dokime?? (G1382), LVALtrial, proof; dok\'edmion (G1383), test. Dok\'edmion by some is considered to be the equivalent of dok\'edmeion, the instrument which is used for testing something, in which case it would be equivalent to dokime??, the whole experience and not only the means utilized to test or prove something.\par Syn.: \'e1xios (G514), worthy; hikan\'f3s (G2425), able; eklekt\'f3s (G1588), chosen; akat\'e1kritos (G178), uncondemned; \'e1memptos (G273), unblamable; anep\'edle?ptos (G423), blameless; amo??me?tos (G298), unblamable; \'e1mo?mos (G299), faultless; \'e1spilos (G784), spotless.\par Ant.: ad\'f3kimos (G96), unapproved; an\'e1xios (G370), unworthy.\par \cf3\ul Rom_14:14-18\cf0\ulnone\par \cf3\ul Rom_16:10\cf0\ulnone\par \cf3\ul 1Co_11:19\cf0\ulnone\par \cf3\ul 2Co_10:18\cf0\ulnone\par \cf3\ul 2Co_13:5-7\cf0\ulnone\par \cf3\ul 2Ti_2:15\cf0\ulnone\par \cf3\ul Jam_1:12\par \par G2307\par \ulnone WILL OF GOD\par th\'e9le?ma; gen. thele??matos, neut. noun from th\'e9lo? (G2309), to will. as an expression or inclination of pleasure towards that which is liked, that which pleases and creates joy. When it denotes God's will, it signifies \cf2\b His gracious disposition toward something. Used to designate what God Himself does of His own good pleasure.\par \cf3\b0\par \cf2\b The will of God means the counsels or eternal purposes of God \cf3\b0 (Mat_6:10; Luk_11:2).\par \par \par \pard\cf1\f2\fs29\par } LVALx=C{\rtf1\ansi\deff0{\fonttbl{\f0\fnil\fcharset0 Georgia;}} {\colortbl ;\red0\green0\blue255;\red0\green128\blue0;\red0\green0\blue0;\red128\green0\blue128;} {\*\generator Riched20 5.40.11.2210;}\viewkind4\uc1\pard\qc\lang1033\b\f0\fs28 CROSS REFERENCE BIBLE STUDY\par \pard\b0\par This method of Bible study is made with a verse of scripture or a series of verses. It is the groundwork for expository preaching. It combines the character-trait Bible Study and the Word Study Bible Study with the cross references involved in each. \par \par \pard\fi-360\li360\b 1.\tab Choose the verse that will be used for a cross-reference study.\par \par 2.\tab Obtain cross-references from such sources as Bibles and from Treasury of Scripture Knowledge.\par \par 3.\tab Look up all the cross references and write a short description of each reference.\par \par 4.\tab Make connection with various themes suggested by these references.\par \par 5.\tab Include character traits involved in these verses.\par \par 6.\tab Include the Word Bible Study results of the important words in the original verse that is used.\par \par 7.\tab Any customs, illustrations or historical facts that fit the theme should be incorporated.\par \par 8.\tab Arrange these references into a sermon outline.\par \par \pard\cf1\b0 EXAMPLE\par \par \pard\qc\cf0\b PROSPERITY AND SUCCESS: CROSS-REFERENCE BIBLE STUDY [EXAMPLE]\par \pard\fi-360\li360\b0\par \pard\cf2\ul Jos_1:7-8\cf0\ulnone \b\i Only be thou strong and very courageous, that thou mayest observe to do according to all the law, which Moses my servant commanded thee: turn not from it to the right hand or to the left, that thou mayest prosper whithersoever thou goest.\par 8 This book of the law shall not depart out of thy mouth; but thou shalt meditate therein day and night, that thou mayest observe to do according to all that is written therein: for then thou shalt make thy way prosperous, and then thou shalt have good success.\par \b0\i0\par It is interesting to see how mLVALDuch attention is given to these two words [Success and Prosperity] in our daily life. \par \par You hope to successfully eat your breakfast, go to work or school, fulfill your obligations each day. You desire to prosper in every undertaking. We have no desire to fail, but we constantly are faced with the effort to succeed and prosper.\par \par God\rquote s idea of success and prosperity is opposite of man\rquote s idea. Man\rquote s idea of success involves being famous and having a lot of money. But Jesus said:\par \cf2\ul Luk_12:15\cf0\ulnone \i Take heed, and beware of covetousness: for a man's life consists not in the abundance of the things which he possesses.\par \i0\par Men often reject God\rquote s method of success because it appears you will not have much worthwhile. The Christian way is always a method of giving and surrender. That sounds like loss and defeat.\par \par THIS BOOK OF THE LAW SHALL NOT DEPART OUT OF THY MOUTH\par \pard\fi-360\li720\cf2\ul Deu_6:6-9\cf0\ulnone \par \cf2\ul Deu_11:18-19\cf3\ulnone\par \cf2\ul Deu_17:18-19\cf3\ulnone\par \cf2\ul Deu_30:14\cf3\ulnone\par \cf2\ul Deu_31:11\cf3\ulnone\par \cf2\ul Psa_37:30-31\cf3\ulnone\par \cf2\ul Psa_40:10\cf0\ulnone\par \cf2\ul Psa_119:42-43\cf3\ulnone\par \cf2\ul Isa_59:21\cf3\ulnone\par \cf2\ul Mat_12:35\cf3\ulnone\par \cf2\ul Eph_4:29\cf3\ulnone\par \pard\fi-360\li360\cf0 THOU SHALT MEDITATE THEREIN DAY AND NIGHT\par \pard\fi-360\li720\cf2\ul Psa_1:2-3\cf3\ulnone\par \cf2\ul Psa_19:14\cf3\ulnone\par \cf2\ul Psa_119:11\cf3\ulnone\par \cf2\ul Psa_119:15\cf0\ulnone \par \cf2\ul Psa_119:97\cf0\ulnone \par \cf2\ul Psa_119:99\cf3\ulnone\par \cf2\ul Pro_2:1-5\cf3\ulnone\par \cf2\ul Pro_3:1\cf0\ulnone\par \cf2\ul 1Ti_4:14-15\cf3\ulnone\par \pard\li720\cf0\par \pard OBSERVE TO DO ACCORDING TO ALL THAT IS WRITTEN THEREIN\par \pard\fi-360\li720\cf2\ul Deu_5:29\cf0\ulnone \par \cf2\ul Deu_5:32-33\cf0\ulnone \par \cf2\ul Deu_6:1-3\cf0\ulnone \par \cf2\ul Mat_7:21\cf0\ulnone \par \cf2\ul Mat_7:2LVALE4\cf0\ulnone \par \cf2\ul Mat_28:20\cf0\ulnone \par \cf2\ul Luk_11:28\cf0\ulnone \par \cf2\ul Joh_13:17\cf0\ulnone \par \cf2\ul Joh_14:21\cf0\ulnone \par \cf2\ul Jam_1:22-25\cf0\ulnone \par \cf2\ul Rev_22:14\cf0\ulnone \par \par ADDITIONAL SCRIPTURES\par \cf2\ul Gen_24:56\cf0\ulnone \par \cf2\ul Gen_24:63\cf0\ulnone \par \cf2\ul Gen_39:3\cf0\ulnone \par \cf2\ul Exo_13:9\cf0\ulnone \par \cf2\ul Deu_17:19\cf0\ulnone \par \cf2\ul Jos_2:24\cf0\ulnone \par \cf2\ul Jos_23:9\cf0\ulnone \par \cf2\ul 1Ki_2:3\cf0\ulnone \par \cf2\ul 1Ch_22:13\cf0\ulnone \par \cf2\ul 2Ch_17:9\cf0\ulnone \par \cf2\ul 2Ch_31:21\cf0\ulnone \par \cf2\ul 2Ch_32:30\cf0\ulnone \par \cf2\ul 2Ch_34:14\cf0\ulnone \par \cf2\ul 2Ch_34:18\cf0\ulnone \par \cf2\ul Psa_19:7\cf0\ulnone \par \cf2\ul Psa_111:10\cf0\ulnone \par \cf2\ul Psa_119:24\cf0\ulnone \par \cf2\ul Pro_3:4\cf0\ulnone \par \cf2\ul Pro_3:21\cf0\ulnone \par \cf2\ul Isa_48:15\cf0\ulnone \par \cf2\ul Isa_52:13\cf0\ulnone \par \cf2\ul Zec_8:9\cf0\ulnone \par \cf2\ul Joh_5:38-39\cf0\ulnone \par \cf2\ul 1Ti_4:13\cf0\ulnone \par \pard\fi360\sa60\cf2\ul 1Ti_4:15\cf0\ulnone \par \par The Hebrew word translated \ldblquote meditate\rdblquote means \ldblquote to mutter.\rdblquote It was the practice of the Jews to read Scripture aloud (\cf2\ul Act_8:26-40\cf0\ulnone ) and talk about it to themselves and to one another (\cf2\ul Deu_6:6-9)\cf0\ulnone . This explains why God warned Joshua that the Book of the Law was not to depart out of his \i mouth\i0 (\cf2\ul Jos_1:8\cf0\ulnone ). In numerous conferences, I have often told pastors and seminary students, \cf4\b\ldblquote If you don\rquote t talk to your Bible, your Bible isn\rquote t likely to talk to you!\rdblquote\par \pard\fi-360\li720\cf0\b0 In the life of the Christian believer, \i prosperity\i0 and \i success\i0 aren\rquote t to be measured by the standards of the world. These blessings are the by-products of a life devoted to God and His Word. If you set out on yLVALFour own to become prosperous and successful, you may achieve your goal and \i live\i0 \i to\i0 \i regret\i0 \i it\i0 . Success with God is fulfilling His purpose. It may include material success and may not.\par \par \pard\fi360\sa60\b\ldblquote Be strong and courageous\rdblquote \cf2\ul\b0 Jos_1:1-9\cf0\ulnone\b . \b0 Note particularly God\rquote s repeated words of exhortation and encouragement.\par \trowd\trgaph108\trleft-108\trpaddl108\trpaddr108\trpaddfl3\trpaddfr3 \cellx4320\cellx8748\pard\intbl\sb120\sa120\qc\cf3\b Exhortation\cell Encouragement\cell\row\trowd\trgaph108\trleft-108\trpaddl108\trpaddr108\trpaddfl3\trpaddfr3 \cellx4320\cellx8748\pard\intbl\fi-144\li144\sb60\sa60\cf0\b0 Be strong, courageous\cell I will be with you\cell\row\trowd\trgaph108\trleft-108\trpaddl108\trpaddr108\trpaddfl3\trpaddfr3 \cellx4320\cellx8748\pard\intbl\fi-144\li144\sb60\sa60 Be careful to obey\cell I will give to you\cell\row\trowd\trgaph108\trleft-108\trpaddl108\trpaddr108\trpaddfl3\trpaddfr3 \cellx4320\cellx8748\pard\intbl\fi-144\li144\sb60\sa60 Meditate on the Book of the Law\cell I will never leave\cell\row\trowd\trgaph108\trleft-108\trpaddl108\trpaddr108\trpaddfl3\trpaddfr3 \cellx4320\cellx8748\pard\intbl\fi-144\li144\sb60\sa60 Be careful to do it\cell I will never forsake\cell\row\trowd\trgaph108\trleft-108\trpaddl108\trpaddr108\trpaddfl3\trpaddfr3 \cellx4320\cellx8748\pard\intbl\fi-144\li144\sb60\sa60 Do not be terrified\cell You will prosper, and succeed\cell\row\trowd\trgaph108\trleft-108\trpaddl108\trpaddr108\trpaddfl3\trpaddfr3 \cellx4320\cellx8748\pard\intbl\fi-144\li144\sb60\sa60 Do not be discouraged\cell God will be with you wherever you go\cell\row\pard\fi-360\li720 In just these few verses, Scripture sums up the way to victory in any situation we may face.\par \par THEMES\par Prosperity\par Success\par \cf2\ul Deu_6:6\cf0\ulnone Memorization of Scripture\par \cf2\ul Deu_6:7\cf0\ulnone Teaching children\par \cf2\ul Psa_37:30\cf0\ulnone Speak wisdom\par \cf2\ul Psa_40:10\LVALGcf0\ulnone Witnessing to others\par \cf2\ul Psa_119:42\cf0\ulnone Ability to Answer\par \cf2\ul Eph_4:29\cf0\ulnone Edify hearers\par \cf2\ul Psa_1:2-3\cf0\ulnone Stability like a tree\par \cf2\ul Psa_119:11\cf0\ulnone Victory over sin\par \cf2\ul Psa_119:99\cf0\ulnone Surpass Teachers\par \cf2\ul Deu_5:32-33\cf0\ulnone Prolong your days\par \par CHARACTER TRAITS 1Ti_3:16\par CREATIVITY\par INITIATIVE\par SECURITY\par THOROUGHNESS\par WISDOM\par \par \pard PROSPER\par \cf3 H6743 \i tsaw-lakh\par \i0 I.A verb meaning to rush, to break forth, to come mightily. \par \par It describes the Holy Spirit's affect on persons, making them powerful (Jdg_14:6, Jdg_14:19; Jdg_15:14; 1Sa_16:13); or causing persons to prophesy (1Sa_10:6, 1Sa_10:10; 1Sa_11:6). \par \par It indicates the effect of an evil spirit as well (1Sa_18:10). \par \par It has the sense of persons breaking out, rushing forward in battle (2Sa_19:17 [\cf2\ul 2Sa_19:18\cf3\ulnone ]); and of God breaking out in acts of judgment (Amo_5:6).\par \par II. A verb meaning to prosper, to succeed, to be victorious. It is used of causing something to turn out successfully (Gen_24:21, Gen_24:40); of prospering a person (2Ch_26:5). \par \par It indicates a successful person (Gen_39:2; Jer_12:1). \par \par Some actions are not able to succeed, especially those breaking the commandments of the Lord (Num_14:41; Deu_28:29). \par \par It has the sense of succeeding in an endeavor (1Ki_22:12, 1Ki_22:15). \par \par It describes the success of a powerful weapon in warfare (Isa_54:17), its successful use. \par \par What the righteous person does will eventually prosper (Psa_1:3); but the seeming prosperousness of the wicked will fail (Psa_37:7). \par \par Concealed sins keep one from prospering (Pro_28:13). \par \par The will of the Lord will prosper in the hand of His Suffering Servant (Isa_53:10). \par \par The judgment on Jerusalem renders her useless, without any hope of prospering (Eze_15:4). \par \par God allows tLVALHhe rebellious king of the end to prosper but only until a certain limit is reached (Dan_11:36).\par \par ENGLISH\par PROS'PER, v.t. [L.prospero, from prosperus, from the Gr. to carry to or toward; to bear.] To favor; to render successful.\par \par All things concur to prosper our design.\par \par PROS'PER, v.i. To be successful; to succeed.\par \par The Lord made all that he did to prosper in his hand. Gen 39.\par \par He that covereth his sins, shall not prosper. Prov 28.\par \par 1. To grow or increase; to thrive; to make gain; as, to prosper in business. Our agriculture, commerce and manufactures now prosper.\par \par SUCCESS\par H7919 \i sakhal\i0 : A verb meaning to act with insight, to be prudent, to give insight, to teach, to prosper, to consider, to ponder, to understand, to act prudently, to act with devotion. \par \par The primary meaning of the word is to be prudent. The word is used in Isaiah to denote what was hoped and expected of Israel, i.e., that they would consider and understand that the hand of the Lord had acted (Isa_41:20). \par \par The word is also used in Deuteronomy to denote a lack of understanding on the part of the people. If they were wise and would understand, they would know what their end would be (Deu_32:29). \par \par Jeremiah used this word to denote wisdom in terms of insight and comprehension (Jer_9:24 [23]). \par \par In a similar usage of the word, fools are to take heed and become wise (Psa_94:8). \par \par The wisdom of comprehension will open their eyes to the Lord, who sees and punishes wrong actions. \par \par In a confession of sins, the Holy Spirit is remembered as having been sent to instruct (Neh_9:20); the prudent person keeps quiet in evil times (Amo_5:13); those who meditate on the Book of the Law day and night, being careful to do everything in it, will be prosperous and successful (Jos_1:8). \par \par In the causative form, \i sakhal\i0 denoted God's actions to Solomon if he observed what the Lord required and walked p LVAL in His ways. If this pattern were followed, the Lord would prosper Solomon (1Ki_2:3).\par \par Success\par SUCCESS', n. [L. successus, from succedo.]\par \par 1. The favorable or prosperous termination of any thing attempted; a termination which answers the purpose intended; properly in a good sense, but often in a bad sense.\par \par Or teach with more success her son,\par \par The vices of the time to shun.\par \par Every reasonable man cannot but wish me success in this attempt.\par \par Be not discouraged in a laudable undertaking at the ill success of the first attempt.\par \par Military successes, above all others, elevate the minds of a people.\par \par 2. Succession. [Not in use.]\par \par [Note. Success without an epithet, generally means a prosperous issue.]\par \par \par \fs29\par } LVAL>J{\rtf1\ansi\deff0{\fonttbl{\f0\froman\fprq2\fcharset0 Times New Roman;}{\f1\fnil\fprq2\fcharset2 Wingdings;}{\f2\fnil\fcharset0 Georgia;}} {\colortbl ;\red0\green128\blue0;\red0\green0\blue255;\red0\green0\blue0;} {\*\generator Riched20 5.40.11.2210;}\viewkind4\uc1\pard\qc\lang1033\b\f0\fs24 THEMATIC BIBLE STUDY\par \par \pard\b0 The secret of good Bible study is learning to ask the right questions. In the Thematic Bible Study we will ask a set of not more than five questions concerning some theme of the Bible. The topical study would ask all the questions possible about every theme within the topic. This will be shorter and more concentrated.\par \par \b STEP ONE: Choose a theme to study\par \b0\par Select a theme in which you are interested. If this is the first study of this kind, start with one that is small or short. Be sure it is large enough, however, that it does not have several Scriptures that relate to the theme.\par \par \b STEP TWO: List all the verses you intend to study\par \b0\par With a good study Bible, a concordance, and a topical Bible, make a list of Bible verses that are best to use about your theme. Do not try to use all the verses that are in the Bible relative to your subject.\par \par \b STEP THREE: Decide on the questions you will use\par \b0\par Approach the theme with the six basic questions; What? Why? When? Where? and Who? What are some things you would like to know about the theme? After making a set of questions, strike out all but a few (do not use more than five). You may possibly need only one. Write these questions on a form or blank sheet of paper for each Scripture setting.\par \par \b STEP FOUR: Ask your questions of each reference\par \b0\par As you read through your passage of Scripture, ask your set of questions. Write down the answers on the form. Sometimes you will be able to answer all the questions, but usually you will only answer part of them. Some verses will not answer any of your questions.\par \par \b STEP FIVE:LVALK Draw some conclusions from your study\par \b0\par After you have read through all the references and answered your questions from them, go back and summarize the answers to each of your questions.\par \par \b STEP SIX: Write out a personal application\par \b0 To implement what you have discovered and make it real in your life, write out a personal application that is practical, possible, and measurable.\par \par \b EXAMPLE: "Knowing God's Will"\par \pard\fi-180\li180\b0\f1\fs18\'a7\tab\f0\fs24 What specific things are God's will?\par \f1\fs18\'a7\tab\f0\fs24 Why am I to do God's will (motives and results)?\par \f1\fs18\'a7\tab\f0\fs24 How am I to do God's will (attitudes and actions)?\par \pard\par \b EXAMPLE: "Obedience"\par \pard\fi-180\li180\b0\f1\fs18\'a7\tab\f0\fs24 Why is obedience important?\par \f1\fs18\'a7\tab\f0\fs24 What are the results of obedience?\par \f1\fs18\'a7\tab\f0\fs24 What are the results of disobedience?\par \f1\fs18\'a7\tab\f0\fs24 How am I to obey God?\par \pard\b EXAMPLE: "Jesus Definition of a Disciple"\par \pard\fi-180\li180\b0\f1\fs18\'a7\tab\cf1\ul\f0\fs24 Mat_10:24-25\cf0\ulnone\par \f1\fs18\'a7\tab\f0\fs24 Luke 14:26-28\par \f1\fs18\'a7\tab\f0\fs24 Luke 14:33\par \f1\fs18\'a7\tab\f0\fs24 John 8:31-32\par \f1\fs18\'a7\tab\f0\fs24 John 13:34-35\par \f1\fs18\'a7\tab\f0\fs24 John 15:8\par \pard\par \cf2\b\f2\fs28 EXAMPLE\par \par \pard\qc\cf0\f0\fs24 DISCIPLESHIP: THEMATIC BIBLE STUDY [EXAMPLE]\par \b0\par \pard THEME: DISCIPLESHIP\par \par References:\par \cf1\ul Mat_10:24-25\cf0\ulnone\par \cf1\ul Luk_6:40\cf0\ulnone\par \cf1\ul Luk_14:26-28\cf0\ulnone\par \cf1\ul Luk_14:33\cf0\ulnone\par \cf1\ul Joh_8:31-32\cf0\ulnone\par \cf1\ul Joh_13:34-35\cf0\ulnone \par \cf1\ul Joh_15:8\cf0\ulnone\par \cf1\ul Mar_8:34-35\cf0\ulnone\par \par Questions:\par \pard\fi-360\li360 A. What are the characteristics of a disciple?\par B. What are the results of being a disciple?\par \par REFERENCE: \cf1\ul Mat_10:24-25\cf0\ulnone ; \cf1\uLVALLl Luk_6:40\cf0\ulnone\par A. A disciple will not be above his master (humility).\par \pard\fi-360\li1080 A disciple will develop into a master (duplication).\par Elisha did twice as much as Elijah (see \cf1\ul Psa_119:99\cf0\ulnone ).\par \pard\fi-360\li360 B.\tab A disciple accepts the same treatment as his master.\par \par REFERENCE: \cf1\ul Luk_14:26-28\cf0\ulnone\par A.\tab A disciple makes a total commitment.\par \pard\fi-360\li1080 A disciple first counts the cost.\par \pard\fi-360\li360 B.\par \par REFERENCE: \cf1\ul Luk_14:33\cf0\ulnone\par A.\tab A disciple gives all to follow his master.\par B.\par \par REFERENCE: \cf1\ul Joh_8:31-32\cf0\ulnone\par A.\tab A disciple abides in the master's word.\par B.\tab He knows the truth and the truth sets him free.\par REFERENCE: \cf1\ul Joh_13:34-35\cf0\ulnone\par A.\tab A disciple loves others.\par B.\tab Others will know that he belongs to the master by his love.\par \par REFERENCE: \cf1\ul Joh_15:8\cf0\ulnone\par A.\tab A disciple bears fruit.\par B.\tab His bearing fruit brings glory to God.\par \pard\fi-360\li1080 His fruit is an extension of his master's life.\par \par \pard\fi-360\li360 REFERENCE: \cf1\ul Mar_8:34-35\cf0\ulnone\par A.\tab A disciple dies to self and lives his master's life (\cf1\ul 2Co_5:15\cf0\ulnone ).\par B.\tab He saves his life by surrender.\par \par CONCLUSIONS:\par \par Characteristics of a disciple:\par \pard\fi-360\li720 Humility: Not above his master.\par Availability: Develops into his master's likeness.\par Loyalty: Totally committed.\par Diligent: Counted the cost.\par Wholehearted: Gives all his talents to his master's service.\par Alert: Continually abides in his master's words.\par Love: He has a love for others.\par Creative: He bears the fruit to extend his master's life.\par Obedience: He dies to self to live the life of the master (\cf1\ul 2Co_5:15\cf0\ulnone )\par \pard\par Results of discipleship:\par He can expect to receive persecution.\par He LVAL will know the truth and the truth will set him free.\par Others will know he belongs to the master by the love he shows.\par He will bring glory to God.\par He will extend the Master's life.\par He will save his life by surrender\par \par APPLICATION:\par \par \pard\fi-360\li360 1. Based on \cf1\ul Joh_8:31-32\cf0\ulnone : I will establish a regular, daily, quiet time in the Word of God, starting tomorrow morning.\par \par 2. Based on John 13:34-35: There is a person who irritates me in our Sunday School class. I will demonstrate love for that person by asking his family to come to dinner this week.\par \pard\par \cf3\f2\fs23\par \fs29\par } LVAL?N{\rtf1\ansi\deff0{\fonttbl{\f0\froman\fprq2\fcharset0 Times New Roman;}{\f1\fmodern\fprq1\fcharset0 Courier New;}{\f2\fnil\fcharset0 Georgia;}{\f3\fnil\fprq2\fcharset2 Wingdings;}} {\colortbl ;\red0\green0\blue0;\red0\green0\blue255;} {\*\generator Riched20 5.40.11.2210;}\viewkind4\uc1\pard\qc\lang1033\b\f0\fs24 TOPICAL BIBLE STUDY\par \par \pard\b0 Differences between the topical and the thematic study:\par \pard\fi-360\li360 (1) The topical method takes longer because you study more verses.\par (2) The topical may have many minor themes running through it.\par (3) In the topical study you consider all the related themes.\par (4) In the thematic you only ask a few questions.\par (5) In the topical study you ask all the questions you can think of.\par \par \b STEP ONE: Compile a list of words\par \b0\par \pard Look up all the related words you can find on your topic. If you were studying SUFFERING, for instance, you would look also for affliction, anger, chastisement, grief, health, pain, sorrow, trials and tribulation.\par \pard\li360\par \pard\b STEP TWO: Collect Bible references\par \b0\par Gather all the verses you can find on the subject. Look up each related word in the concordance. Make a list of all these verses.\par \par \b STEP THREE: Consider each reference individually\par \b0\par Study each reference and write down your observations and insights on it. Be sure to check the context carefully to make sure you interpret it correctly. Ask as many questions as you can about the verse.\par \par \b STEP FOUR: Compare and group the references\par \b0\par You will notice as you study the verses that some of the references complement each other and deal with the same area. Categorize these references on a piece of scratch paper.\par \par \b STEP FIVE: Condense your study into an outline\par \b0\par Use your categories from the scratch paper to make a logical arrangement of divisions and thus outline your study. See if you can organize these divisions inLVALOto a logical pattern.\par \par \b STEP SIX: Conclude your study\par \b0\par Summarize your findings in a brief paragraph. Include all the major divisions and state basically what the topic indicates to you.\par \par \b STEP SEVEN: Make a practical application\par \b0\par Write down a practical application drawn from your conclusions. Remember to be personal and practical, writing a possible and measurable application. See if there are projects you can plan for using this topic. Who can you share this material with?\par \par \b SUGGESTED TOPICS:\par \pard\fi-360\li360\b0 a.\tab Doctrines\par b.\tab Miracles\par c.\tab Prayers\par d.\tab Problems\par e.\tab Promises\par f.\tab Prophecies\par g.\tab Attitudes\par h.\tab Animals\par i.\tab Family\par j.\tab Questions\par \f1\fs20 k.\tab Duties to God\par l.\tab Discipleship\par \pard\cf1\f2\fs23\par \cf2\b\fs28 EXAMPLE\par \par \pard\qc\cf0\f0\fs24 THE FAITHFUL MAN: TOPICAL BIBLE STUDY [EXAMPLE]\par \par \pard\b0 TOPIC: The Faithful Man (2 Timothy 2:2)\par \par \pard\fi-360\li360 1. Compile a list of words\par \par \pard\li360 Faithful\par Loyal\par Devotion\par Truth\par \par \pard\fi-360\li360 2. Collect Bible references\par \pard\li360 Numbers 12:7; Proverbs 20:6; Ephesians 6:21\par 1 Samuel 2:35; Proverbs 28:20 Colossians 1:7\par 1 Samuel 22:14; Matthew 24:45 Colossians 4:7, 9\par Nehemiah 7:2; Luke 16:10-13; 1 Timothy 1:12\par Nehemiah 13:13 Luke 19:17; 2 Timothy 2:2\par Isaiah 8:2\tab 1 Corinthians 1:9 1 Peter 5:12\par Daniel 6:4\tab 1 Corinthians 4:1-2, 16-17 1 John 1:9\par Psalm 12:1\tab 1 Corinthians 10:13\par \par \trowd\trgaph108\trleft-108\trbrdrl\brdrs\brdrw10 \trbrdrt\brdrs\brdrw10 \trbrdrr\brdrs\brdrw10 \trbrdrb\brdrs\brdrw10 \trpaddl108\trpaddr108\trpaddfl3\trpaddfr3 \clbrdrl\brdrw10\brdrs\clbrdrt\brdrw10\brdrs\clbrdrr\brdrw10\brdrs\clbrdrb\brdrw10\brdrs \cellx1663\clbrdrl\brdrw10\brdrs\clbrdrt\brdrw10\brdrs\clbrdrr\brdrw10\brdrs\clbrdrb\brdrw10\brdrs \cellx3434\clbrdrl\brdrw10\brdrsLVALP\clbrdrt\brdrw10\brdrs\clbrdrr\brdrw10\brdrs\clbrdrb\brdrw10\brdrs \cellx7920\pard\intbl\b Verses\par \b0\par Numbers 12:7\par \par \par \par \par 1 Samuel 2:35\par \par \par \par \par \par \par \par 1 Samuel 22:14\par \par \par \par \par \par \par \par Nehemiah 7:2\par \par Nehemiah 9:7-8\par \par \par \par \par \par \par \par \par Isa 8:2\par \par \par Dan 6:4\par \par \par \par \par \par \par Psa 12:1\par \par \par Pro 28:20\par \par \par \par \par \par \par \par Matt 25:21\par \par Luke 16:10-13\par \par \par \par \par \par \par \par \par \par 1 Cor 1:9\par \par \par 1 Cor 4:2\par \par Col 1:7\par \par \par \par 1 Cor 4:16-17\par Col 4:7\par Col 1:7\par \par Eph 6:21\par \par \par Col 4:9\par 1 Tim 1:12\par 1 Pet 5:12\cell\b Cross\par References\par \b0 1 Cor 4:2\par 1 Tim 3:15\par Heb 3:2-6\par 1 Pet 2:4-5\par \par \pard\intbl\fi-29\li29 1 Kings 1:8, 45 1 Kings 2:35\par \pard\intbl 1 Chr 29:22\par \pard\intbl\fi-29\li29 Eze 34:23\par Eze 44:15-16\par Heb 2:17\par Heb 7:26-28\par \pard\intbl\par 1 Sam 19:4-5 \par 1 Sam 20:32\par 1 Sam 24:11\par 1 Sam 26:23\par 2 Sam 22:23-25\par Pro 24:11-12\par Pro 31:8-9\par \par Matthew 24:45\par \par Gen 12:1-3\par Gen 15:6\par Gen 15:18\par Gen 22:12\par Acts 13:22\par 1 Tim 1:12-13\par Heb 11:17\par Jam 2:21-23\par \par Ruth 4:2, 10-11\par 2 Cor 13:1\par \par John 19:4\par \par \par \par \par \par \par Pro 20:6\par Php 2:19-20\par \par 1 Sam 22:14\par Psa 101:6\par Psa 112:7-9\par Luke 12:42\par Luke 16:1\par Luke 16:10-12\par Rev 2:10-13\par \par Luke 19:17\par \par Heb 3:2\par \par \par \par \par \par \par \par \par \par 1 Cor 10:13\par 1 John 1:9\par \par \par \par Col 4:7, 9\par \par \par \par Eph 6:21\cell\b Observations and Insights\par \par \b0 Moses was called faithful by God.\par \par \pard\intbl\fi-180\li238\f3\fs18\'a7\tab\f0\fs24 A faithful man cares about the interests of others whileLVALQ an unfaithful man is always bragging about himself and serving himself\b\par \pard\intbl\b0\par It was prophesied that Samuel would be a faithful man.\par \b\par \pard\intbl\fi-180\li238\b0\f3\fs18\'a7\tab\f0\fs24 A faithful man is obedient to God's will.\par \pard\intbl\b\par \b0\par David was called a faithful man by Ahimelech\par \par \par \par \par \par \pard\intbl\fi-180\li238\f3\fs18\'a7\tab\f0\fs24 A faithful man is given leadership roles\par \pard\intbl Hanani was called a faithful man by Nehemiah.\par \b\par \b0 Nehemiah's treasurers were considered faithful by Nehemiah, so he gave them responsibility.\par \b\par \pard\intbl\fi-180\li238\b0\f3\fs18\'a7\tab\f0\fs24 There are not many faithful men in the world.\par \pard\intbl\b\par \b0\par Uriah and Zechariah were faithful witnesses in the sight of the Lord.\par \b\par \pard\intbl\fi-180\li238\b0\f3\fs18\'a7\tab\f0\fs24 A faithful man lives a blameless testimony before the world.\par \pard\intbl\par The Persian princes could not accuse Daniel of any wrongdoing because he was a faithful man.\par \b\par \pard\intbl\fi-180\li238\b0\f3\fs18\'a7\tab\f0\fs24 Faithful men are few in number and hard to find\par \pard\intbl\li58\par \pard\intbl\fi-180\li238\f3\fs18\'a7\tab\f0\fs24 A faithful man abounds with blessings.\par \f3\fs18\'a7\tab\f0\fs24 A faithful man has his values right, not eager to get rich.\par \pard\intbl\li58\par \par \pard\intbl\fi-180\li238\f3\fs18\'a7\tab\f0\fs24 A faithful servant will be rewarded with greater responsibilities in heaven and will experience the Lord's joy over his faithfulness.\par \pard\intbl\par This passage shows four ways to test a man's faithfulness: \par (1) Test him in small things before giving him big things. \par (2) Test him in non-spiritual matters before giving him spiritual truth.\par (3) Test him in how he values what is not his. \par (4) Test his commitment to God.\par \par \pard\intbl\fi-180\li238\f3\fs18\'a7\tab\f0\fs24 God is faithful\par \pard\intbl\LVALRpar \pard\intbl\fi-180\li238\f3\fs18\'a7\tab\f0\fs24 A faithful man demonstrates wise stewardship\par \pard\intbl\par \pard\intbl\fi-180\li238\f3\fs18\'a7\tab\f0\fs24 A faithful man's discipler shows confidence in him by sending him in his place.\par \pard\intbl\par Timothy was called a faithful man by Paul.\par Tychicus was called faithful by Paul\par Epaphras was a faithful minister of Jesus Christ.\par Tychicus was sent by Paul to the Colossians because he was a reliable man, a faithful man.\par Onesimus was considered faithful by Paul.\par God considered Paul faithful.\par Silas was called faithful by Peter.\par \par \pard\intbl\fi-180\li238\f3\fs18\'a7\tab\f0\fs24 A faithful man will be given a ministry.\par \pard\intbl\par \pard\intbl\fi-180\li238\f3\fs18\'a7\tab\f0\fs24 A faithful man is entrusted with spiritual truth.\par \pard\intbl\par \pard\intbl\fi-180\li238\f3\fs18\'a7\tab\f0\fs24 A faithful man passes on to others what he has learned.\par \pard\intbl\par \par \par \cell\row\pard\par \par CONDENSED OUTLINE\par \par \pard\fi-360\li360 I.\tab FAITHFULNESS IS A GODLY QUALITY\par \par \pard\fi-360\li720 A. 1 Corinthians 1:9\par B. 1 Corinthians 10:13\par C. 1 John 1:9\par \par \pard\fi-360\li360 II.\tab FAITHFUL MEN ARE HARD TO FIND\par \par \pard\fi-360\li720 A. Psalm 12:1\par B. Proverbs 20:6\par C. Philippians 2:19-20\par \par \pard\fi-360\li360 III. BIBLICAL EXAMPLES OF FAITHFUL MEN\par \par \pard\fi-360\li720 A. Old Testament examples\par \par \pard\fi-360\li1080 1. Abraham (Nehemiah 9:7-8)\par 2. Moses (Numbers 12:7)\par 3. Samuel (1 Samuel 2:35)\par 4. David (1 Samuel 22:14)\par 5. Hanani (Nehemiah 7:7)\par 6. Nehemiah's treasurers (Nehemiah 13:13)\par 7. Uriah and Zechariah (Isaiah 8:2)\par 8. Daniel (Daniel 6:4)\par \par \pard\fi-360\li720 B. New Testament examples\par \par \pard\fi-360\li1080 1. Timothy (1 Corinthians 4:17)\par 2. Tychicus (Ephesians 6:21)\par 3. Epaphras (Colossians 1:7)\par 4. Onesimus LVALS(Colossians 4:9)\par 5. Paul (1 Timothy 1:12)\par 6. Silas (1 Peter 5:12)\par \par \pard\fi-360\li720 C. Insights\par \par \pard\fi-360\li1080 1. Many men called faithful in the New Testament received training from Paul.\par 2. Paul himself was a faithful man. He was an example to those he trained.\par \pard\par IV. CHARACTERISTICS OF A FAITHFUL MAN\par \par \pard\fi-360\li720 A. He cares for other's interests, not his own (Proverbs 20:6; Philippians 2:19-22).\par B. He has his values right. He is not anxious to get rich (Proverbs 28:20).\par C. He lives a blameless testimony before the world (Daniel 6:4).\par D. He is obedient to God's will (1 Samuel 2:35).\par E. He demonstrates wise stewardship (1 Corinthians 4:1-2).\par F. He passes on to others what he has learned (2 Timothy 2:2).\par \pard\par V. WAYS TO TEST A MAN'S FAITHFULNESS (Luke 16:10-13)\par \par \pard\fi-360\li720 A. Test him in small responsibilities before giving him large ones (verse 10).\par B. Test him in non-spiritual matters before giving him spiritual truth (verse 11).\par C. Test him in how he values what is not his, before giving him his own. Observe how he serves faithfully in someone else's ministry before sending him out on his own (verse 12).\par D. Test him in his commitment to God (verse 13).\par \pard\par VI. THE BENEFITS OF BEING A FAITHFUL MAN\par \par \pard\fi-360\li720 A. He is given leadership roles (Nehemiah 7:2; Matthew 24:45)\par B. He will abound with blessings (Proverbs 28:20).\par C. He will be rewarded with greater responsibilities in heaven and will experience the Lord's joy over his faithfulness (Matthew 25:21, 23; Luke 19:17).\par D. He is given a ministry (1 Timothy 1:12).\par E. He is entrusted with spiritual truth (2 Timothy 2:2).\par F. His discipler shows confidence in him by sending him in his place (1 Corinthians 4:16-17; Philippians 2:19-24; Ephesians 6:21).\par \pard\par CONCLUSION: (Summary and Application)\par \par As I have done LVALTthis study on the faithful man, God has impressed upon me the need to be more faithful in two specific areas. First, I need to be more faithful in my prayer life; I need to be more disciplined in setting aside a daily period for prayer. The other area I need to be more faithful in is in my finances. Luke 16:10 is a verse that I needed. It teaches that if I am not faithful in handling my money, God will not trust me with true riches--spiritual things.\par \par PROJECTS:\par \par \pard\fi-180\li180\f3\fs18\'a7\tab\f0\fs24 I plan to memorize the passage on "Tests of a man's faithfulness" by next week (Luke 16:1-13).\par \f3\fs18\'a7\tab\f0\fs24 I will set up a family budget with my wife this weekend. We will start keeping better records of how we spend our money, and will ask God to guide us in our spending, saving, and giving.\par \f3\fs18\'a7\tab\f0\fs24 I will begin spending 20 minutes each morning before breakfast to review my prayer list and pray.\par \pard\par ADDITIONAL MATERIAL ON FAITHFULNESS:\par \par Daniel 3:1-30\par \pard\fi-180\li180\f3\fs18\'a7\tab\f0\fs24 They had just won a moral victory\emdash now they face another crisis.\par \f3\fs18\'a7\tab\f0\fs24 There is no permanent victory in faithfulness.\par \f3\fs18\'a7\tab\f0\fs24 The accomplishment of one moral act is good enough in its place, but it is not good enough to last a lifetime.\par \f3\fs18\'a7\tab\f0\fs24 Morality is a quest\emdash a persistent spirit.\par \f3\fs18\'a7\tab\f0\fs24 Faithfulness is not something that is achieved in one act, but in a continuous pursuit of a goal.\par \f3\fs18\'a7\tab\f0\fs24 Many a man goes down before the sense of satisfaction which comes to him when he has achieved a moral victory.\par \pard\par 1 John 2:24-27\par \pard\fi-180\li180\f3\fs18\'a7\tab\f0\fs24 There is a perennial temptation in the Christian life to unfaithfulness.\par \pard Slogans often tempt Christians to unfaithfulness.\par \pard\li360 "You have got to be realistic."\par "Legitimate self interest."\par LVALU "Business is business."\par "See a bit of life."\par "If you do not look out for yourself, no one else will."\par "One religion is as good as another."\par "You do not need to go to church to be a Christian."\par \pard\par \pard\fi-180\li180\f3\fs18\'a7\tab\f0\fs24 Social catastrophes, problems, economic depression, war, etc., weaken the will of many.\par \pard Woman who saw her labors crushed: "There is nothing left for me to do but to curl up like a viper and sting myself to death."\par \par Hosea 4:2\par Definition: The word in the original signifies truth, but truth not merely in the sense of uttering what is right, but also doing what is right. Its full sense therefore is more adequately given by such a term as faithfulness or "fidelity" or "steadfastness."\par \par It signifies an attitude which is stable and dependable, and manifests a highly developed sense of obligation (compare Hosea 2:20).\par \par Proverbs 20:6\par \pard\fi-180\li180\f3\fs18\'a7\tab\f0\fs24 In ancient times when a man took a message to a distant place, everything depended upon his trustworthiness. \par \pard There is little possibility of checking on his veracity immediately.\par He must be an ambassador whose integrity was sure.\par \par Faithfulness is more than words.\par \pard\fi-180\li180\f3\fs18\'a7\tab\f0\fs24 He is at his post when needed.\par \f3\fs18\'a7\tab\f0\fs24 He can be counted upon to be in the place of duty.\par \f3\fs18\'a7\tab\f0\fs24 He does not have to have someone check on him.\par \pard\par Faithfulness is more important than success.\par \pard\fi-180\li180\f3\fs18\'a7\tab\f0\fs24 Not everyone has the good fortune to succeed in what he does. Very few achieve heights of recognition for what they accomplish. However, everyone can aim to be faithful.\par \pard\par Luke 16:10\par Jesus constantly stressed the momentousness of apparently trivial things\emdash the cup of cold water, the jot of the law, the one talent.\par \pard\fi-180\li180\f3\fs18\'a7\tab\f0\fs24 Our mLVALood is opposite. We ask: "What can I do?"\par \f3\fs18\'a7\tab\f0\fs24 Because we seem to be able to do very little, we do nothing.\par \f3\fs18\'a7\tab\f0\fs24 We brag about the largest building or the largest city, though there is scant evidence that larger size means more goodness.\par \f3\fs18\'a7\tab\f0\fs24 Life is composed of small steps.\par \par \pard What makes greatness?\par \pard\fi-180\li180\f3\fs18\'a7\tab\f0\fs24 Not the size of the means, but the nobility of the end.\par \f3\fs18\'a7\tab\f0\fs24 A liar is not great, though he may reach a throne.\par \f3\fs18\'a7\tab\f0\fs24 A man of truth is great though he be in rags.\par \f3\fs18\'a7\tab\f0\fs24 Not the size of the means, but the intensity of the need to which it ministers.\par \f3\fs18\'a7\tab\f0\fs24 A lantern of itself is little, but not when it shines to mark a harbor for some lost ship.\par \pard\par \cf1\f2\fs23\par \fs29\par } LVALl@W{\rtf1\ansi\deff0{\fonttbl{\f0\froman\fprq2\fcharset0 Times New Roman;}{\f1\fnil\fcharset0 Georgia;}} {\colortbl ;\red0\green0\blue255;\red0\green0\blue0;} {\*\generator Riched20 5.40.11.2210;}\viewkind4\uc1\pard\qc\lang1033\b\f0\fs24 BOOK BIBLE STUDY \par \pard\b0\par \pard\fi-360\li360\b 1. WHAT IS THE BACKGROUND OF THE BOOK?\par \pard\par \pard\fi-360\li720 A. ASK QUESTIONS OF THE BOOK.\par \pard\par \pard\fi-360\li1080 a. WHO WROTE THE MATERIAL?\par \par b. TO WHOM WAS IT WRITTEN?\par \par c. WHAT PERSONS ARE NAMED?\par \par d. UNDER WHAT CIRCUMSTANCES WAS IT WRITTEN?\par \par \pard\fi-360\li1440 (1) WHAT WERE THE WRITER\rquote S CIRCUMSTANCES?\par \par (2) WHAT WERE THE CIRCUMSTANCES OF THOSE TO WHOM IT WAS WRITTEN?\par \pard\par \pard\fi-360\li1080 e. WITH WHAT SUBJECTS DOES IT DEAL AND WHAT ARE THE KEY WORDS?\par \pard\par \pard\fi-360\li720 B. OUTLINE\par \pard\tab\tab\tab\tab\tab\par \pard\fi-360\li1080 a. BREAKDOWN OF THE BOOK BY DIVISIONS, SECTIONS, AND PARAGRAPHS\par \pard\par \pard\fi-360\li1080 b. REVIEW OF THE BOOK BY PARAGRAPHS\par \pard\par \pard\fi-360\li1080 c. RELATIONSHIPS BETWEEN DIVISIONS\par \pard\li1080\par \pard\fi-360\li1080 d. RELATIONSHIPS BETWEEN SECTIONS\par \pard\fi-360\li720\par \pard\fi-360\li360 2.\tab WHAT IS THE KEY VERSE TO THE BOOK?\par \pard\par \pard\fi-360\li360 3. WHAT IS ITS PURPOSE\emdash WHAT IS THE KEY TO UNDERSTANDING IT?\par \par 4.\tab IS THERE A PORTRAIT OF CHRIST IN THE BOOK?\par \pard\li360\par \pard\fi-360\li360 5. WHAT PROBLEMS WERE INVOLVED?\par \pard\li360\tab\par \pard\fi-360\li360 6. SOLUTIONS\par \pard\li360\par \pard\fi-360\li360 7. VALUES FOR TODAY\par \par \par \b0\par \par \par \par \par \par \pard\qc\tx180\tx360\tx540\b BOOK BIBLE STUDY [THOMPSON]\par \pard\tx180\tx360\tx540\par BOOK:\par \par AUTHOR: \b0\par \par \b DATE WRITTEN:\b0 \par \par \b PURPOSE: \b0\par \par \b TO WHOM WRITTEN:\b0 \par \par \b MAIN THEME:\b0 \par \par \b KEY WORD:\b0 \par \pLVALXar \b KEY VERSE:\b0 \par \par \b OUTLINE:\b0\par \par \b PROMINENT PEOPLE:\b0 \par \par \b PORTRAIT OF CHRIST:\par \b0\par \pard\fi-360\li360\b WHAT PROBLEMS WERE INVOLVED?\par \pard\li360\tab\par \pard\fi-360\li360 SOLUTIONS\par \pard\li360\par \pard VALUES FOR TODAY\par \pard\tx180\tx360\tx540\b0\par \pard\li360\cf1\fs28 EXAMPLE\par \par \cf0\b\fs24 BOOK BIBLE STUDY--COLOSSIANS\par \par 1. WHAT IS THE BACKGROUND OF THE BOOK?\par \par A. ASK QUESTIONS OF THE BOOK.\par \par a. WHO WROTE THE MATERIAL?\par \par Paul. The close connection of Philemon, Ephesians, and Colossians make it impossible to be from another author.\par \par b. TO WHOM WAS IT WRITTEN?\par \par It was written to Gentile saints (Col_1:1-2; Col_1:27) at Colosse and Laodicea (probably including Ephesus as a circular letter) for whom Paul feels a responsibility (Col_4:16).\par \par \par c. WHAT PERSONS ARE NAMED?\par \par A.\tab Tychicus (Col_4:7): He and Onesimus links this letter with Ephesians (Eph_6:21-22; Col_4:8) and Philemon. All three letters seem to have been sent at the same time by the same messenger (the letter from Laodicea is believed to be our book of Ephesians). Tychicus carried this letter and the Ephesian letter back with him from Rome.\par \par B.\tab Aristarchus (Col_4:10): A Jew who came from Greece and was a longstanding companion and Paul's and had been involved in the riot at Ephesus (Act_19:29).\par \par C.\tab John Mark (Col_4:10): It is good to see him reinstated after his defection from Paul and Barnabas (Act_13:13; Act_15:36-42). He was a nephew of Barnabas.\par \par D.\tab Luke (Col_4:14): The beloved physician who stayed with Paul to the end and wrote two books during this time to a friend, Theophilas (the books of Acts and Luke).\par \par E.\tab Demas (Col_4:14): Co-worker with Paul who had a worldly heart and defected later and went to Thessalonica (2Ti_4:10-11).\par \par F.\tab Epaphras (Col_4:12): He was an evangelist to Colosse (Col_1:7). LVALY He is the one who carried the news of this church to Paul and was the cause of this letter being written. Some think he may have felt there were problems there he could not cope with and he asked Paul for help. He evidently remained in Rome for awhile because the letter was brought back by Tychicus and Onesimus (Col_4:7-8; Eph_6:21).\par \par G.\tab Nymphas (Col_4:15): One of those in Laodicea who had a home church for the local Christian group long before there were church buildings.\par \par H.\tab Onesimus (Col_4:9): A fugitive slave of Philemon who wronged his master and fled to Rome where he met Paul and was converted. Paul sent a letter from the Roman prison to Philemon asking him to accept Onesimus as a brother and forgive him.\par \par Philemon was one of those, like Gaius at Corinth (Rom_16:23), who opened his home for church services; a wealthy man and slave owner. He had been converted by Paul when he was preaching in Ephesus. In fact many of these of this church may have been saved in that campaign when "all Asia" heard the Word while Paul was teaching for two years in the Bible School of Tyrannus (Act_19:9-10).\par \par I.\tab Jesus Justus (Col_4:11): A Jewish fellow worker with Paul who had been a great comfort to him.\par \par J.\tab Timothy (Col_1:1): A fellow worker of Paul and a convert from Lystra, the son of a Jewish woman and Greek father. Paul had him circumcised because of this. His mother's name was Eunice and his grandmother's name was Lois (2Ti_1:5;Act_16:1). Paul wrote two letters (including his last letter ever written) to him while Timothy was pastoring the church at Ephesus.\par \par K.\tab Barnabas (Col_4:10): A very devoted minister who brought Paul out of obscurity and put him into the full time ministry at Antioch. He went with him on a missionary journey but would not go against because of a contention between himself and Paul over Barnabas nephew, John Mark (Act_15:37-41).\par \par L.\tab Archippas (Col_4:17): Pastor of the church at ColossLVALZe and son of Philemon (Phm_1:2).\par \par \par d. UNDER WHAT CIRCUMSTANCES WAS IT WRITTEN?\par \par (1) WHAT WERE THE WRITER'S CIRCUMSTANCES?\par \par Paul had never visited this church in person (Col_1:4, Col_1:8-9; Col_2:1, Col_2:5); but hearing of their needs from Ephaphras and others he wrote while still in prison at Rome. This was during Paul's first prison term and about 58 AD (or as some say, 64 AD).\par \par \par (2) WHAT WERE THE CIRCUMSTANCES OF THOSE TO WHOM IT WAS WRITTEN?\par \par Christianization of Colosse was due to efforts of Epaphras and Timothy (Col_1:7; Col_4:12). The church there was established early (Col_4:12-13; Rev_1:11; Rev_3:14). Their worshipping of angels in that area was from local religious superstitions, not from a universal religious system. Michael was their chief angel and the protecting angel of the city. Paul remarked of this practice (Col_2:18). This church as formed from his results as a missionary in the labour at Ephesus. Likely the letter from Laodicea (Col_4:16) was our book of Ephesians.\par \par Colosse was one part of a tri-city with Laodicea and Hierapolis. The letters in the New Testament written to either Colosse or Laodicea could be interchangeable with the same people. Colosse was the home of Epaphras, Philemon and Onesimus. Also, of course, the son of Philemon, Archippus, who was pastor of the Church in Colosse.\par \par \par e. WITH WHAT SUBJECTS DOES IT DEAL AND WHAT ARE THE KEY WORDS?\par \par \par In this letter Paul sends to the Colossians, Tychicus (Col_4:7), who is accompanied by Onesimus, one of their own community (Col_4:9) and urges them to read another letter which will reach them from Laodicea (Col_4:16).\par \par Evidently Epaphras had brought Paul information that the church at Colosse had been attacked by various doctrines and teachers. Among them was (1) an assault of a body of Judaistic Christians who were seeking to overthrow the faith of the Colossians and weaken their regard for Paul. (2) the LVAL[philosophy of the Gnostics who denied the supremacy of Christ.\par \par The reference to these Gnostics we must be careful with. It must be remembered that this philosophy was not yet in its full stage and that Paul's writing would have to be against its early doctrines. It was much more prevalent by the time John wrote against them in First John. The position he took on Jesus being God is prominent and could be attacking not only gnosticism, but also Judaism, and asceticism.\par \par His Christology is similar to his writings to the Corinthians (1Co_8:6; 1Co_15:24-28). Where Ephesians dealt with the body of Christ (the church) and their relation to the Head (Christ), Colossians is interested in Christ as Head and His relation to the body. In Ephesians we have the privileges of the body of Christ, the "fullness of Him that filleth all in all (Eph_1:22-23)," and in Colossians we have the glories of the head in whom "dwelleth all the fullness of the Godhead bodily (Col_2:9-10)."\par \par Gnostics believed several things at different times; among them that the body of Jesus was only spiritual, not material; or that if it was material, He was not God. God could not come in the flesh because matter is linked with evil. Jesus then could not be the "Word made flesh and dwelt among us."\par \par Whether or not he was directly attacking some evils presently working in that church is not proven, but at least he did relate to them his doctrine concerning the philosophies and Jewish traditions that threatened the early church.]\par \par We can thank God for these many problems in the early church because it gave us these letters.\par \par No one familiar with Colossians will be misled by the occult or Eastern religions, nor Christian Science, etc. Those who know First John will not be misled by Jesus People and Charismatics who do not teach righteousness and the necessity of doctrine. Corinthian readers will not be misled with the abusers of the gifts of the Spirit nor have cliques. EphesiaLVAL\n readers will not be misled by those who do not know their place in the body of Christ.\par \par \par B. OUTLINE\par \par INTRODUCTION.\par (1) The apostolic greeting and commendation, Col_1:1-8.\par (2) The prayer for the church.\par (a) That it might be filled with wisdom, fruitful in good works, and strengthened with divine power, Col_1:9-11.\par (b) Thanksgiving for the spiritual inheritance, the great deliverance, and redemption from sins, Col_1:12-14.\par \par 1.\tab HEAD OF THE BODY\par A.\tab He is the image of the invisible God (Col_1:15)\par B.\tab He is the creator of all things (Col_1:16)\par C.\tab He was before creation and sustains it (Col_1:17)\par D.\tab He has a glorious preeminence (Col_1:18)\par E.\tab All the fullness of God is in Him (Col_1:19)\par F.\tab His reconciling work (Col_1:20-23)\par G.\tab Paul is the minister of this mystery (Col_1:24-29)\par \par 2.\tab ESTABLISHMENT OF THE BODY\par A.\tab Paul anxious that the members be united in love, having a fuller understanding of the mystery (Col_2:1-3)\par B.\tab He warns against false doctrine and enjoins steadfast faith in Christ, (Col_2:4-8)\par (1)\tab Those who beguile with enticing words (Col_2:4-7)\par (2)\tab The peril of worldly philosophy and legalism (Col_2:8)\par C.\tab We are complete in Christ who is the fullness of the Godhead bodily (Col_2:9-10)\par D.\tab The transcendent glory of Christ and the power of His spiritual ordinances contrasted with those of the ceremonial system (Col_2:11-13)\par E.\tab The liberating power of the cross of Christ in abolishing the old ceremonialism (Col_2:14-17)\par F.\tab Warnings concerning angel worship and Gnostic doctrines which dishonor Christ as the Head of the church (Col_2:18-23)\par \par 3.\tab AFFECTIONS OF THE BODY\par A.\tab To heavenly aspirations and affections (Col_3:1-4)\par B.\tab Put off the old man and put on the new (Col_3:5-17)\par C.\tab The duties of the various members of the Christian household: wives, husbands, chilLVAL]dren, fathers, servants, masters (Col_3:18 -- Col_4:1)\par \par 4.\tab DEPENDENCY OF THE BODY\par A.\tab Paul's request for prayer and advice concerning social conduct, (Col_4:2-6)\par B.\tab Closing salutations of workers Paul and Christ depended on to build the Colossian Church (Col_4:7-18)\par \par \tab\tab\tab\tab\tab\par 2.\tab WHAT IS THE KEY VERSE TO THE BOOK?\par \par (Col_1:18) And he is the head of the body, the church: who is the beginning, the firstborn from the dead; that in all things he might have the preeminence.\par \par (Col_2:9) For in him dwelleth all the fulness of the Godhead bodily.\par \par (Col_2:10) And ye are complete in him, which is the head of all principality and power:\par \par \par 3. WHAT IS ITS PURPOSE-WHAT IS THE KEY TO UNDERSTANDING IT?\par \par It's purpose is to confront Gnosticism, Judaism, and Paganism.\par Colossians stands in the same relation to Ephesians as Galatians does to Romans. Like Galatians, Colossians is polemic, that is, written to combat error. The error against which Paul warned in Colossians later became known as Gnosticism. Besides the Gnostic teachings, Jewish ideas were being entertained in the church at Colosse. Paul's answer to this subtle mixture was the supremacy of Christ.\par \par The Gnostic heresy, a philosophy based on the notion that matter is evil, concerned itself with the origin of the universe and the nature of evil. The Gnostics watered the Gospel down to a mere philosophy. They had a gulf of knowledge and put emphasis on this rather than faith.\par \par The Gnostics assumed that, since God is good and evil exists, and since (according to their assumption) evil is inherent in matter, God could not have created evil matter. Between God and matter they placed a series of emanations, spirits and angels.\par \par The Gnostic's idea was that one of these spirits came from God, then another from this one, and so on until there was one far enough away from God to have the power to create evil matterLVAL^ and yet not contaminate God. The bottom aeon or spirit was called Demurrage. The god of the Gnostics was not the God of the Bible who, according to them, was only one of the emanations.\par \par Confronted with the Person of Christ, the Gnostics placed Him either at the bottom of the list of spirits or somewhere in the center. In other words, they interpreted Christ in the light of their pagan philosophy. Some denied the humanity of Jesus, others took an opposite view, maintaining that whereas Jesus was an ordinary man until His baptism, at that time the aeon Christ came upon Him and remained with Him until just prior to His death on the cross.\par \par The Gnostics' view that matter was essentially evil caused them to take divergent views of ethical problems. Some argued that since the body is evil it should be subdued and the result was asceticism. The Essenes, and to some extent the Stoics, followed this line. Others took the view that the only way to overcome sensuality was to indulge bodily cravings to the full, even to excess, exhaustion, and satiety. The Epicureans were examples of this.\par \par Grafted onto this pagan philosophy was a form of Pharisaical Judaism. The narrowest view of Jewish ritualism, insisting on circumcision, dietary laws, observance of feasts and fasts, and the whole cumbersome apparatus of ceremonial religion, was wedded to the original Gnostic heresy and presented as truth to the Colossian Christians.\par \par This special form of knowledge was presented as a "mystery," a secret available only to the initiated to be received by revelation and not by scientific deduction. Cults today have revived this teaching. Paul calls it nonsense.\par \par \par 4.\tab IS THERE A PORTRAIT OF CHRIST IN THE BOOK?\par \par Christ is the head of the church, which is His body; in contrast to Ephesians, where we are the body of which He is the head.\par \par There are few more magnificent passages in the New Testament than Col_1:15-18 in which Paul set forth the DLVAL_eity of Christ. He showed that all the divine personality, power, and purposes are centered in Christ. "All fullness" is in Him.\par \par He is the Creator and Sustainer of the entire universe, yet He died to reconcile men to God and therefore has every right to expect that those who trust in Him will "continue in the faith" and not be "moved away." Paul made known the true mystery: "Christ in you, the hope of glory" (Col_1:26-27).\par \par In the New Testament, of course, "mystery" is something which can be understood only by the initiated (saved). It is an open secret, a truth once hidden but now revealed, a truth which would have been unknown without special revelation. Thus Paul cut right across the Gnostic's pretensions of "mysteries" by showing that all true believers are initiated into the true mysteries.\par \par THE CLAIM OF THE CULTS\par \par There are always those who would add human reasoning to Divine Revelation. Paul warned the Colossians against intellectualism. "Beware," he said, "lest any man spoil you through philosophy and vain deceit."\par \par J. B. Phillips translated it thus: "Be careful that nobody spoils your faith through intellectualism or high-sounding nonsense."\par \par Next Paul attacked the teachings that ritualism could add to the simplicity of the Christian faith. He showed that the rituals of the law were shadows (Col_2:17), but that since the reality had come the shadows were done away.\par \par The shadow of a meal cannot satisfy a starving man; the shadow of a key cannot liberate a prisoner. Neither can religious shadows bring peace with God. As for the Gnostic pretensions about angels, Paul showed that they were talking of things which they claimed to have experienced but in so doing they were completely missing Christ.\par \par Finally, he demolished the idea that Christianity had anything to gain from rules and regulations, fasting, bodily punishments and the like. Such things, he said, tended to produce pride rather than perfection.\LVAL`par \par \par 5. WHAT PROBLEMS WERE INVOLVED?\par \par The trouble Paul deals with in this letter to the Colossians was "syncretism," the tendency to introduce ideas from other philosophies and religions into the truth; Judaism, paganism, and Greek mythology. They tried to retain circumcision (Col_2:11), their food laws and festivals and seasons (Col_2:11, Col_2:14-16). The Jewish Christians brought the whole basis of man's acceptance with God into question. The idea of angel intermediaries (Col_2:18) was a direct challenge to the supremacy of Christ, and the introduction of asceticism (abuse of fasting and denying of bodily needs), and high flown philosophy threw men back on themselves and human wisdom (Col_2:18-23).\par \par Paul's theme was "Christianity is Christ centered, or it is nothing at all." Gnosticism had not reached its full form so you would not find it here in its second century stages. They are to feel free of the obligations of the law because Christ, in whom thy have been baptized (Col_2:12) has blotted out the law (Col_2:14).\par \par \tab\par 6. SOLUTIONS\par \par Do not let anyone spoil you (Greek Philosophy)\par Do not let anyone judge you (Judaism)\par Do not get entangled in superstitions (Paganism)\par \par 7. VALUES FOR TODAY\par \par Our ecumenical world also asks the Christian to take the best of religion, and yours is as good as mine.\par \par THE CHRISTIAN LIFE\par \par As usual, Paul turned his attention to practical issues. In the closing chapters of Colossians he discussed the outworkings of proper belief in proper behavior. The Christian truly is "risen with Christ (Col_3:1-4)" and is to set his affections on things above, manifesting the life of Christ in every situation as he lives in an evil world.\par \par His personal life is to be characterized by purity and love. In his spiritual life the Word of God is to issue in songs that ring out from the heart.\par \par Everything he does is to be governed by the Name. In his domesticvLVAL life the Christian is to quietly take the place of wife or husband, child or parent, and radiate Christ.\par \par In his business relationships, the believer is to be considerate of the rights of others, be he employer or employee, master or slave.\par \par In all the secular aspects of life the Christian is to so live that others will wish to become Christians too. His prayers are to be pointed, his time is to be properly invested, and his conversation is to be pungent.\par \par Paul closed the letter by referring to a dozen believers dear to him and known to the Colossians. These believers--Tychicus, Onesimus, Aristarchus, Marcus, Justus, Epaphras, Luke, Demas, Nimphas, and Archippus--are well worth getting to know with the aid of a concordance and a Bible Dictionary. May our names shine as gloriously in the Book of God as do the names of some of these.\par \par \par \par \par \par \par \par \pard\cf2\b0\f1\fs29\par } LVAL\LAb{\rtf1\ansi\deff0{\fonttbl{\f0\froman\fprq2\fcharset0 Times New Roman;}{\f1\fnil\fprq2\fcharset2 Wingdings;}{\f2\fnil\fcharset0 Georgia;}{\f3\fswiss\fprq2\fcharset0 Verdana;}} {\colortbl ;\red0\green0\blue255;\red0\green0\blue0;} {\*\generator Riched20 5.40.11.2210;}\viewkind4\uc1\pard\qc\lang1033\b\f0\fs24 CHARACTER QUALITY BIBLE STUDY\par \pard\b0\par This type of Bible study involves finding out what the Bible says about a particular characteristic of a person, and learning how to apply that trait to your own life. It is furthermore a combination of the Word Study method, the Biographical Method, and the Cross-Reference method study of the Bible.\par \par You will need to use several tools for this Bible Study:\par \tab (1) A good study Bible.\par \tab (2) An exhaustive concordance (Strong, or Youngs for example).\par \tab (3) A Bible dictionary and/or a word study book.\par \tab (4) A topical Bible.\par \tab (5) An English Dictionary.\par \par \b STEP ONE: Name the quality\par \pard\fi-180\li180\b0\f1\fs18\'a7\tab\f0\fs24 Write down the quality you would like to study and its definition from the dictionary.\par \f1\fs18\'a7\tab\f0\fs24 List any synonyms or related words that help with the meaning of the quality.\par \pard\par \b STEP TWO: Name the opposite quality\par \pard\fi-180\li180\b0\f1\fs18\'a7\tab\f0\fs24 Write down the opposite word and its definition from the dictionary.\par \f1\fs18\'a7\tab\f0\fs24 There may be many words that are opposite.\par \pard\par \b STEP THREE: Do a simple word study\par \pard\fi-180\li180\b0\f1\fs18\'a7\tab\f0\fs24 Look up the Bible definition of the quality--see how it is used in the Scriptural context.\par \f1\fs18\'a7\tab\f0\fs24 Check with Bible dictionaries or encyclopedias and commentaries.\par \pard\par \b STEP FOUR: Find some cross-references\par \pard\fi-180\li180\b0\f1\fs18\'a7\tab\f0\fs24 Write down the reference and give a short description of that verse.\par \f1\fs18\'a7\tab\f0\fs24 What are the benefits this trLVALcait can bring you?\par \f1\fs18\'a7\tab\f0\fs24 What are some bad consequences a lack of this trait will bring you?\par \f1\fs18\'a7\tab\f0\fs24 Is there a symbol of this trait in the Scripture?\par \f1\fs18\'a7\tab\f0\fs24 Write a brief summary of the Bible treatment of this trait.\par \pard\par \b STEP FIVE: Do a brief biographical study\par \pard\fi-180\li180\b0\f1\fs18\'a7\tab\f0\fs24 Find at least one person who showed this quality in his life.\par \f1\fs18\'a7\tab\f0\fs24 Describe what it did for him or to him.\par \pard\par \b STEP SIX: Find a memory verse\par \pard\fi-180\li180\b0\f1\fs18\'a7\tab\f0\fs24 Write down a verse that speaks the most to you about this character trait.\par \f1\fs18\'a7\tab\f0\fs24 Mediate on that verse until you understand it well.\par \pard\par \b STEP SEVEN: Select a situation or relationship and work out a specific project in your life\par \pard\fi-180\li180\b0\f1\fs18\'a7\tab\f0\fs24 What would God want you to do about this character trait in your own life?\par \f1\fs18\'a7\tab\f0\fs24 What will you do next time a situation arises when you need to use this trait?\par \pard\par \b STEP EIGHT: Write out a personal illustration\par \pard\fi-180\li180\b0\f1\fs18\'a7\tab\f0\fs24 Write down ways you have succeeded in working this in your life.\par \f1\fs18\'a7\tab\f0\fs24 How is it applicable--what did God bring across your pathway to implement this principle?\par \pard\par A good place to start your study would be to go through the lists of good qualities such as Matthew 5:3-13; Galatians 5:22-23; Philippians 4:4-9; or 2 Peter 1:5-8. Then also see the negative qualities such as Galatians 5:19-21 or 2 Timothy 3:1-5.\par \par \cf1\b\f2\fs28 EXAMPLE\par \par \pard\qc\cf0\f0\fs24 COMPASSION: CHARACTER QUALITY BIBLE STUDY [EXAMPLE]\par \pard Beverly S. Krueger\par \par \pard\sb100\sa100\b0 If you have never used a character quality as a topic for a unit study, you may think doing so will cause you to neglect academics. Although science or soLVALdcial studies may not play as important a role in a character study unit, they can find a place. The goal of a character quality unit is not to impart new academic knowledge, but to learn more about God\rquote s ways and to search our lives and our family life for ways we can develop a particular character quality more fully. While working towards that goal all of the various academic skills, reading, writing, thinking, organizing, will be used.\par Any time you choose a character quality to study you will need to bring that study into focus for your family. I\rquote m using the quality of compassion to demonstrate the many facets that a character quality study can have. In the New Open Bible, compassion is defined as suffering with another. That was not what I expected. I had a working definition of compassion in my own mind that included helping others or feeling sorry for others in the midst of trouble, but the thought of suffering with another was new to me. I realized I needed to do some study of compassion on my own before I would be prepared to work on this area with my children.\par I went to the Bible to read what it had to say about compassion and began meditating on some of those verses. If you have Greek or Hebrew Bible study tools you can also use them to learn how the various words translated as compassion are defined in those languages. You can write your own definition of compassion using the scriptures you have studied.\par Once you have spent time meditating on a particular quality, what it is, how God expresses that quality and how that quality impacted the lives of Bible figures, you can focus on asking God what He would have you and your family learn through this study. Once you begin your study you will often find that God brings out more specific issues for your family to consider, but it is good to have a starting place as you begin your study.\par Character qualities are best understood by their expression. As you read scripture with your children begin a list of ways you fLVALeind this quality expressed by God and others in the Bible. Biographies are a great way to focus on how one person expressed a particular quality through their life. The life of Amy Carmichael offers many examples of compassion expressed. You can write short stories about people demonstrating one of the aspects of compassion you have discovered.\par Eventually you will want to focus on how this quality is or is not expressed in your family. In what areas are you succeeding in demonstrating compassion and in what areas are you failing? As the Holy Spirit brings conviction, ask Him to show you what your family can specifically do to instill within yourselves greater compassion. Perhaps you will be called to help someone for whom you cannot easily feel compassion. Often by being obedient to God\rquote s call we develop compassion, because to truly help someone else we must put ourselves in their place or see a situation with their eyes. In fact, when we feel compassion for someone else, we suffer with them. What we began to do out of obedience, we continue to do from compassion.\par \pard I\rquote ve included my notes on compassion to give you an idea of what a character quality study can include. They are by no means complete since they are an expression of compassion seen through the filter of my life. While we may choose to study compassion intensely for a period of time, as God continues to reveal more and more of his own character to us, we will gain a deeper and richer understanding of compassion throughout our lifetime.\par \par \b QUESTIONS:\par \b0\par \pard\fi-360\li360\f1\fs18\'a7\tab\b\f0\fs24 What is compassion?\par \b0\f1\fs18\'a7\tab\b\f0\fs24 Is it different from sympathy or empathy?\par \b0\f1\fs18\'a7\tab\b\f0\fs24 How does God express compassion toward us?\par \b0\f1\fs18\'a7\tab\b\f0\fs24 How can we express compassion toward others?\par \b0\f1\fs18\'a7\tab\b\f0\fs24 How does our thankfulness spur us on to be more compassionate?\par \b0\f1\fs18\'a7\tab\b\f0\fs24 How does forgLVALfiveness play a part in compassion? Mercy? Grace?\par \pard\par Scripture References:\par \par \b0 Examples of compassion: God\rquote s compassion towards Daniel-Dan 1:8-16, God\rquote s compassion for Nineveh-Jon 4:10-11, Jesus eats with sinners-Matt\b\par \pard\sb100\sa100 Expressions of compassion:\b0 \par \pard\par \par God\rquote s Compassion on Sinful Israel: Deut 30:3, Deut 32:36, 2 Chron 30:1-9, Neh 9:16-31, Isa 14:1. Isa 54:7-10 \par The lack of compassion leads to evil: 2 Sam 12:1-14, Amos 1:11\par God\rquote s compassion does not allow us to continue in sin forever: 2 Chron 36:15-17, Jer 13:13-14, Jer 16:5\par God is compassionate: Ps 25:6-7, Ps 40:11. Ps 69:16-21, Ps 72:12-14, Ps 79:8-9, Ps 103:1-14, Isa 30:18, Isa 49:10-16, Lam 3:22, Matt 9:36, Matt 14:14, Jas 5:11\par Turn from sin and find compassion: Prov 28:13, Isa 55:7\par Cry for compassion: Dan 9:18\par Acts of compassion: Zech 7:9-10, Phil 2:1-16, Col 3:12-17\par Instruction about forgiveness: Matt 18:21-35\par Examples of compassion: God\rquote s compassion towards Daniel-Dan 1:8-16, God\rquote s compassion for Nineveh-Jon 4:10-11, Jesus eats with sinners-Matt 9:9-13, Working on the Sabbath-Matt 12:1-8, Feeding the 4000-Matt 15:32-39 & Mark 8:1-9, Feeding the 5000- Mark 6:32-44, Healing two blind men-Matt 20:29-34, A leper is cleansed-Mark 2:40-45, A widow\rquote s son is raised-Luke 7:11-16, Parable of the good Samaritan- Luke 10:29-37, Parable of the lost son-Luke 15:11-32.\par \pard\sb100\sa100\b Expressions of compassion:\b0 \par \pard\i Our Lord\rquote s compassion for sinners.\i0\line God made a way for us to be restored to a right relationship with Him by grace. As an expression of his compassion he forgives all who ask him for forgiveness. Often Christ\rquote s death on the cross is called His passion. Christ, who was without sin, suffered the penalty of sin for us. An act of compassion which offers us a new chance at eternal life.\par \i Compassion for the lost.\i0\line As we see others through the eyLVALes of Christ, we can remember our own condition before Christ. We no longer seek to condemn those who find themselves far from God, but have a desire to share with them the truth that has set us free. We can do this through our own personal evangelism and by supporting missionaries who take the word of God to all the world.\par \i Compassion for our brothers and sisters in Christ suffering persecution.\i0\line Although we cannot share in the loneliness of a prison cell or the misery of physical torture, we can carry our brothers and sisters burdens to the Lord in prayer. We can also refuse to buy products made from slave labor and petition our government to take strong human rights stands against religious persecution in other countries.\par \i Compassion for the hungry, the poor and those in prison.\i0\line\par Many ministries are available that need assistance both financially andwith hands on labor to assist those who are in need. Sponsor a child overseas through a Christian charitable relief organization. Take part in Project Angel Tree at Christmas by purchasing toys in the name of a prison inmate for his/her child. Work at your local food or clothing pantry. When you learn of a need in someone\rquote s life, find ways that you can help meet that need\i Compassion in our daily relationships. \i0\line Learn to place yourself in the other person\rquote s shoes when they have done you wrong. Remember what it was like when you were caught in the hold of a particular sin, that you might react in a compassionate way when your brother or sister falls into that sin. Place other family member\rquote s needs above your own. When a brother or sister needs help with their chores, pitch in whether \f3 they can do it themselves or not.\b\f0\par \cf2\b0\f2\fs23\par \fs29\par } LVAL7Bh{\rtf1\ansi\deff0{\fonttbl{\f0\froman\fprq2\fcharset0 Times New Roman;}{\f1\fnil\fprq2\fcharset2 Wingdings;}{\f2\fnil\fcharset0 Georgia;}{\f3\froman\fprq2\fcharset2 Symbol;}} {\colortbl ;\red0\green128\blue0;\red0\green0\blue255;\red0\green0\blue0;} {\stylesheet{ Normal;}{\s1 heading 1;}{\s2 heading 2;}} {\*\generator Riched20 5.40.11.2210;}\viewkind4\uc1\pard\qc\lang1033\b\f0\fs24 BIOGRAPHICAL BIBLE STUDY\par \pard\b0\par The purpose of the Biographical Bible Study is to find out what made an individual's life a spiritual success or failure. You can become thoroughly acquainted with the inner life of a person you are studying. The application of this study will come when you examine your own life in the light of the individual you study and ask God to help you make positive character changes in your weak areas. (Read \cf1\ul Rom_15:4\cf0\ulnone ; and \cf1\ul 1Co_10:11\cf0\ulnone ).\par \par \b STEPS TO A BIOGRAPHICAL STUDY\par \b0\par \b STEP ONE: Select the Bible person you want to study\par \b0\par \pard\fi-180\li180\f1\fs18\'a7\tab\f0\fs24 You may want to select one who had a weakness similar to yours, or a strength you wish to develop.\par \f1\fs18\'a7\tab\f0\fs24 Choose someone who will give you valuable insights into how to conform to Christ.\par \pard\par \b STEP TWO: Make a list of all the references about that person\par \b0\par Look for the individual lifestyle and the traits related to his life. His historical background may shed light on his life. For example, the study of Daniel will not be understood unless you have a background of the Babylonian exile. A study of Paul's life would include his missionary journeys. Consider the following:\par \par (1) Birth and early life\par \pard\li360 (a) Parentage\par (b) Place and circumstances of birth\par (c) Early training and/or experience\par \pard\par (2) Conversion experience and call to a special task.\par \par (3) Ministry for the Lord\par \pard\fi-360\li720 (a) Nature of it\par (b) Reactions of others LVALito it\par \pard\par (4) Character evaluation\par \pard\fi-360\li720 (a) Good\par (b) Bad\par \pard\par (5) Relationship with others\par \par (6) Death and comments about it\par \par (7) Reason for the inclusions of these facts into the text.\par \par \b STEP THREE: Write down your first impressions\par \b0\par \pard\fi-180\li180\f1\fs18\'a7\tab\f0\fs24 Read through your references and make some notes.\par \f1\fs18\'a7\tab\f0\fs24 Write out your first impressions you get of him.\par \f1\fs18\'a7\tab\f0\fs24 List any problems or questions you wonder about that person.\par \pard\par \b STEP FOUR: Make a chronological outline\par \b0\par \pard\fi-180\li180\f1\fs18\'a7\tab\f0\fs24 When you write out the chronology of the person it gives you a good perspective of his life.\par \f1\fs18\'a7\tab\f0\fs24 Later as you study the events associated with his life you will know in what part of his life they occurred.\par \pard\par Example: Moses\par \pard\li360 (1) Forty years in Pharaoh's Court learning to be a somebody.\par (2) Forty years in the Median Desert learning to be a nobody.\par (3) Forty years in the Wilderness learning that God is Somebody.\par \pard\par Decide whether to make a BIOGRAPHICAL NARRATIVE, or a BIOGRAPHICAL CHARACTER EXPOSITION. In a biographical narrative exposition the entire span of a man's life is considered. Emphasis is on God's dealing with him in various events and developments. The theme is not so much spiritual life, as it is God's care and preservation.\par \par In the biographical character exposition the emphasis is upon the character of the man. It may involve only a single story of his life. In the biographical narrative we look for climactic points which serve as dividing lines in a man's life as mentioned earlier with Moses. In the biographical character study we ask questions such as: What was he? What made him that way? What was the result of what he became?\par \par \b STEP FIVE: Get some insights into the person\par LVALj \b0\par Ask questions of the person's reputation, background, relationships, personality, spiritual life, etc. See those listed on a separate sheet. Use some of them but not all.\par \par \b STEP SIX: Identify some character qualities\par \b0\par \pard\fi-180\li180\f1\fs18\'a7\tab\f0\fs24 Go over some of the character qualities used in the Character Bible Study methods and determine what are his good and bad character qualities.\par \f1\fs18\'a7\tab\f0\fs24 List the verse that shows he had this quality (or lacked this quality).\par \pard\par \b STEP SEVEN: Show how other Bible truths are illustrated in his life.\par \b0\par \pard\fi-180\li180\f1\fs18\'a7\tab\f0\fs24 Examine the person's life to see how it illustrates other truths taught in the Bible.\par \f1\fs18\'a7\tab\f0\fs24 Example: Is there a cause and effect situation (reaping what you sow)?\par \f1\fs18\'a7\tab\f0\fs24 What illustrations of some of the Proverbs does he manifest?\par \pard\par \b STEP EIGHT: Summarize the main lesson(s)\par \b0\par \pard\fi-180\li180\f1\fs18\'a7\tab\f0\fs24 In a few sentences, write out what you think is the main lesson illustrated by his life.\par \f1\fs18\'a7\tab\f0\fs24 Is there any one word that would describe his life?\par \f1\fs18\'a7\tab\f0\fs24 What is his outstanding characteristic?\par \pard\par \b STEP NINE: Write out a personal application\par \b0\par \pard\fi-180\li180\f1\fs18\'a7\tab\f0\fs24 Did you see anything of yourself in the person's life?\par \f1\fs18\'a7\tab\f0\fs24 Did he show you any weakness?\par \f1\fs18\'a7\tab\f0\fs24 Did he reveal a way to develop your strengths?\par \f1\fs18\'a7\tab\f0\fs24 What impressed you most about his life?\par \f1\fs18\'a7\tab\f0\fs24 Where do you feel you fall short in that area?\par \f1\fs18\'a7\tab\f0\fs24 What do you intend to do about it?\par \pard\par \b STEP TEN: Make your study transferable\par \b0\par Condense what you have learned into a simple outline that will help you remember it and enable you to share youLVALkr conclusions with others.\par \par \b QUESTIONS TO ASK ABOUT THE BIOGRAPHY OF A BIBLE CHARACTER\par \b0\par \b REPUTATION:\par \b0\par 1. Who wrote what we know about this person?\par 2. What did people say about him? What did his friends say about him?\par 3. What did his enemies say about him?\par 4. What did his family (wife, husband, children, brothers, sisters, parents) say about him?\par 5. What did God say about him?\par 6. Why do you think God allowed this person to be mentioned in the Bible?\par 7. What were his aims and motives?\par \par \b TESTS OF CHARACTER:\par \b0\par 8. What was he like in his home?\par 9. How did he respond to failure? Did he get discouraged easily?\par 10. How did he respond to adversity? Did he handle criticism well?\par 11. How did he respond to success? Did he get proud when praised?\par 12. How did he respond to the trivial and mundane things in life?\par 13. How quickly did he obey God when told to do something?\par 14. How quickly did he submit to God-ordained authority?\par 15. How quickly did he praise God for the good or bad things that happened to him?\par 16. What was he like when he was alone with God?\par \par \b BACKGROUND:\par \b0\par 17. What can you discover about his family and ancestry?\par 18. What does his name mean? Why was he given that name? Was it ever changed?\par 19. What was his home life like? How was he raised? Where was he raised?\par 20. What were the characteristics of his parents? Did they influence him?\par 21. Was there anything special about his birth?\par 22. Where did he live? What was his everyday life like?\par 23. Was he exposed to other cultures? Did they affect him in any way?\par \pard\fi-540\li540 24. What was the condition of his country\emdash politically and spiritually\emdash during his lifetime?\par \pard 25. What kind of training did he have? Did he have any schooling?\par 26. What was his occupation?\par 27. How long did he live? WherLVALle did he live? How did he die?\par \par \b SIGNIFICANT EVENTS\par \b0\par 28. Was there any great crisis in his life? How did he handle it?\par 29. What are the great accomplishments for which he is remembered?\par 30. Did he experience a divine "Call?" How did he respond to it?\par 31. What crucial decisions did he have to make? How did they affect him? Others?\par 32. Did any recurring problems keep coming up in his life?\par 33. Where did he succeed? Where did he fail? Why?\par 34. How did the environment and circumstances affect him?\par 35. What part did he play in the history of God's plan?\par 36. Did he believe in the sovereignty of God?\par \par \b RELATIONSHIPS\par \b0\par 37. How did he get along with other people? Was he a loner? Was he a team person?\par 38. How did he treat other people? Did he use them or serve them?\par 39. What was his or her wife or husband like? How did he or she influence him or her?\par 40. What were his children like? How did they influence him?\par \pard\fi-540\li540 41. Who were his close companions? What were they like? How did they influence him?\par \pard 42. Who were his enemies? What were they like? How did they influence him?\par 43. What influence did he have on others? On his nation? On other nations?\par 44. Did he take care of his family? How did his children turn out?\par 45. Did his friends and family help or hinder him in serving the Lord?\par \pard\fi-540\li540 46. Did he train anyone to take his place? Did he leave a "Timothy" (disciple) behind him?\par \pard\par \b PERSONALITY:\par \b0\par 47. What type of person was he? What made him the way he was?\par 48. Was his temperament choleric, melancholic, sanguine, supine or phlegmatic?\par 49. What were the outstanding strengths in his character? What traits did he have?\par 50. Did his life show any development of character as time passed?\par 51. What were his particular faults and weaknesses?\par 52. What were his parLVALmticular sins? What steps led to those sins?\par 53. In what area was his greatest battle; lust of the flesh, lust of the eye, or pride of life?\par 54. What were the results of his sins and weaknesses?\par 55. Did he ever get the victory over his particular sins and weaknesses?\par 56. What qualities made him a success or failure?\par 57. Was he in any way a type of Christ?\par \par \b SPIRITUAL LIFE:\par \b0\par 58. What personal encounters did he have with God that are recorded in Scripture?\par 59. What was his purpose in life? Did he try to bring glory to God?\par 60. What message did he preach and live? Was his life a message for or against Christ?\par 61. Did he live a separated life?\par 62. What did he believe? What great lessons did God teach him?\par 63. Why do you think God dealt with him in the manner in which He did?\par 64. What was his attitude toward the Word of God? Did he know the Scriptures?\par 65. What kind of prayer life did he have? Did he have a close relationship with God?\par \pard\fi-540\li540 66. Was he bold in sharing his testimony? Was he a courageous witness in times of persecution?\par 67. How big was his faith in God? How did he show it? Did God give him any specific promises?\par \pard 68. Was he a good steward of what God had given him\emdash time, wealth, talents?\par 69. Was he filled with the Holy Ghost? What were his spiritual gifts? Did he use them?\par 70. Was he eager to do God's will, willingly and without question?\par \par \cf2\b\f2\fs28 EXAMPLE\par \par \pard\s2\sb100\sa100\qc\cf0\f0\fs36 PETER: BIOGRAPHICAL BIBLE STUDY [EXAMPLE]\par \pard\sb100\sa100\fs24 Read for this week's study: \b0{\field{\*\fldinst{HYPERLINK "http://www.gospelcom.net/bible?version=NIV&passage=Matt+14:22-36" }}{\fldrslt{\cf2\ul Matt. 14:22-36}}}\cf0\ulnone\f0\fs24 ; {\field{\*\fldinst{HYPERLINK "http://www.gospelcom.net/bible?version=NIV&passage=Matt+16:13-28" }}{\fldrslt{\cf2\ul Matt. 16:13-28}}}\cf0\ulnone\f0\fs24 ; {\field{\*\fLVALnldinst{HYPERLINK "http://www.gospelcom.net/bible?version=NIV&passage=Matt+26:33-58" }}{\fldrslt{\cf2\ul Matt. 26:33-58}}}\cf0\ulnone\f0\fs24 ; {\field{\*\fldinst{HYPERLINK "http://www.gospelcom.net/bible?version=NIV&passage=Matt+26:69-75" }}{\fldrslt{\cf2\ul Matt. 26:69-75}}}\cf0\ulnone\f0\fs24 ; {\field{\*\fldinst{HYPERLINK "http://www.gospelcom.net/bible?version=NIV&passage=Acts+2:14-47" }}{\fldrslt{\cf2\ul Acts 2:14-47}}}\cf0\ulnone\f0\fs24 .\par \b Memory text:\b0 {\field{\*\fldinst{HYPERLINK "http://www.gospelcom.net/bible?version=NIV&passage=Acts+2:36" }}{\fldrslt{\cf2\ul Acts 2:36}}}\cf0\ulnone\f0\fs24 -38\par \b Key thought:\b0\par \pard\li720\ri720\sb100\sa100 The Bible contains numerous stories of men and women who struggled to learn about God in the midst of the great controversy between Christ and Satan. They were learning to live together in community. They had some of the same problems we have. The biographical method of Bible study helps us to identify the successes of Bible characters and allows us to apply to our lives what they learned from God. \par \pard\sb100\sa100\b Learning about the people of the Bible.\b0\par \pard\li720\ri720\sb100\sa100 Using the biographical method of Bible study, we look closely at the character and trials of a person's life. We try to become so acquainted with the characters that we feel we are their friends. We learn something of their problems and victories. This method can provide years of enriched Bible exploration. \par Peter will be the focus of our study as we explore the biographical method of Bible study. Review the calling of Peter in {\field{\*\fldinst{HYPERLINK "http://www.gospelcom.net/bible?version=NIV&passage=Matt+4:16-21" }}{\fldrslt{\cf2\ul Matt. 4:16-21}}}\cf0\ulnone\f0\fs24 . In what order did Jesus call the disciples? What do you think the personality of a fisherman was like? Can we draw a picture of Peter's attitudes and style from this brief description of his calling? \par \pard\sb100\sa100\b Outline:\b0\par \pard\fi720\sb1LVALo00\sa100\b Collecting information about Peter. {\field{\*\fldinst{HYPERLINK "http://www.gospelcom.net/bible?version=NIV&passage=Matt+14:22-32" }}{\fldrslt{\cf2\ul (Matt. 14:22-32)}}}\cf0\ulnone\f0\fs24 \par \pard\fi-360\li1440\sb100\sa100\tx1440\b0\f3\fs20\'b7\tab\f0\fs24 The basic steps in a biographical study of a personality in the Bible are as follows: \par \pard\fi-360\li2160\sb100\sa100\tx2160 1.\tab Learn all you can about the person you wish to study. \par \pard\fi-360\li2160\sb100\sa100 2.\tab Make a list of your first impressions of the Bible character. \par 3.\tab Examine the personality and character qualities that influenced the individual's relationship with God. \par 4.\tab Identify biblical truths exemplified by the life you are studying. \par 5.\tab Make a personal application of the information you have learned about the Bible character. \par \pard\fi-360\li1440\sb100\sa100\tx1440\f3\fs20\'b7\tab\f0\fs24 Using a Bible concordance (or {\field{\*\fldinst{HYPERLINK "http://www.gospelcom.net/bible?search=Peter" }}{\fldrslt{\cf2\ul Bible Gateway}}}\cf0\ulnone\f0\fs24 ), look up all the references about Peter's life as a disciple of Jesus. Some of the passages you will find are: {\field{\*\fldinst{HYPERLINK "http://www.gospelcom.net/bible?version=NIV&passage=Matt+14:22-36" }}{\fldrslt{\cf2\ul Matt. 14:22-36}}}\cf0\ulnone\f0\fs24 ; {\field{\*\fldinst{HYPERLINK "http://www.gospelcom.net/bible?version=NIV&passage=Matt+16:13-28" }}{\fldrslt{\cf2\ul Matt. 16:13-28}}}\cf0\ulnone\f0\fs24 ; {\field{\*\fldinst{HYPERLINK "http://www.gospelcom.net/bible?version=NIV&passage=Matt+17:1-8" }}{\fldrslt{\cf2\ul Matt. 17:1-8}}}\cf0\ulnone\f0\fs24 , {\field{\*\fldinst{HYPERLINK "http://www.gospelcom.net/bible?version=NIV&passage=Matt+17:24-27" }}{\fldrslt{\cf2\ul 24-27}}}\cf0\ulnone\f0\fs24 ; {\field{\*\fldinst{HYPERLINK "http://www.gospelcom.net/bible?version=NIV&passage=Matt+18:21-35" }}{\fldrslt{\cf2\ul Matt. 18:21-35}}}\cf0\ulnone\f0\fs24 ; {\field{\*\fldinst{HYPERLINK "http://www.gospelcom.net/bLVALpible?version=NIV&passage=Matt+26:33-58" }}{\fldrslt{\cf2\ul Matt. 26:33-58}}}\cf0\ulnone\f0\fs24 , {\field{\*\fldinst{HYPERLINK "http://www.gospelcom.net/bible?version=NIV&passage=Matt+26:69-75" }}{\fldrslt{\cf2\ul 69-75}}}\cf0\ulnone\f0\fs24 ; {\field{\*\fldinst{HYPERLINK "http://www.gospelcom.net/bible?version=NIV&passage=Acts+2:14-41" }}{\fldrslt{\cf2\ul Acts 2:14-41}}}\cf0\ulnone\f0\fs24 . \par \pard\fi-360\li1440\sb100\sa100\f3\fs20\'b7\tab\f0\fs24 What experiences in Peter's life provide a rich resource for understanding our own problems and victories? \par \pard\li720\par \pard\li360\sb100\sa100\b Listing first impressions {\field{\*\fldinst{HYPERLINK "http://www.gospelcom.net/bible?version=NIV&passage=John+1:37-44" }}{\fldrslt{\cf2\ul (John 1:37-44)}}}\cf0\ulnone\f0\fs24 . \par \pard\fi-360\li1440\sb100\sa100\tx1440\b0\f3\fs20\'b7\tab\f0\fs24 We know little about Peter's home life except that he was married {\field{\*\fldinst{HYPERLINK "http://www.gospelcom.net/bible?version=NIV&passage=Mark+1:30" }}{\fldrslt{\cf2\ul (Mark 1:30)}}}\cf0\ulnone\f0\fs24 and that his wife accompanied him on some of his missionary travels {\field{\*\fldinst{HYPERLINK "http://www.gospelcom.net/bible?version=NIV&passage=1Cor+9:5" }}{\fldrslt{\cf2\ul (1 Cor. 9:5)}}}\cf0\ulnone\f0\fs24 . His hometown was Bethsaida Julias {\field{\*\fldinst{HYPERLINK "http://www.gospelcom.net/bible?version=NIV&passage=John+1:44" }}{\fldrslt{\cf2\ul (John 1:44)}}}\cf0\ulnone\f0\fs24 , situated on the northeastern shore of the Sea of Galilee. Simon spoke Aramaic with a strong north-country accent {\field{\*\fldinst{HYPERLINK "http://www.gospelcom.net/bible?version=NIV&passage=Mark+14:70" }}{\fldrslt{\cf2\ul (Mark 14:70)}}}\cf0\ulnone\f0\fs24 . \par \pard\fi-360\li1440\sb100\sa100\f3\fs20\'b7\tab\f0\fs24 How did Peter first hear about Jesus, and what were the circumstances of his call to be an apostle {\field{\*\fldinst{HYPERLINK "http://www.gospelcom.net/bible?version=NIV&passage=John+1:37-42" }}{\fldrslt{\cf2\ul (John 1:37-42)}}}\cLVALqf0\ulnone\f0\fs24 ? It was at his call that Simon received from Jesus his new name \i Cephas\i0 , meaning "rock" or "stone" (John 1:42; compare {\field{\*\fldinst{HYPERLINK "http://www.gospelcom.net/bible?version=NIV&passage=1Cor+1:12" }}{\fldrslt{\cf2\ul 1 Cor. 1:12}}}\cf0\ulnone\f0\fs24 ; {\field{\*\fldinst{HYPERLINK "http://www.gospelcom.net/bible?version=NIV&passage=Gal+2:9" }}{\fldrslt{\cf2\ul Gal. 2:9}}}\cf0\ulnone\f0\fs24 ). \par \f3\fs20\'b7\tab\f0\fs24 Review the following passages in Matthew that refer to Peter: {\field{\*\fldinst{HYPERLINK "http://www.gospelcom.net/bible?version=NIV&passage=Matt+4:18" }}{\fldrslt{\cf2\ul Matt. 4:18}}}\cf0\ulnone\f0\fs24 ; {\field{\*\fldinst{HYPERLINK "http://www.gospelcom.net/bible?version=NIV&passage=Matt+14:22-33" }}{\fldrslt{\cf2\ul Matt. 14:22-33}}}\cf0\ulnone\f0\fs24 ; {\field{\*\fldinst{HYPERLINK "http://www.gospelcom.net/bible?version=NIV&passage=Matt+16:13-23" }}{\fldrslt{\cf2\ul Matt. 16:13-23}}}\cf0\ulnone\f0\fs24 ; {\field{\*\fldinst{HYPERLINK "http://www.gospelcom.net/bible?version=NIV&passage=Matt+17:1-13" }}{\fldrslt{\cf2\ul Matt. 17:1-13}}}\cf0\ulnone\f0\fs24 ; {\field{\*\fldinst{HYPERLINK "http://www.gospelcom.net/bible?version=NIV&passage=Matt+17:24-27" }}{\fldrslt{\cf2\ul Matt. 17:24-27}}}\cf0\ulnone\f0\fs24 ; {\field{\*\fldinst{HYPERLINK "http://www.gospelcom.net/bible?version=NIV&passage=Matt+18:21-22" }}{\fldrslt{\cf2\ul Matt. 18:21-22}}}\cf0\ulnone\f0\fs24 ; {\field{\*\fldinst{HYPERLINK "http://www.gospelcom.net/bible?version=NIV&passage=Matt+26:33-58" }}{\fldrslt{\cf2\ul Matt. 26:33-58}}}\cf0\ulnone\f0\fs24 ; {\field{\*\fldinst{HYPERLINK "http://www.gospelcom.net/bible?version=NIV&passage=Matt+26:69-75" }}{\fldrslt{\cf2\ul Matt. 26:69-75}}}\cf0\ulnone\f0\fs24 . Write down some basic observations and important information you discover about him. \par \pard\fi-360\li2160\sb100\sa100\tx2160 1.\tab During Jesus' ministry, what questions did He ask Peter? \par \pard\fi-360\li2160\sb100\sa100 2.\tab What difficulties did Peter have, learLVALrning to believe? \par 3.\tab What was the effect on Peter's faith of his experience of walking on the water? \par \pard\li720\par \pard\li360\sb100\sa100\b Gaining insight and making a time line {\field{\*\fldinst{HYPERLINK "http://www.gospelcom.net/bible?version=NIV&passage=Matt+16:13-23" }}{\fldrslt{\cf2\ul (Matt. 16:13-23)}}}\cf0\ulnone\f0\fs24 . \par \pard\fi-360\li1440\sb100\sa100\tx1440\b0\f3\fs20\'b7\tab\f0\fs24 Referring to passages mentioned in Monday's lesson, identify the major events in Peter's life, and mark them on a time line. \par \pard\fi-360\li1440\sb100\sa100\f3\fs20\'b7\tab\f0\fs24 Make a list of any personality traits or character qualities that helped or hurt Peter's relationship with God. \par \f3\fs20\'b7\tab\f0\fs24 One of Peter's most prominent characteristics was his quick, impulsive nature. This produced the best and worst in his life as he learned about Jesus' mission and future. Often negative characteristics turn out to be positive when given to God to develop. \par \pard\li720\par \pard\li360\sb100\sa100\b Learning Bible truths through Peter's Life {\field{\*\fldinst{HYPERLINK "http://www.gospelcom.net/bible?version=NIV&passage=Matt+26:31-35" }}{\fldrslt{\cf2\ul (Matt. 26:31-35, \cf0\ulnone\v HYPERLINK "http://www.gospelcom.net/bible?version=NIV&passage=Matt+26:69-75" \cf2\ul\v0 69-75) }}}\cf0\ulnone\f0\fs24 . \par \pard\fi-360\li1440\sb100\sa100\tx1440\b0\f3\fs20\'b7\tab\f0\fs24 Next we will see how Bible truths are illustrated in Peter's life. Look at four of Peter's experiences and identify Bible truths that seemed to guide him. \par \pard\fi-360\li2160\sb100\sa100\tx2160\b 1.\tab Peter walks on water {\field{\*\fldinst{HYPERLINK "http://www.gospelcom.net/bible?version=NIV&passage=Matt+14:22-36" }}{\fldrslt{\cf2\ul (Matt. 14:22-36)}}}\cf0\ulnone\f0\fs24 .\b0\line Peter's experience helps us to understand our own insecurities. We should learn to be secure in God's love, for in it we can be delivered from our fears. (See {\field{\*\fldinst{HYPERLINK "http://wLVALsww.gospelcom.net/bible?version=NIV&passage=Prov+3:23-26" }}{\fldrslt{\cf2\ul Prov. 3:23-26}}}\cf0\ulnone\f0\fs24 ; {\field{\*\fldinst{HYPERLINK "http://www.gospelcom.net/bible?version=NIV&passage=1John+4:18,19" }}{\fldrslt{\cf2\ul 1 John 4:18, 19}}}\cf0\ulnone\f0\fs24 .) \par \pard\fi-360\li2160\sb100\sa100\b 2.\tab Peter identifies Jesus {\field{\*\fldinst{HYPERLINK "http://www.gospelcom.net/bible?version=NIV&passage=Matt+16:13-23" }}{\fldrslt{\cf2\ul (Matt. 16:13-23)}}}\cf0\ulnone\f0\fs24 .\line\b0 Peter's confession of Jesus' messiahship was followed immediately by a declaration revealing misunderstanding of His mission. Later, when Peter thought to control Jesus' ministry according to his own understanding, he revealed his limited insight. \par \b 3.\tab Peter denies Jesus {\field{\*\fldinst{HYPERLINK "http://www.gospelcom.net/bible?version=NIV&passage=Matt+26:31-35" }}{\fldrslt{\cf2\ul (Matt. 26:31-35,}}}\cf0\ulnone\f0\fs24 {\field{\*\fldinst{HYPERLINK "http://www.gospelcom.net/bible?version=NIV&passage=Matt+26:69-75" }}{\fldrslt{\cf2\ul 69-75)}}}\cf0\ulnone\f0\fs24 .\b0\line Not only did Peter deny Christ's identity, he made strenuous efforts to hide his own. Faith without works was truly dead in this instance! The crowing of the rooster awakened his faith. \par \b 4.\tab Peter preaches about Jesus {\field{\*\fldinst{HYPERLINK "http://www.gospelcom.net/bible?version=NIV&passage=Acts+2:14-45" }}{\fldrslt{\cf2\ul (Acts 2:14-45) }}}\cf0\ulnone\f0\fs24 .\b0\line On the Day of Pentecost, the power of the Holy Spirit motivated him to present a carefully crafted review of Jesus' Lordship \par \pard\fi-360\li1440\sb100\sa100\tx1440\f3\fs20\'b7\tab\f0\fs24 What observations can you make, based on Peter's life, that will benefit church members in their search for faith? What role does the Holy Spirit play in this? \par \pard\li720\par \pard\li360\sb100\sa100\b Making a personal application {\field{\*\fldinst{HYPERLINK "http://www.gospelcom.net/bible?version=NIV&passage=Acts+2:14-41" }}{\fldrslt{\cfLVALt2\ul (Acts 2:14-41)}}}\cf0\ulnone\f0\fs24 . \par \pard\fi-360\li1440\sb100\sa100\tx1440\b0\f3\fs20\'b7\tab\f0\fs24 Frequently, Bible authors do not state whether an example is good or bad. The story of Jonah depicts a prophet running away from God, rather than facing possible failure in a foreign country. Likewise, we look at Peter and try to draw conclusions that will assist our personal and community's faith. Studying Bible characters gives us a realistic view of people struggling to live as God's children. \par \pard\fi-360\li1440\sb100\sa100\f3\fs20\'b7\tab\f0\fs24 Of the following passages about Peter, ask the questions listed below in order to make a personal and community application of their content: {\field{\*\fldinst{HYPERLINK "http://www.gospelcom.net/bible?version=NIV&passage=Matt+4:18" }}{\fldrslt{\cf2\ul Matt. 4:18}}}\cf0\ulnone\f0\fs24 ; {\field{\*\fldinst{HYPERLINK "http://www.gospelcom.net/bible?version=NIV&passage=Matt+14:22-36" }}{\fldrslt{\cf2\ul Matt. 14:22-36}}}\cf0\ulnone\f0\fs24 ; {\field{\*\fldinst{HYPERLINK "http://www.gospelcom.net/bible?version=NIV&passage=Matt+16:13-23" }}{\fldrslt{\cf2\ul Matt. 16:13-23}}}\cf0\ulnone\f0\fs24 ; {\field{\*\fldinst{HYPERLINK "http://www.gospelcom.net/bible?version=NIV&passage=Matt+17:1-8" }}{\fldrslt{\cf2\ul Matt. 17:1-8}}}\cf0\ulnone\f0\fs24 ; {\field{\*\fldinst{HYPERLINK "http://www.gospelcom.net/bible?version=NIV&passage=Matt+17:24-27" }}{\fldrslt{\cf2\ul Matt. 17:24-27}}}\cf0\ulnone\f0\fs24 ; {\field{\*\fldinst{HYPERLINK "http://www.gospelcom.net/bible?version=NIV&passage=Matt+26:33-58" }}{\fldrslt{\cf2\ul Matt. 26:33-58}}}\cf0\ulnone\f0\fs24 ; {\field{\*\fldinst{HYPERLINK "http://www.gospelcom.net/bible?version=NIV&passage=Matt+26:69-75" }}{\fldrslt{\cf2\ul Matt. 26:69-75}}}\cf0\ulnone\f0\fs24 ; {\field{\*\fldinst{HYPERLINK "http://www.gospelcom.net/bible?version=NIV&passage=Matt+4:18" }}{\fldrslt{\cf2\ul Matt. 4:18}}}\cf0\ulnone\f0\fs24 ; {\field{\*\fldinst{HYPERLINK "http://www.gospelcom.net/bible?version=NIV&passage=Matt+14:22-33" LVALu}}{\fldrslt{\cf2\ul Matt. 14:22-33}}}\cf0\ulnone\f0\fs24 ; {\field{\*\fldinst{HYPERLINK "http://www.gospelcom.net/bible?version=NIV&passage=Matt+16:13-23" }}{\fldrslt{\cf2\ul Matt. 16:13-23}}}\cf0\ulnone\f0\fs24 ; {\field{\*\fldinst{HYPERLINK "http://www.gospelcom.net/bible?version=NIV&passage=Matt+17:1-13" }}{\fldrslt{\cf2\ul Matt. 17:1-13}}}\cf0\ulnone\f0\fs24 ; {\field{\*\fldinst{HYPERLINK "http://www.gospelcom.net/bible?version=NIV&passage=Matt+17:24-27" }}{\fldrslt{\cf2\ul Matt. 17:24-27}}}\cf0\ulnone\f0\fs24 ; {\field{\*\fldinst{HYPERLINK "http://www.gospelcom.net/bible?version=NIV&passage=Matt+18:21-22" }}{\fldrslt{\cf2\ul Matt. 18:21-22}}}\cf0\ulnone\f0\fs24 ; {\field{\*\fldinst{HYPERLINK "http://www.gospelcom.net/bible?version=NIV&passage=Matt+26:33-58" }}{\fldrslt{\cf2\ul Matt. 26:33-58}}}\cf0\ulnone\f0\fs24 ; {\field{\*\fldinst{HYPERLINK "http://www.gospelcom.net/bible?version=NIV&passage=Matt+26:69-75" }}{\fldrslt{\cf2\ul Matt. 26:69-75}}}\cf0\ulnone\f0\fs24 ; {\field{\*\fldinst{HYPERLINK "http://www.gospelcom.net/bible?version=NIV&passage=Acts+2:14-41" }}{\fldrslt{\cf2\ul Acts 2:14-41}}}\cf0\ulnone\f0\fs24 . \par \pard\fi-360\li2160\sb100\sa100\tx2160 1.\tab Did you see anything of yourself in Peter's life and actions? Did Peter reveal any of your weaknesses? Did he reveal any of your strengths? If so, which ones? \par \pard\fi-360\li2160\sb100\sa100 2.\tab Did you see anything that could help members of your congregation in their lives of faith? \par 3.\tab Did you see any of the church's strengths in Peter's life? \par 4.\tab What do you intend to do about what you have learned concerning Peter's life, struggles, and victory? \par 5.\tab What happened in Peter's life that might happen in your life to make you a witness for Jesus? What must happen in the church for this to take place? \par \pard\li720\par \pard\li360\sb100\sa100\b Further study: Read \i The Desire of Ages\i0 , " 'We Have Found the Messias,' " pp. 132-143 and "By the Sea Once More," pp. 809-817. For more Bible refeLVALvrences to Peter, see {\field{\*\fldinst{HYPERLINK "http://www.gospelcom.net/bible?version=NIV&passage=John+13:6-9,+24" }}{\fldrslt{\cf2\ul John 13:6-9, 24;}}}\cf0\ulnone\f0\fs24 {\field{\*\fldinst{HYPERLINK "http://www.gospelcom.net/bible?version=NIV&passage=John+18:10-27" }}{\fldrslt{\cf2\ul John 18:10-27}}}\cf0\ulnone\f0\fs24 ; {\field{\*\fldinst{HYPERLINK "http://www.gospelcom.net/bible?version=NIV&passage=John+20:2-7" }}{\fldrslt{\cf2\ul John 20:2-7}}}\cf0\ulnone\f0\fs24 ; {\field{\*\fldinst{HYPERLINK "http://www.gospelcom.net/bible?version=NIV&passage=John+21:15-22" }}{\fldrslt{\cf2\ul John 21:15-22}}}\cf0\ulnone\f0\fs24 . \par \pard\fi-360\li1440\sb100\sa100\tx1440\b0\f3\fs20\'b7\tab\f0\fs24 During Peter's lifetime the church grew rapidly. Gentiles were incorporated into the life of the Christian community. Peter's vision, recorded in {\field{\*\fldinst{HYPERLINK "http://www.gospelcom.net/bible?version=NIV&passage=Acts+10:9-23" }}{\fldrslt{\cf2\ul Acts 10:9-23}}}\cf0\ulnone\f0\fs24 , is a classic model of how God reveals His message for the church. God revealed to Peter that the good news is for everyone. \par \pard\fi-360\li1440\sb100\sa100\f3\fs20\'b7\tab\f0\fs24 Discussion Questions: Study Peter's vision and subsequent visit to the home of Cornelius {\field{\*\fldinst{HYPERLINK "http://www.gospelcom.net/bible?version=NIV&passage=Acts+10" }}{\fldrslt{\cf2\ul (Acts 10}}}\cf0\ulnone\f0\fs24 , {\field{\*\fldinst{HYPERLINK "http://www.gospelcom.net/bible?version=NIV&passage=Acts+11" }}{\fldrslt{\cf2\ul 11)}}}\cf0\ulnone\f0\fs24 . Note the baptism of the first Gentile converts. Ask the following questions: \par \pard\fi-360\li2160\sb100\sa100\tx2160 1.\tab Why was this such a dramatic vision for Peter? \par \pard\fi-360\li2160\sb100\sa100 2.\tab What did the church need to learn from this vision that it had not yet accepted? \par 3.\tab How does this vision help us to build a sense of community and openness to others within our church? \par 4.\tab What commands in this passage should all Chr LVAL istians heed? What have you learned about your openness to others? What will you do differently? \par \pard\sb100\sa100\b Summary:\b0\par \pard\li720\ri720\sb100\sa100 A biographical study of Peter reveals the struggles of a person growing in faith. Through his early life of trial, we catch glimpses of an emerging, trusting relationship with Jesus. Peter's life gained specific focus and direction \i after\i0 he was empowered and enlightened by the Holy Spirit. Finally, he understood God's message and purpose for the world. Peter's life provides insight into our struggles to grow in understanding of, and fellowship with, Jesus. The church will be blessed as more Peters enter into their final commitment to Christ. \par \pard\par \cf3\f2\fs23\par \pard\fs29\par } LVAL\ Cx{\rtf1\ansi\deff0{\fonttbl{\f0\froman\fprq2\fcharset0 Times New Roman;}{\f1\fnil\fprq2\fcharset2 Wingdings;}{\f2\fnil\fcharset0 Georgia;}} {\colortbl ;\red0\green0\blue0;\red0\green0\blue255;\red102\green102\blue0;} {\stylesheet{ Normal;}{\s1 heading 1;}{\s2 heading 2;}{\s3 heading 3;}{\s4 heading 4;}{\s5 heading 5;}{\s6 heading 6;}} {\*\generator Riched20 5.40.11.2210;}\viewkind4\uc1\pard\qc\cf1\lang1033\b\f0\fs24 DOCTRINE BIBLE STUDY\par \par \pard In a technical sense all teaching within the Bible is a doctrine because the term doctrine literally means teachings. However much of our teaching is involved with more than what we ordinarily consider as doctrine. [THIS IS THE SAME AS THE THEOLOGICAL BIBLE STUDY WHICH FOLLOWS THESE NOTES]\par \pard\qc\par \pard Although each school of theology divides the study of doctrine differently, all doctrine falls generally into seven areas. \par \par GODHEAD\par MAN\par SIN\par SALVATION\par CHURCH\par ANGELS\par DESTINY OF MAN\par \par \pard\fi-360\li360 1.\tab GODHEAD\par \par \pard\keepn\s1\li360 A.\tab Nature of God\par \pard\li1080\cf0 Spirit\par Attributes (omnipotent, omnipresent, omniscient, holy, truth, wisdom, love, mercy)\par Eternal\par Sovereignty\par \pard\li360\cf1 B.\tab Manifestations of God to man\par \pard\keepn\s2\fi-360\li1440 Theophany\par \pard\keepn\s3\fi-360\li1440\cf0 Fatherhood\par \pard\fi-360\li1440 Sonship\par Spirit in operation (God in action)\par Revelations (Bible, Prophets, priesthood, etc)\par \pard\keepn\s4\fi-360\li720 C.\tab Creation and sustaining of the universe\par \pard\fi-360\li720 D.\tab Purpose \par \pard\fi-360\li1080\cf1\par \pard\fi-360\li360 2.\tab MAN\par \par \pard\keepn\s5\fi-360\li720 A.\tab Origin\par \pard\fi-360\li720 B.\tab Make-up (Body, soul, and spirit)\par C.\tab Image of God\par D.\tab Role in creation (glory and honor)\par \par \pard\fi-360\li360 3.\tab SIN\par \par \pard\keepn\s5\fi-360\li720 A.\tab Fall of man\par \pard\fi-360\li720 B.\tab Consequences of LVALythe fall\par C.\tab Law\par D. \tab Judgment\par \par \pard\fi-360\li360 4.\tab SALVATION\par \pard\keepn\s5\fi-360\li720 A.\tab Plan of salvation\par \pard\keepn\s6\fi-360\li1440 Old Testament\par \pard\fi-360\li1440 New Testament\par \pard\fi-360\li720 B.\tab Drama of redemption (Atonement; Forgiveness; Justification; Regeneration; Sanctification; Expiation, Propitiation, Adoption)\par C.\tab Restoration of the fallen man (body [healing], soul [morality], spirit [image repaired])\par \par \pard\fi-360\li360 5.\tab CHURCH\par \par \pard\keepn\s5\fi-360\li720 A.\tab Organization\par \pard\fi-360\li720 B.\tab Commission\par C.\tab Administration\par D.\tab Worship\par E.\tab Christian life\par F.\tab Discipline\par G.\tab Support\par \par \pard\fi-360\li360 6.\tab ANGELS\par \par \pard\keepn\s5\fi-360\li720 A.\tab Creation \par \pard\fi-360\li720 B.\tab Purpose\par C.\tab Categories\par \pard\keepn\s6\fi-360\li1440 Fallen\par \pard\fi-360\li1440 Obedient\par \pard\keepn\s5\fi-360\li720 D.\tab Organization\par \pard\fi-360\li720\par \pard\fi-360\li360 7.\tab DESTINY OF MAN\par \par \pard\keepn\s5\fi-360\li720 A.\tab Death\par \pard\fi-360\li720 B.\tab Resurrection\par \pard\keepn\s6\fi-360\li1440 First\par \pard\fi-360\li1440 Second\par \pard\keepn\s5\fi-360\li720 C.\tab Final judgment\par \pard\fi-360\li720 D.\tab New Heaven\par E.\tab New Earth\par F.\tab Lake of fire\par \par To study a doctrine we should consider the following procedures.\par \par \pard\fi-360\li360 1.\tab Define the doctrine\par 2.\tab List the Scriptures relative to that doctrine.\par 3.\tab What are the various views of that doctrine?\par 4.\tab What evidence do you have that your view is correct?\par 5.\tab In what areas do you agree with those who do not view the doctrine in the same light you have?\par 6.\tab What bearing does language have on the doctrine [Hebrew and Greek]\par 7.\tab All laws of hermeneutics must be considered when studying a doctrine.\par \par \par \pard\qLVALzc\cf0 THEOLOGICAL BIBLE STUDY\par \pard\b0\par The theological method of Bible study may be defined as the process of searching through an individual book of the Bible, or the Bible as a whole, to collect, compare, and organize doctrinal statements and assumptions.\par \par THEOLOGICAL ASSUMPTIONS\par \par Among the common facts taken for granted in Scripture are the existence of God, the idea that God is interested in man, the power and personality of God, and the inspiration of the Word of God.\par \par \pard\fi-360\li360 1. Tabulate the basic assumptions of the passage.\par \par 2. Make an effort to demonstrate how these assumptions are indispensable to the theological message.\par \par 3. Careful attention should be given to the references to these assumptions in order to discover what they intimate or specifically state about the main doctrinal message of the text under consideration.\par \pard\par EXPLICIT DOCTRINAL TEACHING\par \par \pard\fi-360\li360 1. Name the paragraphs and develop a good outline according to the procedure suggested in the discussion of the synthetic method of Bible Study. A short passage could be outlined according to smaller units of thought, in the manner of the analytical method.\par \pard\par \pard\fi-360\li360 2. When the outline is complete, the student will be in possession of the main line of doctrinal content of the text, and will be able to trace the turns of thought in that argument.\par \pard\par SUBJECT OR TOPICAL STUDY\par \par \pard\fi-360\li360 1. DIRECT MANNER: One word or theological element is considered.\par \par 2. INDIRECT MANNER: A theme or idea or concept is developed.\par \par \pard\fi-180\li540\f1\fs18\'a7\tab\f0\fs24 In this case, one gets at the whole of a doctrine indirectly by investigating all the words related to it.\par \f1\fs18\'a7\tab\f0\fs24 Terms are defined through close scrutiny of their usage in relation to their context.\par \f1\fs18\'a7\tab\f0\fs24 Then an outline of the study is prepared.\parLVAL{ \pard\par BASIC THEOLOGICAL STUDIES:\par \par 1. BIBLIOLOGY\par \par \pard\fi-360\li720 A.\tab Supernatural origin of the Bible\par B.\tab Revelation\par C.\tab Inspiration\par D.\tab Illumination\par E.\tab Canonicity and authority\par \pard\par 2. THEOLOGY PROPER\emdash study of God\par \par \pard\fi-360\li720 A.\tab Attributes of God\par B.\tab Divine Works of God\par C.\tab Name of Deity\par D.\tab Oneness of God\par \pard\fi-360\li1080 a.\tab Fatherhood of God\par b.\tab Sonship of God\par c.\tab Spirit of God\par \pard\par \pard\fi-360\li360 3. ANGELOLOGY\par \pard\par \pard\fi-360\li720 A.\tab General facts about angels\par B.\tab Satan and demonology\par C.\tab Authority and rank of God's angels\par D.\tab Contrast of angels and men\par \pard\par \pard\fi-360\li360 4. ANTHROPOLOGY\par \pard\par \pard\fi-360\li720 A.\tab Origin of man\par B.\tab The fall of man\par C.\tab Sin and the sin nature\par D.\tab Cure for sin\par \pard\par \pard\fi-360\li360 5. SOTERIOLOGY\emdash doctrine of salvation\par \pard\par \pard\fi-360\li720 A.\tab The Savior\par B. \tab The Saving work\par \pard\par 6. ECCLESIOLOGY\emdash study of the Church\par \par \pard\fi-360\li720 A.\tab The Church as an organism\par B.\tab The contrast between Israel and the Church\par \pard\par \pard\fi-360\li360 7. ESCHATOLOGY\emdash study of last things\par \pard\par \pard\fi-360\li720 A.\tab Prophecy concerning the Church\par B.\tab Prophecy concerning Israel\par C.\tab Prophecy concerning the Messiah\par D.\tab The judgments\par E.\tab The tribulation\par F.\tab The millennium\par G.\tab The eternal state\par \pard\par \pard\fi-360\li360 8. CHRISTOLOGY\emdash study of the person of Christ\par \pard\par \pard\fi-360\li720 A.\tab Pre-existence of Christ as God\par B.\tab Christ incarnate\par C.\tab Second advent\par D.\tab Messianic kingdom\par \pard\par 9. PNEUMATOLOGY\emdash study of the Spirit of God\par \par \pard\fi-360\li720 A.\tab Names of the Spirit\paLVAL|r B.\tab Types and symbols of the Spirit\par C.\tab Holy Spirit in the Old Testament\par D.\tab Ministry of the Spirit in the New Testament\par \pard\fi-360\li360\cf1\b\par \pard\cf2\b0\fs28 EXAMPLE\par \par \pard\qc\cf3\b\fs24 IS THE RESURRECTION BELIEVABLE? DOCTRINAL BIBLE STUDY [EXAMPLE]\par \pard 1 Corinthians 15:1-8\par \cf0\b0\line 4 Credible Evidences\line 1 Corinthians 15:1-8\par Citation: Case For Christ by Lee Strobel\par \par Introduction\line -- The Resurrection\line -- The most critical event in history !\line -- The most critical event in Christianity (1 Cor. 15:14) !\line -- The most critical event in personal history !\line -- Is the Resurrection credible?\line -- How should effect us?\line\line 1. Evidences that Jesus actually died.\line -- Did Jesus actually die or did he just collapse?\line -- The torture before the cross\line ---- Hematidrosis\line ---- The skin is extremely fragile.\line -- Flogging\line -- The agony of the cross\line ---- Slow death\line ---- Asphyxiation\line ---- Spear on the right side\line ---- Blood and water\line ---- Roman soldiers were expert executioners\par 2. Evidences that the tomb was empty.\line -- Was Jesus really buried in the tomb?\line -- Verses 3-7 \line ---- Is it just a legend?\line ---- Early creed, as early as 2-5 years after the actual event\line ---- Women were the first witnesses\line ---- Both Jesus\rquote friends and enemies testified that the tomb was empty.\line\line 3. Evidences that Jesus reappeared to many.\line -- Dead people normally don\rquote t reappear\line -- He appeared to Cephas (Peter)\line -- Then to the Twelve disciples\line -- Then to the 500 people\line -- Critics can actually interview these people (verse 6)\line -- Evidences that Jesus reappeared to many.\line -- Sir Edward Clarke:\line\ldblquote To me the evidence is conclusive, and over and over again in the High Court I have secured the verdict on evidence not nearly so compelling. As a lawyer, I accept the gospel evidence unreservedly as testimony  LVAL of truthful men to facts that they were able to substantiate.\rdblquote\line\line 4. Circumstantial evidences\line -- The disciples died for their beliefs\line -- The conversion of the skeptics\line ---- James the brother of Christ\line ---- Saul of Tarsus who persecuted Christians\line -- Changes to key social structures\line -- Communion and Baptism\line -- The emergence of the church\line How then shall we live?\line -- If Jesus actually resurrected, then He was God in human flesh.\line -- If Jesus is God, then He is worthy of our praises, our lives, sacrifices and obedience.\par \cf1\f2\fs23\par \pard\fs29\par } LVALC~{\rtf1\ansi\deff0{\fonttbl{\f0\froman\fprq2\fcharset0 Times New Roman;}{\f1\fnil\fprq2\fcharset2 Wingdings;}{\f2\fnil\fcharset0 Georgia;}} {\colortbl ;\red0\green0\blue255;\red0\green0\blue0;} {\*\generator Riched20 5.40.11.2210;}\viewkind4\uc1\pard\qc\lang1033\b\f0\fs24 HISTORICAL BIBLE STUDY\par \par \pard\b0\par The historical method of Bible study may be applied factually to the study of a book of the Bible, or an event in the Bible; or it may be developed homiletically as a narrative exposition. All three are considered here.\par \par \b STUDY OF A BOOK\par \b0\par \pard\fi-360\li360\b 1. Setting of the book\par \pard\b0\par \pard\fi-180\li540\f1\fs18\'a7\tab\f0\fs24 What is its place in the life of the writer, or the history of a people?\par \par \f1\fs18\'a7\tab\f0\fs24 If Paul wrote it, where does it fit into Paul's life and ministry?\par \par \f1\fs18\'a7\tab\f0\fs24 On what missionary journey was it written?\par \par \f1\fs18\'a7\tab\f0\fs24 Did he ever visit the church? How many times?\par \par \f1\fs18\'a7\tab\f0\fs24 If some other author wrote it, where does it fit into his life and ministry?\par \par \f1\fs18\'a7\tab\f0\fs24 Where does it fit into the history of the nation of Israel?\par \par \f1\fs18\'a7\tab\f0\fs24 Where does it fit with the nations surrounding Israel?\par \pard\par \pard\fi-360\li360\b 2. What historical narrative is represented in the book?\par \pard\b0\par \pard\fi-180\li540\f1\fs18\'a7\tab\f0\fs24 What is the account of the founding of the church?\par \par \f1\fs18\'a7\tab\f0\fs24 What is the composition of the church\emdash Jew or Gentile, place of meeting?\par \par \f1\fs18\'a7\tab\f0\fs24 What were the special problems that faced the Church?\par \par \f1\fs18\'a7\tab\f0\fs24 What are the historical events which occasioned this particular letter?\par \par \f1\fs18\'a7\tab\f0\fs24 What are the historical and chronological content or plan of the book?\par \pard\par \pard\fi-360\li360\b 3. What is the historical importance ofLVAL the book?\par \pard\b0\par \pard\fi-180\li540\f1\fs18\'a7\tab\f0\fs24 What special doctrinal contributions does it make to the Hebrew-Christian tradition?\par \par \f1\fs18\'a7\tab\f0\fs24 How close to the origin of the Christian Church was it written?\par \par \f1\fs18\'a7\tab\f0\fs24 What is the history of the book in the Church--has there ever been a struggle over its canonicity?\par \pard\par \pard\fi-360\li360\b 4. Textual evidences and inferences of what life was like at the time.\par \pard\b0\par \pard\fi-180\li540\f1\fs18\'a7\tab\f0\fs24 What can be determined concerning the nature of the life of the people referred to in this book?\par \par \f1\fs18\'a7\tab\f0\fs24 What could be learned of this from other sources?\par \par \f1\fs18\'a7\tab\f0\fs24 What can be determined about its industries, religion, or general location?\par \par \pard\par \b HISTORICAL EVENT\par \b0\par \pard\fi-360\li360\b 1. Survey the event\par \pard\b0\tab\par \pard\fi-180\li540\f1\fs18\'a7\tab\f0\fs24 Discover the general movement of the event.\par \par \f1\fs18\'a7\tab\f0\fs24 Characterize the people involved.\par \par \f1\fs18\'a7\tab\f0\fs24 Note the amount of time consumed.\par \pard\par \pard\fi-360\li360\b 2. Place the event in the book as a whole.\par \pard\b0\par \pard\fi-180\li540\f1\fs18\'a7\tab\f0\fs24 Why is it where it is?\par \par \f1\fs18\'a7\tab\f0\fs24 What does it contribute to the progress of the book as a whole?\par \pard\tab\par \pard\fi-360\li360\b 3. Place the event chronologically in the life of an individual or nation.\par \par 4. What caused the event or what led up to it?\par \par 5. What were the effects of it to persons involved, to posterity, to the history of the nation, movement, town, or area, and in the doctrinal or theological development of the Christian tradition?\par \pard\par NARRATIVE EXPOSITION\par \b0\par Several approaches could be taken with this:\par \par \pard\fi-360\li360 (1) You might want to divide the story into scenes LVALas you would a drama and emphasize the main points of each.\par \pard\par \pard\fi-360\li360 (2) Observations could be made concerning each character or group of characters in the story.\par \pard\par \pard\fi-360\li360 (3) A consideration of the various circumstances of one person in the story could serve as the basis of organization, the lesser important characters being thrown into the background.\par \pard\par \pard\fi-360\li360 (4) It is often effective to tell the story quickly in order to get it before the hearer, then to point out the teachings which are to be derived from the story, and finally to apply the teachings to the hearts of the hearers.\par \pard\par \cf1\b\fs28 EXAMPLE\par \par \cf0\fs24\par \pard\qc PHILEMON: HISTORICAL BIBLE STUDY [EXAMPLE]\par \pard\par \par \pard\fi-360\li360 1. \tab Setting of the book\par \par \pard\fi-360\li720 A.\tab Place in the life of the writer, or the history of a people.\par \pard\fi-360\li360\b0\par \pard\li360 It shows the awkward problem of slavery in a Christian society. Slavery was not condemned at that time, even by Christians, but the very idea was foreign to the Gospel. Therefore, problems like this arose where a slave would become a Christian. In some cases the question would then be how to treat them? \par \par Then there is a case such as this where the slave \tab has run away and where other crimes may have been involved. That brings about the need for forgiveness within the Christian community.\par \par \b B.\tab During a long imprisonment of Paul\par \b0\par This brief letter is the only specimen preserved to us of Paul's private correspondence.\par \par Timothy was with him when he wrote. Timothy was with Paul during the imprisonment at Rome, but not at Caesarea (Philippians 1:1).\par \par One of the greatest values of the book is the window it opens on Paul's character. He is the true man who is also an apostle, full of sympathy and concern for a person in distress and willing to do all in his poLVALwer to help, even at his own expense (verse 19). \par \par Paul so identifies himself with the slave and his master that he can fulfill the office of mediator and represent meaningfully both parties. The knowledge of Paul would be so much poorer if this slender document had not been preserved.\par \par It is clear from Philemon 1:9-10 that the Epistle was written during a long imprisonment of Paul's. From the outline of Paul's career up to about A.D. 62 we know of only two long imprisonments\emdash at Caesarea, and the first imprisonment at Rome. If it does not date from the one of these, it must be from the other. It was most likely written from Rome.\par \par \b C.\tab One of the churches that Paul did not start and had never visited.\par \b0\par There is no evidence that Paul ever visited the churches in that part of Asia Minor. These were started out the school in Ephesus (TBC - Tyrannus Bible College). Therefore Paul's meeting with this man, and the man's conversion had to have happened some other place (Colossians 2:1).\par \par \b D.\tab No account has been left as to the founding of the church.\par \b0\par Colossee, Laodicea and Hieropolis were a tri-city area. All of them are within ten miles of each other. Paul did not actually start churches in these cities. But while he was at Ephesus he came in contact with people from these cities. \tab\par \par Evidently they were converted under his ministry and left to begin churches throughout Asia Minor.\par \par \b E.\tab Composition of the Church.\par \b0\par The Church in the tri-city area was most probably started by the ministers who came out of Paul's training at Ephesus. The area was Gentile with little Jewish influence. The city was a very sophisticated with Greek culture and thus tended toward humanism.\par \par \b F.\tab Special problem faced by the church.\par \b0\par The problem in this particular book was the treatment of slaves once they had come into the church. It also involved the forgiveness of tLVALhose slaves as you would a brother when they have done wrong. This would speak of real meekness when you had the power of life and death over the slave.\par \par \pard\fi-360\li720\b G.\tab The historical events which occasioned this particular letter\b0\par \pard\li360\par In some way Paul and Onesimus met in Rome. The latter yielded to the Gospel message. Then he and Paul began a personal and confidential relationship as teacher and disciple.\par \par Soon Paul knew the events of the young man's brief history. Onesimus seems to have put himself entirely in the hands of Paul. The longer he works with Paul, the more he sees in the young man a potential to do a great work in the church. Yet he dare not use him to any great extent until he has gone back and made things right.\par \par You know Paul really wanted to keep him in the ministry for he uses strong feeling in terms such as "my son," "my innermost being." \par \par The resentment of a master toward a runaway slave could be very hard to endure. Paul sent him back with the promise, that if Onesimus could not himself repay, Paul would pay back anything owed\emdash though he would say nothing of how much Philemon owed him for bringing him the message of salvation.\par \par \pard\fi-360\li720\b H.\tab The historical and chronological content and plan.\par \pard\b0\par \pard\fi-360\li1080 1. Onesimus worked as a slave under Philemon and was probably profitable to him.\par 2. Very likely due to pressure Onesimus felt a desire for freedom enough to risk running away. This was a very dangerous step which usually ended in death if he was caught. Is is possible he thought \tab his master might not kill him since he was now a Christian?\par 3. Onesimus took enough funds from his master to \tab flee and went to Rome where he knew he could hide among the thousands of the city.\par 4. There he probably was caught for some crime and thrown in prison. There he met the Apostle Paul who converted him to Christianity.\par 5. When OLVALnesimus got out he continued to work in \tab the local church and visit Paul in prison. There was a close attachment between the two that caused \tab Paul to come to the defense of Onesimus.\par 6. Paul wrote three letters; one to Ephesus, one to Colossee, and one to Philemon. He sent the former slave with two other brethren to carry these circular letters to their appointed places. \par 7. The letter to Philemon he probably sent as a private correspondence with Onesimus alone, so that the former slave could go back and make amends for his past.\par 8. The results of the letter are unknown, but if Philemon read carefully the letter by Paul, and did what he knew to do, he returned a letter to Paul by Onesimus and allowed the latter to join himself to the ministry of this great Christian.\par \pard\par \pard\fi-360\li360\b 2.\tab Special doctrinal contributions it makes to the Hebrew-Christian tradition.\par \par \pard\li360\b0 The primary lesson of this book is in putting our love and forgiveness into practice. \par \pard\par \pard\fi-360\li720\b A.\tab Written near the origin of the Christian Church.\par \par \pard\li720\b0 The Christian Church had been going on about thirty years, or about a generation. Lifestyles had by this time crystalized in the Christian community. Thus their attitudes toward slavery had already been settled. That means that Paul was having to face a difficult situation on a subject that could be controversial.\par \par \pard\fi-360\li720\b B.\tab Canonicity and authorship.\par \par \pard\li720\b0 There never has been any serious struggle of this book with canonicity or with authorship. \par \par Because of its very personal nature it is obviously Paul's, and because of its clear message of compassion it has never faced serious textual criticism.\par \pard\par \pard\fi-360\li360\b 3. Textual evidences and inferences of what life was like at the time.\par \par \pard\fi-360\li720 A.\tab The nature of the life of the people referred to.\par \par LVAL \pard\li360\b0 Onesimus had, it is intimated, escaped from the rule of his master, and fled. At length he found his way to Rome. The number of slaves in Asia Minor was very large. The Greek colonies in Asia Minor were long the chief sources of the supply of slaves, and they were chiefly obtained, no doubt, from the interior of Asia, which lay behind these colonies.\par \par Then as now, the trade of the slave-dealer was disreputable, but large fortunes were frequently amassed by it. It was customary to carry on workshops and manufactories by slave-labor, and as a mere investment of capital. \par \par The form of slavery, therefore, was somewhat more severe in Greece and Asia Minor than in Rome and Italy, where it was principally domestic, and on the whole milder in character. Hence escapes of slaves, and even insurrections among them, were not infrequent.\par \par It was against the law to receive or assist a fugitive slave.\par \pard\par \pard\fi-360\li360\b 4.\tab Survey of the event\par \par \pard\fi-360\li720 A.\tab The general movement of the event.\par \par \pard\li360\b0 This is a courteous and even affectionate communication from Paul to one who, though bound to respect his official position, and under great personal obligations to him, was yet not familiarly known to him. He had to do a very \tab difficult thing. He had to come between a master and a slave, to take a great liberty. He did not want to demand the freedom of Onesimus, but would like to have something good come out of it all. Thus he gives Philemon an opportunity to do more than he asked, to send Onesimus back.\par \par Thus a letter is written in the greatest of oratorical skills. It was carefully worded so that the right response can be expected without ever pressuring the man to make such a decision.\par \par \b B.\tab The people involved.\par \par \b0 The primary person of the book is Philemon who is the recipient. His name means "A Friend." The other person had been the slave of Philemon, whose LVALname was Onesimus.\par \par \pard\fi-360\li1080\b a.\tab Philemon:\par \par \pard\li720\b0 This was a Greek Christian, who owed his conversion, it is inferred from Philemon 1:19, from Paul himself. He was probably a native of Colossee, in Phrygia, or at least was settled there when Paul wrote.\par \par When we compare Philemon 1:1 with Colossians 4:17, it appears Philemon was of the same place as Archippus, and that the ministry of Archippus \tab was in Colossee. In fact it is most likely that Archippus was his son. If so, here is a father in a church pastored by his son.\par \par Philemon was evidently a man of wealth and importance, because his house was large enough to take in Paul's company which would include anywhere from five to a dozen people. Paul felt free to ask Philemon to open his home for them.\par \par Philemon must have been one accustomed to exercise hospitality on a liberal scale. Most likely he was a layman in the church and not the pastor.\par \par \b b. Onesimus:\par \par \b0 Onesimus, who was (Philemon 1:6) a slave of Philemon was referred to as "one of you" in the same Epistle to the Colossians (Colossians 4:9).\par \par Colossee was a city of Greater Phrygia, and the name of "Phrygian" was long a synonym for "slave." Its population had the reputation of being sullen and intractable, only to be governed by blows.\par \par Onesimus means "Useful," or "Profitable." For a time he was not very "useful" but Paul played on his name to express his feeling that he would now live up to that name.\par \par \pard\fi-360\li1080\b C.\tab The amount of time consumed.\par \par \pard\li720\b0 The events of this episode could well have taken place within a year. It would be at least a season before a person could live out the drama of this story from the time of leaving until he returns with a letter from Paul.\par \pard\par \pard\fi-360\li1080\b D.\tab The event placed chronologically.\par \par \pard\li720\b0 We learn from Colossians 4:7-9 that that Epistle wasLVAL brought to Colossee by Tychicus and Onesimus. This epistle also suggests that the same persons, or possibly Onesimus alone, were the bearers of it also.\par \par The date of this book is determined by the time the letter to the Colossians [a circular letter] was written. The book to the Ephesians, started in Ephesus but was a circular letter that would wind up in Colossee and the Colossian letter would travel back around to Ephesus.\par \par The date of Paul's writing these letters was near the end of his first imprisonment at Rome, which would be around the spring of A.D. 64, or perhaps the autumn of A.D. 63.\par \pard\par \pard\fi-360\li360\b 5. Cause of the event.\par \par \pard\li360\b0 Onesimus escaped from slavery and possibly absconded with some of the possessions of his master. "All roads lead to Rome," so this would be the most obvious place to go. He would have been noticed and stopped instantly had he turned aside into less-frequented towns. The stream flowed to Rome and fugitives naturally go with the stream.\par \par He must have been of considerable value to his master and his flight caused a certain loss to Philemon. It is not altogether clear what crime Onesimus may have committed against his master other than running away. But most likely he took funds or property from his master before he left. He would need money to make the journey of about 1000 miles to Rome. \par \par Paul uses the terms "wronged" and "owes" and thus distinguishes that there was some offence against his master. IN the strict sense a slave cannot owe anything to the master, nor the master to his slave. Only if he would steal from him would there be a debt from being liable for theft.\par \par \pard\fi-360\li360\b 6.\tab The effects of it to persons involved.\par \par \pard\li360\b0 We have no record of how this letter was received. We can guess that by Paul's description of Philemon it must have been followed. If that be the case, then Philemon sent Onesimus back to Rome to work <LVALLin the church there. Paul said he would have liked to ask for his help, but did not dare since it was not his privilege. Not only that, it would take away the reward from Philemon in offering the services of his slave.\par \par Tradition says that Onesimus became in due course the Bishop of Ephesus in the second century, (110 AD) an identification attested by Ignatius whose letter to the Ephesians reveals that he had read Paul's letter to Philemon, specifically that Ignatius adopted the same play on words that Paul used (verse 20) where Ignatius writes, "May I always have profit with you if I am worthy." \par \par Some have gone so far as to say that the same Onesimus, now a church leader, collected and published the Pauline letters, including the one to Philemon in which he had a personal stake.\par \par F. F. Bruce says, "What this epistle does is to bring us into an atmosphere in which the institution [slavery] could only wilt and die," and Paul's statement is the Magna Carta of true emancipation and human dignity.\par \par The query is sometimes raised that the New Testament never condemns slavery explicitly. The answer to this criticism was given by W. Bousset "Christianity would have sunk beyond \tab hope of recovery along with such revolutionary attempts; it might have brought on a new slave rising and been crushed along with it. The time was not ripe for this solution of such difficult questions."\par \pard\par \par \b\par \cf2\b0\f2\fs29\par } LVALD{\rtf1\ansi\deff0{\fonttbl{\f0\froman\fprq2\fcharset0 Times New Roman;}{\f1\fnil\fprq2\fcharset2 Wingdings;}{\f2\fnil\fcharset0 Georgia;}} {\colortbl ;\red0\green0\blue0;\red0\green0\blue255;} {\*\generator Riched20 5.40.11.2210;}\viewkind4\uc1\pard\qc\lang1033\b\f0\fs24 GEOGRAPHICAL BIBLE STUDY\par \pard\b0 The field of geography includes:\par \par \pard\fi-360\li360 (1) The land - its location, size, elevation, natural resources, rainfall, quality of soil, and its political and natural barriers.\par (2) Cities and their location.\par (3) Bodies of water - lakes, rivers, and seas.\par (4) Location of people on the land and the effect of geography on these people.\par \par \pard The geographical method of Bible study may be developed in relation to an entire book of the Bible, or it may be developed in relation to only a portion of it, in consideration of a country mentioned in the Bible.\par \par It can be the background for the life of a Biblical personality, or as a contextual study of a Biblical narrative.\par \par In working with these approaches, it should be helpful to make notations on as many of the following items as a given text will allow.\par \par \pard\fi-360\li360 1. COUNTRIES:\par \par \pard The boundaries and location of countries and how that helped to protect them or hindered them in allowing others to easily invade. Their location often determined what their industry would be and how they would live economically.\par \par \pard\fi-360\li360 2. CONFIGURATION OF TERRITORY UNDER CONSIDERATION:\par \par \pard\li360 Those elements within the boundaries of a country such as rivers, mountains, lakes, general elevation, and observations on their importance to the narrative at hand. Are bodies of water and mountains named in other passages of the Bible\par \par \pard\fi-360\li360 3. CITIES:\par \par \pard\li360 Where are the cities located and at what elevation? Are they mentioned elsewhere in the Scripture? If so, in what connection?\par \par EXAMPLE:\LVALpar \par Caesarea Philippi:\par \par It is coolly situated at the height of 1,1150 ft on the easternmost of the four sources of the Jordan.\par \par The town of Caesarea Philippi was one of the centers of the Decapolis, lying some fifty miles SW of Damascus, and 100 miles north of Jerusalem in the hill country on the southern slopes of Mount Hermon.\par \par \pard\fi-360\li720 4. Why is it significant that this event occurred in this geographical context and not in another?\par \par \pard\li720 Optical illusions:\par \par \pard\fi-180\li900\f1\fs18\'a7\tab\f0\fs24 God's here are permanent because they are engraved in stone. Nothing can prevail against them.\par \par \f1\fs18\'a7\tab\f0\fs24 Keys to Rome's fortress is the ultimate in security. (Matthew 11:28-29)\par \par \f1\fs18\'a7\tab\f0\fs24 Some think He is John because He demands repentance. Some say He is Elias because He has such great power to do such miracles. Others think He is Jermias because He weeps and has such compassion. Or one of the prophets because He is such a great preacher.\par \pard\li720\par Matthew 16:13-20 Jesus asked His disciples who men said He was. When they had answered, Jesus told Peter that upon this rock He would build His church. At the moment they were standing on rocky ground. They were near the city of Caesarea Philippi on the slopes of Mount Hermon, on one of the lower spurs of the Lebanon.Churches were built upon those rocks around them, and their shrines were in the cavern nearby, but the gates of Rome had prevailed against them. Joshua had prevailed 1,500 years before, the Greeks 200 years before and now the Romans.He also told Peter that He would give him the keys. When they looked the other direction, toward the city, the only sight they could see above the hills was the Roman fortress with its grey walls reaching into the heavens. Was He thinking of the 3,000 soldiers there in contrast to the 3,000 when His Church was founded?Was He thinking of the rivers of water that flow froLVALm within His believers?Philip the tetrarch, son of Herod was given the key to this fort by Caesar Augustus of Rome. When he arrived the bars were pulled, the doors opened, and the guards stood back. He could open every grainery in the fort. He had access to all the armory, and anything he wanted was at his disposal. He adorned this city and renamed it. The keys of the kingdom were his. Now, here stands a little band of men and they are being given the keys to another kingdom. The Roman kingdom did not last, but this one will.This was one of the chief dwellings of the Baalim, most likely the Baal-gad of the book of Joshua (Joshua 11:17; 12:7; 13:5).The Transfiguration took place on the adjacent slopes of Mt. Hermon.When the Greeks came and flooded into the area after Alexander, they founded a shrine for Pan and called it Paneion (Josephus: Ant. X iii. 1; BJ XXI. iii). The district was called Paneas. The name survives in modern Banias.Agrippa II renamed it Neronias (after Nero) but the name did not survive.\par \par \pard\fi-360\li360 5. What can be told about the geographical area by the kind of animals and plants to be found there?\par \par 6. Are any of the geographical terms seemingly symbolic? For example, in the prophets mountains sometimes refer to the rulers or authority.\par \par 7. What are the effects of geography on history or the Biblical narrative, or the people in matters of basic economy or livelihood, food and dress, outlook on life, transportation, building materials, writing materials, national and international relations, and the frequency of wars.\par \par \pard\li360 George Adam Smith: "A deep gorge, through which there roars a headlong stream....An old Roman bridge takes you over...through a tangle of trees, brushwood and fern you ;break into sight of a high cliff....In the cliff is a cavern. Part of the upper rock has fallen, and from the debris of boulders and shingle below there bursts and bubbles along a line of thirty feet a full-born river. The pLVALlace is a very sanctuary of waters." The place is a very sanctuary of waters. In the cavern were shrines to the gods of the nations before Israel came there.\par \pard\cf1\f2\fs23\par \cf2\b\fs28 EXAMPLE\par \par \pard\qc\cf0\f0\fs24 CAESAREA PHILIPPI: GEOGRAPHICAL BIBLE STUDY [EXAMPLE]\b0\par \pard\par \pard\fi-360\li360\b Matthew 16:13-20\par \par \pard\li360\b0 A town in the northern part of Palestine, about 120 miles from Jerusalem, 50 from Damascus, and 30 from Tyre, near the foot of Mt. Hermon. It was the northernmost extent of Jesus' ministry (Matt 16:13; Mark 8:27). It is coolly situated at the height of 1,1150 ft on the easternmost of the four sources of the Jordan.\par \par Herod Philip enlarged it and called it Caesarea Philippi to distinguish it from his father's on the seacoast.\par \par There is a story of the early Christian writers that the woman healed of the issue of blood, and supposed to have been named Berenice, lived at this place. (Euseb. Hist. Eccl. 7:18; Sozom. 5:21; Theophan. Chronogr. 41; Phot. Cod. 271, p. 823).\par \par . Titus exhibited gladiatorial shows at Caesarea Philippi after the downfall of Jerusalem, in which the Jewish prisoners were compelled to fight like gladiators, and numbers perished in the inhuman contests (War, 7:2, 1).\par \pard\par \pard\fi-360\li360 It was first a Canaanite sanctuary for the worship of Baal; perhaps Baal-hermon (Judg 3:3; 1 Chron 5:23).\par \pard\b\par \b0 Caesarea Philippi is mentioned only in the first two Gospels (Matt 16:13; Mark 8:27), and in accounts of the same transactions.\par \b\par \b0 Matthew 16:13-20 Jesus asked His disciples who men said He was. When they had answered, Jesus told Peter that upon this rock He would build His church. At the moment they were standing on rocky ground. They were near the city of Caesarea Philippi on the slopes of Mount Hermon, on one of the lower spurs of the Lebanon.\par \par \pard\li360 George Adam Smith: "A deep gorge, through which there roars a headlong stream..LVAL..An old Roman bridge takes you over...through a tangle of trees, brushwood and fern you break into sight of a high cliff....In the cliff is a cavern. Part of the upper rock has fallen, and from the debris of boulders and shingle below there bursts and bubbles along a line of thirty feet a full-born river. The place is a very sanctuary of waters. In the cavern were shrines to the gods of the nations before Israel came there.\par \pard\par Churches were built upon those rocks around them, and their shrines were in the cavern nearby, but the gates of Rome had prevailed against them. Joshua had prevailed 1,500 years before, the Greeks 200 years before and now the Romans.\b\par \pard\fi-180\li180\b0\f1\fs18\'a7\tab\f0\fs24 God's here are permanent because they are engraved in stone. They felt that nothing could prevail against them.\par \pard\par \pard\fi-180\li180\b Jesus asked who men thought He was.\par \b0\f1\fs18\'a7\tab\f0\fs24 Some think He is John because He demands repentance. Some say He is Elias because He has such great power to do such miracles. Others think He is Jermias because He weeps and has such compassion. Or one of the prophets because He is such a great preacher.\par \pard He also told Peter that He would give him the keys. When they looked the other direction, toward the city, the only sight they could see above the hills was the Roman fortress with its gray walls reaching into the heavens. \par \pard\fi-180\li180\f1\fs18\'a7\tab\f0\fs24 Keys to Rome's fortress is the ultimate in security. (Matthew 11:28-29)\par \pard Was He thinking of the 3,000 soldiers there in contrast to the 3,000 when His Church was founded?Was He thinking of the rivers of water that flow from within His believers (John 7:38-39)?Philip the tetrarch, son of Herod was given the key to this fort by Caesar Augustus of Rome. When he arrived the bars were pulled, the doors opened, and the guards stood back. He could open every granary in the fort. He had access to the entire armory, and anythiLVALng he wanted was at his disposal. He adorned this city and renamed it. The keys of the kingdom were his. Now, here stands a little band of men and they are being given the keys to another kingdom. The Roman kingdom did not last, but this one will.This was one of the chief dwellings of the Baalim, most likely the Baal-gad of the book of Joshua (Joshua 11:17; 12:7; 13:5).The Transfiguration took place on the adjacent slopes of Mt. Hermon.When the Greeks came and flooded into the area after Alexander, they founded a shrine for Pan and called it Paneion (Josephus: Ant. X iii. 1; BJ XXI. iii). The district was called Paneas. The name survives in modern Banias.Agrippa II renamed it Neronias (after Nero) but the name did not survive.\par "During the Crusades," says Dr. Robinson, "it was the scene of various changes and conflicts. It first came into the possession of the Christians in 1129, along with the fortress on the adjacent mountain, being delivered over to them by its Israelite governor, after their unsuccessful attempt upon Damascus in behalf of that sect. The city and castle were given as a fief to the Knight Rayner Brus. 'In 1132, during the absence of Rayner, Banias was taken, after a short assault, by the Sultan Ismail of Damascus. It was recaptured by the Franks, aided by the Damascenes themselves. In 1139 the temporal control was restored to Rayner Brus, and the city made a Latin bishopric, under the jurisdiction of the ArchBishop of Tyre" (Researches, 3:360).\par \pard\fi-360\li720\par \pard\cf1\f2\fs23\par \fs29\par } LVALTE{\rtf1\ansi\deff0{\fonttbl{\f0\froman\fprq2\fcharset0 Times New Roman;}{\f1\fnil\fcharset0 Georgia;}} {\colortbl ;\red0\green0\blue255;\red0\green0\blue0;} {\*\generator Riched20 5.40.11.2210;}\viewkind4\uc1\pard\qc\lang1033\b\f0\fs24 ANALYTICAL BIBLE STUDY\par \pard\b0\par This Bible study is done by looking at the whole and breaking it down into its parts. It is the opposite of the Synthetic Bible study. Analysis is separating of anything into its constituent parts.\par \par The development of this study is simply to make a grammatical study of paragraph by paragraph. You are to determine the principle sentences and not the grouping around them of subordinate sentences and clauses, and not the inter-relationships of these.\par \par Begin with a grammatical diagram of the text, then proceed with a careful outline, based upon the diagram, and conclude with various observations on the message of the text.\par \par Grammatical analysis involves rewriting the text. Main statements, whether assertions, questions, or commands are placed at the left of the paper. Each line contains one main statement and its modifiers. Subordinate clauses and phrases are indented above or below the lines of the main statement, depending upon whether they precede or follow it in the order of the text.\par \par Modifiers are usually written below the words they modify. When the analysis is complete, the main lines of thought become clear, and the problem of outlining is simplified.\par \par When the reader is ready to start work on the outline, he should place a blank sheet of paper beside the sheet on which the analysis appears. For the most part, statements which begin at the extreme left of the paper will serve as main points, and indented modifiers will become sub-points. In large measure, all that will be required is a restatement of the analyzed lines of Scripture in good outline form and the placing of lettes or numerals beside them.\par \par Once this is done the student is ready to make obserLVALvations on the text. As a person analyzes a passage like this there are many questions that have arisen about the text.\par \par Certain words or concepts may now give an opportunity for further study.\par \par \cf1\b\f1\fs28 EXAMPLE\par \par \pard\sb100\sa100\qc\cf0\f0\fs24 THE OTHER SERMON ON THE MOUNT: ANALYTICAL BIBLE STUDY [EXAMPLE] Luke 6:12-19\par \pard\li720\b0 This is the first part of several in a study of Luke chapter six, verses twelve to forty-nine. It will be an overview in lieu of a complete exposition, touching on the salient high points of doctrine in each verse for a better and more immediate understanding of the following portions of scripture. \par Luke chapter six can be thought of as the other sermon on the mount, since its circumstance and teaching bear great similarity to that of Matthew 5,6&7. It is not the same, though, since there is sufficient variation in the discourse to reveal that Jesus most likely had a habit of teaching this way quite frequently, and most likely covered the same materials for each different audience attending his discourses. \par We shall start with verses 12 to 19 as building up to the discourse, thereby establishing a setting in preparation for it. \par Verse 11: \i\ldblquote And it came to pass in those days, that he (Jesus) went out into a mountain to pray, and continued all night in prayer to God.\rdblquote\i0 \par 1.) Ones personal relationship with God is best nurtured in seclusion and privacy - away from all of the rush, clamor, and distractions of the world. Quiet time alone with God on a regular basis is essential for nurturing a healthy spiritual life. \par 2.) Considering the scope and required impact of the ministry of Jesus, all night prayer was needed to keep in touch with the will of the Father so that his will could be satisfactorily accomplished on earth. Being God in the Flesh, one might consider that it was unnecessary for Jesus to pray to God; but as with us, though God knows in advance what you will ask, and knowingLVAL in advance whether he will grant your petition or not, prayer is the act of submission to our heavenly Father, and the acknowledgement of our dependency upon him. It is an essential part of our relationship with God. Jesus submitted himself to the will of the Father, even as we are to do also. Christ is our model - our example to follow - and this demonstrates that if it was necessary for him, so also is it for us. \par 3.) Prayer is a function of the \i priesthood\i0 of the believer and is directed \i vertically\i0 to God. The priesthood function of the believer supports and makes possible the \i ambassadorship\i0 function of the believer which is \i horizontal\i0 and directed towards our fellow man. Jesus told us to remain in him and he will remain in us, and that apart from him we can do nothing of any spiritual significance. This is the priesthood function supporting the ambassadorial function of the believer. \par 4.) God is always to be consulted before making any decisions of any kind of import. Here Jesus was preparing to choose twelve of his disciples to be apostles, and their function in the world was to be of such a nature that careful consideration was essential, and consultation of the will of the Father was imperative. \par 5.) How well do you know your God? Confidence in God is only as good as your relationship with him. Decisions that are to be made within the parameters of the will of God can be made in confidence when your relationship with God is vibrant and fresh. \par Verses 13-16: \i\ldblquote And when it was day, he called unto him his disciples: and of them he chose twelve, whom he also named apostles; Simon, (whom he also named Peter,) and Andrew his brother, James and John, Philip and Bartholomew, Matthew and Thomas, James the son of Alphaeus, and Simon called Zelotes, and Judas the brother of James, and Judas Iscariot, which also was the traitor.\rdblquote\i0 \par 1.) After having prayed all night Jesus selected his apostles. You can go into any situation with conLVALfidence and take the initiative when knowing the will of God and possessing his sanction. \par 2.) Jesus had many disciples to choose from. God knew their hearts. Spiritual promotion comes from God. You cannot, nor should you try to promote yourself. If he does not promote you, you are not promoted. If you are promoted - fear not - where God guides, he provides. Though some may have wanted to promote themselves to his service, and others may have shyed away from it, it is Christ who promoted them and who chose them. (John 17:6). \par 3.) Their faith qualified them for appointment in God\rquote s service. Faith will qualify you for service. He knows your heart. Jesus selected disciples to be apostles - ambassadors of the Word - to spread the load even as Jethro counseled Moses. No man should think that he can do the work of God all alone, and no man is indispensable. God will always have those who are his to do his bidding; and if you cannot or will not, he will find someone else who will. The Gospel is a team effort and we all work together for a common purpose - realization of the will of God. His will is that none should perish, but that all should find repentance, believe, and be saved. Jesus also said that if any man is willing to do God\rquote s will, he will know whether the doctrine he teaches is his own, or is from the Father. Those willing to submit to the will of God find guaranteed results. \par 4.) Those whom God calls to service he equips. These chosen ones were to have a three and a half year apprenticeship under the guidance and tutelage of the master himself. Jesus needed to prepare men to carry on the propagation of the Gospel in his absence once he went to prepare a place for us. They needed on-the-job training. This is an example of the method we are to follow. For the new believer, the local assembly of saints (church), is his spiritual boot-camp. There he is to sit under the authority of a competent pastor-teacher and learn doctrine sufficient to mature him, prepare and equip hLVALim for meaningful service without stumbling and falling away. This method will reduce the amount of casualties and defections from the faith. We aren\rquote t to give new believers a \ldblquote job\rdblquote in the church until they have been properly oriented. \par 5.) All those chosen had differing personalities and dispositions. God uses all kinds. It is faith based upon knowledge that qualifies one for service. \par 6.) Apostle means \ldblquote sent ones\rdblquote . They were to be ambassadors representative of our Lord with a message to convey, power to substantiate the message, and with delegated authority. (Matthew chapter 10). \par 7.) There were 2 James\rquote , 2 Simons, and 2 Judas\rquote ; differentiation was required for clarification as to which was which. One, Judas, is called the brother of James; One, James, was called the son of Alphaeus; One, Simon, was called a zealot; and the last, Judas, had a last name unlike the others. \par Why did Jesus knowingly choose a traitor as was apparently also the will of the Father? The answer is in John 17:12; so that the scripture might be fulfilled. The omniscience and foreknowledge of God is in play here. The sovereignty of God did not make Judas Iscariot betray Christ into the hands of his enemies. The omniscience and foreknowledge of God, knowing the disposition of Christ\rquote s enemies, and also the heart of Judas concerning what he would do, as was prophesied hundreds of years prior in Old Testament scripture, allowed his will to be carried out by a sinner willing to sell out the Lord for thirty pieces of silver. In this way the justice of God was satisfied for all sinners choosing to believe and be saved. While we were yet sinners, Christ died for us, and Judas went to perdition, not as foreordained, but as foreknown by God. \par Verses 17-19: \i\ldblquote And he came down with them, and stood in the plain, and the company of his disciples, and a great multitude of people out of all Judea and Jerusalem, and from the sea coast of TyrLVALe and Sidon, which came to hear him, and be healed of their diseases; And they that were vexed with unclean spirits: and they were healed. And the whole multitude sought to touch him: for there went virtue out of him, and healed them all.\rdblquote\i0 \par 1.) Jesus apparently chose his apostles while still on the mountain, but then came down to a place where ministry could be performed more comfortably, for there was room. Quiet time from God alone in seclusion is a necessary part of our priesthood function, but then comes the time for ambassadorial function where we must go and be where the needs are to be met. Separation from the world is not to be misconstrued as isolation from sinners. Monasteries and monks are not what we were called to be and do. We are called to minister to the needs of God\rquote s people where they are to be found - meaning God\rquote s people in the world by creative right. That means getting down into the pig-pen where they are at and getting dirty in the process as we pull them out. We can minister without participating in debauchery and uncleanness by virtue of our mental separation from the things of the world as we minister to their needs. \par The Pharisees condemned Jesus for eating and drinking with sinners rather than remaining separate from them as Pharisees were wont to do; but Jesus said that he did not come to call the \ldblquote righteous\rdblquote to repentance, but sinners; and that the \ldblquote healthy\rdblquote do not need a physician, but they that are sin-sick. They will not come all the way to us; we must meet them half way. They will know nothing of the saving grace of God if we isolate ourselves from the world\rquote s sinners in the \ldblquote clique\rdblquote or \ldblquote social club\rdblquote of the local church. \par What we are to practice in essence is what can be called a \lquote mental separation\rquote where we are in and among sinners, without participating in their deeds. We are called to be salt and light in the world. How can LVALwe fulfil that charge apart from mixing with the world\rquote s people? We are all missionaries, in a sense, and we rub elbows with sinners every day. Those within our periphery are our mission field and we are to meet their pressing needs daily. Our vocation may not be our advocation, as with pastors, but we are still obligated to fulfill the divine commission of going into the world to proclaim the good news of salvation through Jesus Christ. \par 2.) Sometimes the pressing needs of people must be met before they will be receptive to the Gospel. Pressing needs can be a great distraction to receptivity. Personal illness, troubles, and crises, many times must be relieved in order to aid receptivity to God\rquote s message of salvation by grace through faith: love - genuine care and concern - in action. Jesus is about to teach the people. It is hard to assimilate doctrine while under pressure. A wise teacher will try to alleviate those pressing needs prior to instructing his pupils. God\rquote s grace is demonstrated in meeting those needs, and in meeting those needs we can demonstrate that we have a God who really cares about them. \par 3.) Meeting the needs of his people and alleviating their suffering is a way in which our God demonstrates his love for us. In past lessons it has been shown that the love of God is a subject love which seeks the highest good of the objects of that love based upon the qualities and characteristics of the one doing the loving - the qualities and characteristics of the object of that love being of no consequence. It is also self-sacrificial and impersonal. Personal love relies upon the attractive attributes and qualities of the object and vacillates - is subject to change. We may not like a person, but we are to love (care for) them. How else could we fulfill the command to love our enemies? God does not relate to us in that way. The love of God is based on his character and integrity and is not subject to change. \par Also, instruction of the people of God is an act LVALof love, because their well-being is the intent of such activity, and through instruction, the people of God can make right decisions based upon a position of strength - knowledge, rather than in a position of weakness - ignorance. It is written: \ldblquote My people are ruined for lack of knowledge.\rdblquote Hosea 4:6a. Knowledge delivers us from our worst enemy - ourselves - and in instruction, our highest good is met if we avail ourselves of the benefit. \par 4.) There was a great mix of people there. Many people had heard of Christ, and what he had done, and sought to see for themselves the One of whom they had heard. There were there disciples who were on positive volition towards God; and people who were not qualified as disciples, but merely curiosity seekers, and those seeking to gain from their association with Christ (Luke 14:25-35). Disciples are those who put life on hold, and follow Christ in order to learn and do the will of God, and become all that they can be in him. They seek to please God, no matter the cost. Then there were those who were candidates for discipleship, who had yet to hear, believe, and be saved, and follow Christ as their mentor and master. \par 5.) Motivation is a key factor in why a person comes to Christ. There were those who came to hear him. He had something worth saying, and worth being heard. It was noised abroad that Jesus was the Messiah, so many had a keen interest in this man and what he had to say. There was something to be gained (John 6:25-29). There was healing and deliverance from affliction and demons, and virtue came out of him and healed them all. These were the credentials which substantiated his message, and gave validity to his claims as the Messiah. He did what no other man had done, thus demonstrating and confirming that he was indeed sent from God, and that he was the Savior of the world. His message was to be heeded and obeyed. \par 6.) Jesus was always thinning out the crowds with hard sayings. He was never on bended knee begging peopleLVAL" to come to him. Examine yourselves, and your motivation, to see and determine why you have come to him. Was it for gain, advantage, or status? Was it to escape hell, or to get to heaven? These are self-serving reasons much as those held by the ones who followed him for what they could benefit. But if you came to him because you were personally bankrupt - lacking in several bonafide respects - and sought fulfillment in doing the will of God, then this is commendable and acceptable to God as a motivation for following Christ. For many, the reason for coming to Christ is motivated in immaturity, but later is replaced by a mature understanding based upon an accurate evaluation or assessment of their state. Their motivation for following Christ is replaced with service to him out of gratitude for what he has done for them - obedience to him because of who and what he is following a rational assessment of who and what we are in and of ourselves. \par \pard\par \cf2\f1\fs23\par \fs29\par } LVALeG{\rtf1\ansi\deff0{\fonttbl{\f0\froman\fprq2\fcharset0 Times New Roman;}{\f1\fnil\fprq2\fcharset2 Wingdings;}{\f2\fnil\fcharset0 Georgia;}} {\colortbl ;\red0\green0\blue0;\red0\green0\blue255;\red153\green51\blue0;} {\stylesheet{ Normal;}{\s1 heading 1;}{\s2 heading 2;}{\s3 heading 3;}{\s4 heading 4;}} {\*\generator Riched20 5.40.11.2210;}\viewkind4\uc1\pard\qc\lang1033\b\f0\fs24 CULTURAL BIBLE STUDY\par \pard\par \b0 Culture involves religion, science, music, art, architecture, literature, and language. Since there are studies already devoted to some of these they will be omitted here.\par \par \pard\fi-360\li360\b 1. MUSIC\par \b0\par \pard\fi-180\li540\f1\fs18\'a7\tab\f0\fs24 Can we know what it sounded like?\par \par \f1\fs18\'a7\tab\f0\fs24 What kind of instruments were used?\par \par \f1\fs18\'a7\tab\f0\fs24 What was the place of vocal music played in the life of these people?\par \par \f1\fs18\'a7\tab\f0\fs24 In what ways did the musical program of a nation influence another nation?\par \pard\par \pard\fi-360\li360\b 2. ART\par \b0\par \pard\li360 Did they carve statues in the round or chisel out bas reliefs?\par \par Were they given to painting and fresco productions?\par \par What can be said about handcrafts such as jewelry, pottery, furniture making, and cloth?\par \par What prohibitions were placed on art by God?\par \par \pard\fi-360\li360\b 3. ARCHITECTURE\par \b0\par \pard\li360 A logical place to begin in architecture is with the types and magnitude of Biblical buildings.\par \par The temple, tabernacle, city walls and gates, palaces of the rulers, etc. are mentioned in the Scriptures.\par \par The style of construction and the kind and source of materials used in building also must be considered.\par \par Influences brought to bear on architecture of Biblical peoples provide an interesting angle of investigation.\par \par \pard\fi-360\li360\b 4. LITERATURE AND LANGUAGE\par \b0\par \pard\li360 There are many languages that influence the Bible LVALlands--Hebrew, Aramaic, Egyptian, Babylonian, Assyrian, Hittite, Greek, Arabian and Canaanite dialects, and Persian.\par \par There are certain customs and sayings of the East that will become clear when we understand the framework of these languages.\par \par Notice the extent of their literature, the type of literature in different periods of time, and the influences of events which affected or produced these literary works, and the ways in which they influenced other literature or the progress of history.\par \pard\cf1\f2\fs23\par \cf2\b\fs28 EXAMPLE\par \par \i\f0\fs36 Music and Musical Instruments\~in the Hebrew Bible\~and Ancient Israel/Palestine\par \cf0\b0\fs24 Archaeomusicology explores the role of music\~in ancient Israel/Palestine cultures.\par \par \b\i0 By Theodore W. Burgh, Ph.D.\b0 \b\line\b0 University of Notre Dame,\~\line Departments of Anthropology and Theology\~\~ \par \pard\sb100\sa100\~\~\~ Music is a vital part of all cultures past and present. This unique form of communication conveys instruction and facilitates rituals and religious ceremonies as well as entertains. Artifacts and ancient texts reveal that the people of ancient Israel/Palestine and the surrounding Near East wove music into nearly every aspect of society. Sacrifices, the celebration of victorious battles, and prophetic activity are just a few of the ways in which the ancients incorporated music.\~\par Archaeomusicology, also known as music archaeology, is a discipline that specifically explores past music cultures through archaeological artifacts and texts. This field of study provides a unique lens through which to research and comprehend previous societies and lifeways. Although archaeomusicology is a burgeoning discipline, scholars have been researching musical instruments of the Ancient Near East and Israel/Palestine for some time. Early studies of music and instruments focused on textual analyses, but they were nonetheless the embryos of archaeomusicology. Written explorations of musical instrLVALuments mentioned and described in the Hebrew Bible date to as early as the 17th century. Some of the first recorded works include Abraham ben David Portaleone\rquote s Shilte ha Gibborim (1612), Michael Praetorius\rquote Syntagma Musicum (1650), and Athanasius Kircher\rquote s Musurgia Universalis (1650). Each concentrated on musical descriptions of the Hebrew text, the primary resource of the period. Archaeological data were not a major part of their studies; yet, these pioneering scholars established a solid foundation for the field.\~\~\par \pard\~\~\~ The 18th and 19th centuries brought sources that developed from the earlier predecessors. Charles Burnay\rquote s \i A General History of Music\i0 (1789) and Carl Engels\rquote \i Music of the Hebrews\i0 (1864) are classic studies that combined literary, ethnological, and some archaeological research methodologies. This new direction involving interdisciplinary studies set the stage for increased growth and development in theory and method.\~\~\par \par \pard\sb100\sa100\~\~\~ The 20th century witnessed a continuation of developing interdisciplinary methodologies into the field, as well as more diverse questions and deeper theoretical exploration. Contributions from Sachs (1940), Bayer (1963), and Sendrey (1969) propelled the discipline to another level.\~\par \~\~\~ Archaeomusicology in the 21st century continues its interdisciplinarity. In addition to sound archaeological description and analysis, the field is moving toward strong theoretical approaches and the employment of anthropological models in an attempt to address inquiries more thoroughly. Scholars researching various regions are developing cross-cultural strategies regarding archaeomusicological theory and method in research.\~\par \pard\s4\sb100\sa100\cf2\b Divisions and Types of Instruments\~\line of Ancient Israel/Palestine\~\~\par \pard\sb100\sa100\cf0\b0\~\~\~ Materials used in the construction of instruments, wood, animal viscera (strings) and skins (drum heads), and strinLVALg, do not survive well in the archaeological record; thus, physical data for instruments derive primarily from iconographic depictions, partial instrument remains, and textual data. These sources provide information for classification and typology. Categorizing instrument types by characteristics such as shape, design, and construction allow observation and comparative analysis. This taxonomy also assists in understanding possible regional and ethnic attributes among instruments. Note the following instrumental grouping systems:\~\~\par \trowd\trgaph10\trleft-10\trpaddl10\trpaddr10\trpaddfl3\trpaddfr3 \cellx8630\pard\intbl\b Chordophones\b0 are instruments in which strings constructed from various materials are stretched across the surface. When struck, the strings vibrate to produce sound and may be amplified by a sound box or resonator. Chordophone examples from the Hebrew text and archaeology are lyres and harps (kinnor, nevel). These instrument types often appear in religious ceremonies (e.g., I Chron. 16: 4-7).\~\~\cell\row\trowd\trgaph10\trpaddl10\trpaddr10\trpaddfl3\trpaddfr3 \cellx8640\pard\intbl\b Aerophones\b0 are wind-blown instruments. The player blows air across an opening in one end of the instrument through a reed (single or double) or employs a mouthpiece (e.g., trumpet) to produce sound. Aerophones from Israel/Palestine culture include the flute (shofar) and the double-pipe (chalil) (e.g., Lev. 23:24; I Kings 1:40).\~\~\cell\row\pard\par \b Membranophones\b0 are instruments that consist of a membrane stretched across an opening and the surface is struck. The most common membranophone is the drum. In Israel/Palestine and most of the Ancient Near East, the frame drum (tof) was extremely popular. This particular membranophone played a major role in the instruments used in religious performance and victorious battle celebrations (e.g., Exod. 15:20; I Sam. 18:6-7).\~\b Idiophones\b0 are self-sounding instruments, or instruments that produce sound from the instrument\rquote s materiLVALal of construction. Examples include rattles and bull-roarers. Rattles possibly served in religious celebrations as well as functioned as children\rquote s toys.\~\line\line Typically made of clay, these idiophones involve simple construction (shape examples include anthropomorphic figures, juglets, and spools) and have been found through most chronological periods in Israel/Palestine. It must be noted that translation of the Hebrew term is still debated. The word derives from the root nua, to shake. Some understand the term as rattle, while others have employed castanet (e.g., 2 Sam. 6:5).\par \par \cf2\b Types of Musical Artifacts\~\line from Israel/Palestine and the Surrounding Near East\~\par \cf3\b0\par \cf0\b Plaques/Mold-Made Figurines\b0 . Depictions of musicians often appear in plaque or mold-made figurines. These artifact types are made from molds. The figures (ca. 4-6 inches in height) can stand alone or may lean against another object. Plaques found in Israel/Palestine depict persons who appear to be women with frame drums. Excavations at Megiddo, Beth-Shean, and Tel Ira have produced plaque figurines of this type. Most of the figurines date to the Iron Age (1200-586 BCE).\par \par \b Iconographic Depictions\b0 . Line drawings found on ivory pieces (Megiddo), platters (Idalion, Cyprus), etched in stone (Megiddo) and potsherds (Kuntillet Ajrud) show persons with instruments and musical scenes. The artisans\rquote iconographic representations include lyre players, flutists, and dancers. The exact context of each depiction is uncertain, but scenes display what appear to be persons of royalty as well as musicians and dancers involved in actual performance. Some scholars have suggested that the figures may be representations of deities (e.g., Kuntillet Ajrud, possible representation of Asherah) or pictorial representations of traditional myths (e.g., Orpheus Jug).\~\~\par \par \b Figurines in the Round\b0 . There are several figurines in the round of women with frame drums. ExcavationsLVAL in Cyprus and several of the coastal cities of Israel/Palestine (e.g. Shikmona and Achzib) have produced excellent representations of women with frame drums. Textual and archaeological data have demonstrated that women often played the frame drum in Israel/Palestine and surrounding Near Eastern cultures.\~\~\par \par \b Seals\b0 . Stamp and cylinder seals throughout the Near East possess images of musical scenes. Instrumentation includes chordophones, aerophones, and membranophones. Seals from Ashdod, Nebo, and Tel Keisan display scenes of lyre and double-pipe players.\par \par \pard\s4\sb100\sa100\cf2\b Musical Performers in Ancient Israel/Palestine\~\par \pard\sb100\sa100\cf0\b0\~\~\~ The earliest textual reference in the Hebrew text explains that Jubal was the ancestor of inventing instruments, but the text mentions only two instruments: kinnor (lyre) and ugav (pipe) (Gen. 4:21). Interestingly, this particular passage does not discuss other instruments or musical performers. Nevertheless, data have shown that the Israel/Palestine culture incorporated several instrument types as well as men and women as performers. It appears that both groups played instruments in various cultural contexts (e.g., transportation of the Ark), and they also performed to gather in specific instances (celebrations involving \ldblquote all of Israel,\rdblquote I Kings 1:40). The Hebrew text describes instances of groups of women with frame drums and singing to commemorate acts of God and triumph in battle (Exod. 15:20; Judg. 11:1-40; I Sam. 18:6-7).\~\par \pard\s4\sb100\sa100\cf2\b Surrounding Ancient Near Eastern Cultures and Music\par \pard\sb100\sa100\cf0\b0\~\~\~ Numerous cultures existed during the period of the Hebrew Bible, and we have musical data that display distinguishing characteristics of them, but the cultures also shared instrument types and musical performance styles, i.e., the remains of an Edomite rattle found at the site Qitmit. The rattle is a head wearing a three-horned hat of some kind. The LVALrattle reveals an aspect of instrument typology in Edomite culture (Braun 1999: III/5-13).\~\~\par \~\~\~ Mesopotamian artifacts show several iconographic scenes. One in particular is an alabaster relief from the south wall of Sennacherib\rquote s temple (704-681 BCE). The scene possibly depicts three captured Judahites performing on lyres (Rashid 1984: 122, Ill. 142).\~\~\par \~\~\~ Egypt developed a highly elaborate musical system and, therefore, possesses the most musical examples. In addition to many unique chordophones, membranophones, and aerophones, the sistra, an idiophone or rattle-like instrument, appears in several Near Eastern contexts, including Israel/Palestine. This instrument served in a religious capacity as the Egyptian goddess Bastet is depicted holding the idiophone (Braun 1999: III/3-5; III/5-13).\par \pard\s4\sb100\sa100\cf2\b Summary\~\par \pard\cf0\b0 We understand that people of the past made music an essential fabric in nearly every way of life. Its discussion by ancient writers and its appearance in the archaeological record demonstrate the importance of music. Music can demand the center of attention, casting sheets of sound at listeners, and work surreptitiously, hardly noticeable, while tying together the components of an event. Music reveals much information about the past if we take the time to listen.\par \cf1\f2\fs23\par \pard\fs29\par } LVAL H{\rtf1\ansi\deff0{\fonttbl{\f0\froman\fprq2\fcharset0 Times New Roman;}{\f1\fnil\fprq2\fcharset2 Wingdings;}{\f2\fnil\fcharset0 Georgia;}} {\colortbl ;\red0\green0\blue255;\red0\green0\blue0;} {\*\generator Riched20 5.40.11.2210;}\viewkind4\uc1\pard\qc\lang1033\b\f0\fs24 INDUCTIVE BIBLE STUDY\par \pard\b0\par In the INDUCTIVE method of Bible study the emphasis is placed upon reasoning from particular facts or individual cases to general conclusions. This will require inquiry, investigation, scrutiny, and a great deal of stress on observation.\par \par \b STEP ONE: Read the portion to be studied through without interruption\par \b0\par \pard\fi-180\li180\f1\fs18\'a7\tab\f0\fs24 As you read see if you notice the main outline of the book.\par \f1\fs18\'a7\tab\f0\fs24 Notice the overall, general idea he is presenting.\par \f1\fs18\'a7\tab\f0\fs24 Notice where he makes a slight turn to another subject.\par \pard\par \b STEP TWO: Read it through as many times as you have time to read it\par \b0\par \pard\fi-180\li180\f1\fs18\'a7\tab\f0\fs24 After a more careful reading, you should be able now to jot down sub-points to the main divisions of the material.\par \f1\fs18\'a7\tab\f0\fs24 If you do not know where the paragraphs are, read it in a Bible that divides it into paragraphs.\par \pard\par \b STEP THREE: Make an outline of the material\par \par STEP FOUR: Begin a study of each paragraph\par \b0\par \pard\fi-180\li180\f1\fs18\'a7\tab\f0\fs24 Observe what was said. Do not merely look, but scrutinize, analyze, and digest the text.\par \f1\fs18\'a7\tab\f0\fs24 Stay with a portion until looking becomes seeing.\par \f1\fs18\'a7\tab\f0\fs24 You should spend an hour digging into the first paragraph.\par \f1\fs18\'a7\tab\f0\fs24 What do you see that you never saw before? Write down the answers to that question.\par \pard\par \b STEP FIVE: Make inductions from what you have studied\par \b0\par \pard\fi-180\li180\f1\fs18\'a7\tab\f0\fs24 Draw reasonable conclusions from the facts yoLVALu see.\par \pard\par ASK AND ANSWER QUESTIONS:\par \tab Why is the paragraph in this book?\par \tab Why is it where it is?\par \tab Who are the people and why are they mentioned?\par \tab What is their connection with the main character in the book?\par \tab What geographical locations and time elements are included and why?\par \tab What do they contribute to the narrative?\par \pard\li720 Try looking at the text from the standpoint of an artist, dramatist, musician, sportsman, housewife, or an individual in some other walk of life.\par Imagine living the situation as a person in some other vocation would live it.\par \pard\tab Compare Scripture with Scripture.\par \tab What is this material teaching generally?\par \par \b STEP SIX: Chart the material\par \b0\par Charting enables a person to organize and visualize the essential material which he finds in a book, a story, a paragraph, etc.\par The simplest form of charting is found in the Book Method of Bible Study.\par \par Place across the top of the sheet the main divisions; on the next line place the section headings (sub-points in the outline); then place the paragraph names on slanting lines between the section headings and the main body of the chart.\par \par Now along the left margin of the page, list the subjects you wish to trace, such as God, prayer, etc. When lines are drawn down from the top of the page in places where divisions come between the second headings and horizontally between the subjects traced, convenient boxes will be available for notations concerning the development of the subject in that particular section. The following is an example of this.\par \par DIVISIONS\par SECTIONS\par PARAGRAPHS\par \par \par \par \par SUBJECTS\par TO BE\par TRACED\par \par \cf1\b\f2\fs28 EXAMPLE\par \par \pard\qc\cf0\f0\fs24 BOOK OF ACTS: INDUCTIVE BIBLE STUDY [EXAMPLE]\par \pard\b0 Chapter 1 - The last day of Jesus on the earth with His di LVALsciples.\par Chapter 2 - The beginning of the Christian community [including the outpouring of the Holy Ghost, the sermon preached by Peter, the salvation message received by 3000, and the beginnings of the Christian community in fellowship].\par Chapters 3 to 7 - The operation of the Jerusalem church [including the healing of the lame man at the gate beautiful, the reaction by the officials of Judaism, the having all things in common that involved Ananias and Sapphira, the first problem caused by the Grecian women, and the martyrdom of Stephen].\par \par Chapters 8 to 12 - The scattered or persecuted church [including the persecution in which Paul was largely a part, Paul's conversion, the opening of the church to Cornelius, the imprisonment and release of Peter]Chapters 13 to 28 - The ministry of the Apostle Paul [including the three missionary journeys].\par Using the same facts we come to the conclusion: (this time, with an inductive Bible study, it is an observation instead of an interpretation)\par The book of Acts is the doorway to the Gentile Church. The first half gives the foundation of the Gentile church in Judaism, and the latter half gives the account of the opening of the Gentile church, first by Peter who had the keys of the kingdom, and then by the Apostle Paul who carried the Gospel throughout Europe.\par \par \cf2\f2\fs23\par \fs29\par } LVALUH{\rtf1\ansi\deff0{\fonttbl{\f0\froman\fprq2\fcharset0 Times New Roman;}{\f1\fnil\fprq2\fcharset2 Wingdings;}{\f2\fswiss\fprq2\fcharset0 Verdana;}{\f3\fscript\fprq2\fcharset0 Comic Sans MS;}{\f4\fmodern\fprq1\fcharset0 Courier New;}{\f5\fnil\fprq2\fcharset2 SPTiberian;}{\f6\fnil\fcharset0 Georgia;}} {\colortbl ;\red0\green0\blue255;\red255\green0\blue0;\red0\green128\blue0;\red0\green0\blue0;} {\stylesheet{ Normal;}{\s1 heading 1;}{\s2 heading 2;}} {\*\generator Riched20 5.40.11.2210;}\viewkind4\uc1\pard\qc\lang1033\b\f0\fs24 LITERARY BIBLE STUDY\par \pard\b0\par \b BIBLE POETRY\par \b0\par The books of Job, Psalms, Proverbs, Ecclesiastes, the Song of Solomon, and Lamentations are poetry.\par \par \b PARALLELISM (Synonymous)\par \b0\par \tab The second line essentially repeats the first:\par \tab "Jehovah, how are mine adversaries increased!\par \tab Many are they that rise up against me."\par \par \b PARALLELISM (Antithetic)\par \b0\par \tab The second line is opposite of the first:\par \tab "For Jehovah knoweth the way of the righteous;\par \tab but the way of the wicked shall perish."\par \par \b PARALLELISM (Synthetic)\par \b0\par \tab The second or succeeding lines add to the first line:\par \tab "Blessed is the man that walketh not in the counsel of the ungodly,\par \tab nor standeth in the way of sinners,\par \tab nor sitteth in the seat of the scornful."\par \par \b PARALLELISM (Emblematic)\par \b0\par \tab The second line illustrates the first:\par \tab "As the hart panteth after the waterbrooks,\par \tab So panteth my soul after Thee, O God!"\par \par \b ACROSTIC\par \b0\par \tab Sets of letters form words vertically as well as horizontally:\par \par \tab God so loved the world that He gave His\par \tab Only begotten\par \tab Son, that whosoever believeth in Him should not\par \tab Perish, but have\par \tab Everlasting \par \tab Life!\par \par \pard\fi-180\li900\f1\fs18\'a7\tab\f0\fs24 Lamentations 1, 2, and 4 are perfect single acrostics. ChapterLVAL three has 66 verses, multiples of 22 and three verses begin with each letter of the alphabet.\par \f1\fs18\'a7\tab\f0\fs24 Psalm 119 has 8 verses in each section, each starting with a letter of the alphabet.\par \pard\par \b DRAMA: Book of Job\par \b0\tab This is acted poetry. \par \par \b EPIC: Story of Balaam\par \b0\tab Narrative poetry that deals with heroic action.\par \par \b LYRIC IDYL: Song of Solomon\par \b0\tab Descriptive or narrative poem that is pastoral in nature.\par \par \b ODE: Deborah's song of Judges 5 and Miriam's song in Exodus 15.\par \pard\li720\b0 Of greater elaboration and structural consciousness than other poetry characterized by nobility of sentiment and dignity of style.\par \pard\par \b ELEGY: Lamentations, Psalm 74, 80, 137; 2 Samuel 1:19+\par \b0\tab This is used primarily in mourning.\par \par \b BIBLE PROSE\par \b0\par \pard\fi-360\li360\b 1. HISTORY\par \pard\b0\par \pard\li720 The branch of knowledge which records and explains past events.\par \pard\par \pard\fi-360\li1080 (1) Primal or primitive history\emdash the period preceding the appearance of the Hebrews as a nation.\par \par (2) Constitutional history\emdash Exodus, Leviticus, and Numbers. A record of the revelation of the government of God.\par \par (3) Incidental history\emdash Joshua, Judges, 1 Samuel. There were epic incidents joined by other forms.\par \par (4) General history\emdash Samuel, Kings, Chronicles. Systematic accounts of successive reigns.\par \par (5) Ecclesiastical history\emdash Ezra, Nehemiah. Books dealing with Jewish religion and restoration .\par \pard\par \pard\fi-360\li360\b 2. RHETORIC: Expressive discourse. Book of Deuteronomy.\par \par 3. EPISTOLARY CORRESPONDENCE: Letters to the churches (Epistles).\par \par 4. PHILOSOPHY OR WISDOM LITERATURE:\par \pard\b0\par \pard\li720 Books which concern themselves with the riddle of life.\par \par Books related constantly to the nature of one's conduct in life.\par \par LVALBrief epigrammatic sayings, such as the Proverbs.\par \par Reflections on philosophies of life such as Ecclesiastes.\par \par Dramatic unfolding of a problem of life as in Job.\par \pard\par \b 5. SHORT STORIES: Book of Ruth and Jonah.\par \par \cf1\fs28 EXAMPLE\par \par \pard\s2\sb100\sa100\sl288\slmult1\qc\cf0\f2 ELEMENTS OF BIBLE LITERATURE\par LITERARY BIBLE STUDY [EXAMPLE]\par \pard\s2\sb100\sa100\sl288\slmult1 Chiasm: Saying things forwards and backwards\par \pard\sb100\sa100\b0\f3\fs18 The arrangement of elements (e.g. of a text) in the form of mirror-like reflection is called "Chiasm" (adjective = chiastic): ABba or abcd*DCBA. Since we became aware of how much biblical authors like to arrange texts in patterns we have discovered many examples of chiasm. These are both large scale (where the echoed element is a phrase, sentence or idea) and small scale (where it is words or sounds that are echoed). E.g. Am\~{\field{\*\fldinst{HYPERLINK "http://www2.auckland.ac.nz/acte/pmb/txt5.htm" \\\\\\\\\\\\\\\\l "997208" \\\\\\\\\\\\\\\\t "Frame30834" }}{\fldrslt{\cf1 5:4-6a:}}}\cf0\f3\fs18\par For thus says the LORD to the house of Israel:\~\par \~ "\cf2\b Seek\cf0\b0 me and \cf2\b live\cf0\b0 ;\~\~\~\~\~\~\~\~\~\~ \~\~\~\~\~\~\~\~\~\~\~a\line\~\~\~\~ but do not seek \cf1\b Bethel\cf0\b0 ,\~\~\~\~\~\~\~\~\~\~\~\~\~\~\~\~\~b\line\~\~\~\~\~\~ and do not enter into \cf3\b Gilgal\cf0\b0\~ \~\~\~\~\~\~\~\~\~\~c\line\~\~\~\~\~\~\~\~ or cross over to Beer-sheba;\~ \~\~\~\~\~\~\~\~*\line\~\~ \~\~\~\~\cf3\b Gilgal\cf0\b0 will surely go into exile, \~\~\~\~\~\~\~C\line\~\~\~\~\~and \cf1\b Bethel\cf0\b0 shall come to nought."\~B\line\~\~\~\cf2\b Seek\cf0\b0 the LORD and \cf2\b live\cf0\b0 ,\~\~\~\~\~\~\~\~\~\~\~\~\~\~ A\line lest he break out like fire in the house of Joseph,\~\line\~\~\~and it devour, with none to quench it for Bethel.\par {\field{\*\fldinst{HYPERLINK "http://www2.auckland.ac.nz/acte/pmb/bible/is1.htm" \\\\\\\\\\\\\\\\l "21" \\\\\\\\\\\\\\\\t "Frame30834" }}{\fldrslt{\cf1 Is 1.LVAL21-26}}}\cf0\f3\fs18 provides an example on a larger scale:\par \pard\tx916\tx1832\tx2748\tx3664\tx4580\tx5496\tx6412\tx7328\tx8244\tx9160\tx10076\tx10992\tx11908\tx12824\tx13740\tx14656\b\f4 21\~\~\~\~\~ See how the \cf2 faithful city\cf0\f0\par \~\~\~\~\~\~\~\~\f4 has become a harlot!\par \~\~\~\~\~\~\~ She once was full of justice;\par \~\~\~\~\~\~\~\~ righteousness used to dwell in her-\par \~\~\~\~\~\~\~\~ but now murderers!\par 22\~\~\~\~\~ Your silver has become \cf1 dross\cf0 ,\par \~\~\~\~\~\~\~\~ your choice wine is \cf1 diluted with water\cf0 .\par 23\~\~\~\~\~ Your \cf1 rulers\cf0 are rebels,\par \~\~\~\~\~\~\~\~\~ companions of thieves;\par \~\~\~\~\~\~\~ they all love bribes\par \~\~\~\~\~\~\~\~\~ and chase after gifts.\par \~\~\~\~\~\~\~ They do not defend the cause of the fatherless;\par \~\~\~\~\~\~\~\~\~ the widow's case does not come before them.\par 24\~\~\~\~\~ Therefore the Lord, the LORD Almighty,\par \~\~\~\~\~\~\~\~\~ the Mighty One of Israel declares:\par \~\~\~\~\~\~\~ "Ah, I will get relief from my foes\par \~\~\~\~\~\~\~\~\~ and avenge myself on my enemies.\par 25\~\~\~\~\~\~ I will turn my hand against you;\~\par \~\~\~\~\~\~\~\~\~ I will thoroughly purge away your \cf1 dross\cf0\f0\par \~\~\~\~\~\~\~\~\~\f4 and remove all your \cf1 impurities\cf0 .\par 26\~\~\~\~\~\~ I will restore your \cf1 judges\cf0 as in days of old,\par \~\~\~\~\~\~\~\~\~ your \cf1 counselors\cf0 as at the beginning.\par \~\~\~\~\~\~\~\~ Afterwards you will be called\par \~\~\~\~\~\~\~\~\~ the City of Righteousness,\par \~\~\~\~\~\~\~\~\~ the \cf2 Faithful City\cf0 ."\par \pard\sb100\sa100\b0\f3 V. 26b echoes v. 21, vv. 25-26a echo 22-23 and v. 24 is the hinge upon which the thought turns, thus this verbal structuring device also indicates the message, which speaks of reversal.\par \pard\s2\sb100\sa100\sl288\slmult1\b\f2\fs28 Cohesion: How text sticks together\par \pard\sb100\sa100\b0\f3\fs18 In our everyday reading we seldom need to think about what "sticks the texLVALt together". Our everyday texts have one author and reach us in a final polished form, if they are formal printed texts they have even had the small errors and confusions "ironed out" by professional editors. With most biblical texts however none of these things can be assumed. Many of the texts we have in the Bible are the product of a tradition, with pieces added at different times. For example, it is unlikely that Amos had the leisure to compose a book (see the story about him {\field{\*\fldinst{HYPERLINK "http://www2.auckland.ac.nz/acte/pmb/txt7.htm" \\\\\\\\\\\\\\\\l "997661" \\\\\\\\\\\\\\\\t "Frame30834" }}{\fldrslt{\cf1 7:10-17}}}\cf0\f3\fs18 for a hint about his lifestyle). Most likely friends or disciples were the first to remember, then write down his preaching. It is also {\field{\*\fldinst{HYPERLINK "http://www2.auckland.ac.nz/acte/pmb/rr.htm" \\\\\\\\\\\\\\\\l "1002917" }}{\fldrslt{\cf1 likely}}}\cf0\f3\fs18 that as time passed other generations of disciples added to the collection, and that their additions were filtered through the concerns of their time.\par Reading such a text we cannot just assume cohesion. We need to ask: how is this passage or book cohesive?\par Cohesion can be produced by two sorts of textual feature: structure and meaning.\par Structural cohesion is also of two different sorts. The conventional nature of the {\field{\*\fldinst{HYPERLINK "http://www2.auckland.ac.nz/acte/pmb/genre.htm" \\\\\\\\\\\\\\\\l "997504" }}{\fldrslt{\cf1 forms}}}\cf0\f3\fs18 of particular {\field{\*\fldinst{HYPERLINK "http://www2.auckland.ac.nz/acte/pmb/genre.htm" \\\\\\\\\\\\\\\\l "997470" }}{\fldrslt{\cf1 genres}}}\cf0\f3\fs18 of text produce cohesion. For example, {\field{\*\fldinst{HYPERLINK "http://www2.auckland.ac.nz/acte/pmb/genre.htm" \\\\\\\\\\\\\\\\l "997534" }}{\fldrslt{\cf1 judgment oracles}}}\cf0\f3\fs18 usually contain an accusation linked to a judgment. So, if a passage contains a message of judgment follows one which accuses, the text will be read as cohesive.\par LLVALinks can be made within a text by the words used. Words which refer back ("anaphoresis") or forwards ("cataphoresis") - we know who "I" is in {\field{\*\fldinst{HYPERLINK "http://www2.auckland.ac.nz/acte/pmb/txt1_2.htm" \\\\\\\\\\\\\\\\l "996976" \\\\\\\\\\\\\\\\t "Frame30834" }}{\fldrslt{\cf1 Am 2:9}}}\cf0\f3\fs18 because of the phrase {\field{\*\fldinst{HYPERLINK "http://www2.auckland.ac.nz/acte/pmb/txt1_2.htm" \\\\\\\\\\\\\\\\l "996964" \\\\\\\\\\\\\\\\t "Frame30834" }}{\fldrslt{\cf1 Am 2:6}}}\cf0\f3\fs18 "Thus says Adonai"; likewise the "thus" can only be understood because of what follows. Conjunctions and words which make logical connections also link two parts of a text. {\field{\*\fldinst{HYPERLINK "http://www2.auckland.ac.nz/acte/pmb/" \\\\\\\\\\\\\\\\l "997690" }}{\fldrslt{\cf1 Repetition}}}\cf0\f3\fs18 also produces cohesion.\par Although cohesion helps {\field{\*\fldinst{HYPERLINK "http://www2.auckland.ac.nz/acte/pmb/" \\\\\\\\\\\\\\\\l "997697" }}{\fldrslt{\cf1 coherence}}}\cf0\f3\fs18 , it does not necessarily produce it.\par \pard\s2\sb100\sa100\sl288\slmult1\b\f2\fs28 Coherence: Sense or nonsense\par \pard\sb100\sa100\b0\f3\fs18 A coherent text "makes sense". Its parts work together and produce an effect on the reader. An incoherent text "does not work". (Except in the extreme case of nonsense poetry.) To be coherent a text must be {\field{\*\fldinst{HYPERLINK "http://www2.auckland.ac.nz/acte/pmb/" \\\\\\\\\\\\\\\\l "997579" }}{\fldrslt{\cf1 cohesive}}}\cf0\f3\fs18 , but this is not enough alone. The following imaginary example is cohesive but not coherent:\par "The cat sat on the mat but mats are made of straw. Cat has three letters and this is from Mary. His letter is green, however, mat has three letters."\par Coherence implies relevance and meaning too.\par \pard\s2\sb100\sa100\sl288\slmult1\b\f2\fs28{\field{\*\fldinst{HYPERLINK "http://www2.auckland.ac.nz/acte/pmb/sounds/ellipsis.ra" }}{\fldrslt{\cf1 Ellipsis}}}\cf0\f2\fs28 : Not saying what you mean\par \pard\sb100\sa10LVAL0\b0\f3\fs18 Means "leaving out" certain words so that they are understood by the reader but not expressed in the text. Ellipsis produces an economical and compact text. Hebrew has a greater tendency to ellipsis than English and poetry than prose. (Paradoxically the word "ellipsis" comes from Greek meaning "leave in"! Presumably the notion is that ellipsis leaves a gap in the sentence?)\par \pard\s2\sb100\sa100\sl288\slmult1\b\f2\fs28 Irony: Saying What You Don't Mean & Meaning What You Didn't Say!\par \pard\sb100\sa100\b0\f3\fs18 Irony is a form of speech where the surface meaning is different from that intended by writer or speaker. So text which criticizes or makes fun of something or someone while seeming to speak positively of them is ironic (e.g. {\field{\*\fldinst{HYPERLINK "http://www2.auckland.ac.nz/acte/pmb/txt4.htm" \\\\\\\\\\\\\\\\l "997127" \\\\\\\\\\\\\\\\t "Frame30834" }}{\fldrslt{\cf1 Am 4:4-5}}}\cf0\f3\fs18 ).\par Irony is the opposition between the overt sense of the words of the text and the intended meaning (or in the case of what is called "dramatic irony" between what a character believes and the narrative reality).\par This means that a reader who "misses it" will misunderstand an ironic text totally!\par One definition of irony makes this clear: when the evident sense of the words of a text is absurd (and not because of the use of metaphoric language), but when the reverse of this evident sense is possible, the text is ironic.\par Other indications are also sometimes present in the text. E.g.\~Jer\~9:17-18:\par \pard\tx916\tx1832\tx2748\tx3664\tx4580\tx5496\tx6412\tx7328\tx8244\tx9160\tx10076\tx10992\tx11908\tx12824\tx13740\tx14656\b\f4 17\~ Thus says the LORD of hosts:\~\par \~\~\~\~\~\~\~ "Consider, and call for the mourning women to come;\~\par \~\~\~\~\~\~\~\~\~\~\~\~\~\~\~ send for the skilful women to come;\par 18\~ let them make haste and raise a wailing over us,\~\par \~\~\~\~\~\~\~\~\~\~\~\~\~\~\~ that our eyes may run down with tears,\~\par \~\~\~\~\~\~\~\LVAL~\~\~\~\~\~\~\~\~\~\~\~\~\~\~\~ and our eyelids gush with water.\par \pard\sb100\sa100\b0\f3 Here the ironic intent is signaled by the repetition and verbose style which slow the reader whilst the text demands that the women addressed "make haste"!\par Irony tending towards {\field{\*\fldinst{HYPERLINK "http://www2.auckland.ac.nz/acte/pmb/" \\\\\\\\\\\\\\\\l "997692" }}{\fldrslt{\cf1 sarcasm}}}\cf0\f3\fs18 is frequent in the prophets (e.g. {\field{\*\fldinst{HYPERLINK "http://www2.auckland.ac.nz/acte/pmb/txt4.htm" \\\\\\\\\\\\\\\\l "997112" \\\\\\\\\\\\\\\\t "Frame30834" }}{\fldrslt{\cf1 Am 4:1ff}}}\cf0\f3\fs18 .) as it is in the debates in the book of Job (e.g. Job 12:2). In general the function of a biblical book will indicate whether irony is likely to be common (thus, while common in Prophets, it is rare in Psalms, whose goal is worship not {\field{\*\fldinst{HYPERLINK "http://www2.auckland.ac.nz/acte/pmb/pp.htm" \\\\\\\\\\\\\\\\l "1002985" }}{\fldrslt{\cf1 polemic}}}\cf0\f3\fs18 ).\par Sometimes, irony is overtly indicated, Mic 2:6 provides a brief example: "`Do not preach' -- thus they preach -- `one should not preach of such things; disgrace will not overtake us.'" The use of the same word for the activity "they" wish to forbid and for their act of forbidding it makes the real sense clear.\par \pard\s2\sb100\sa100\sl288\slmult1\b\f2\fs28 Parallelism in Hebrew Poetry\par \pard\sb100\sa100\b0\f3\fs18 Even a simple reading of Hebrew poetry in translation makes us aware of parallelism - of pairs of lines which in some way seem to echo each other. Within Ps 2:1-5 for example there is a kind of "thought rhyme" as the lines echo and repeat.\par The Rabbis noticed this in the middle ages and Bishop Robert Lowth, in 1753, published his \i De Sacra Poesi Hebraeorum Praelectiones Academicae \i0 which marks the beginning of widespread and systematic analysis of this phenomenon.\par Following Lowth it has been conventional to distinguish three major sorts of relation between the lines: synonymic, anLVALtithetic and synthetic -\par \pard\li720\ri720\sb100\sa100\b synonymic \b0 seen in {\field{\*\fldinst{HYPERLINK "http://www2.auckland.ac.nz/acte/pmb/ps2.htm" }}{\fldrslt{\cf1 Ps 2:1-5}}}\cf0\f3\fs18 ;\par \b antithetic \b0 in Ps 2:12 but better in Prov 10.1 (this form is especially common in Proverbs);\par \b synthetic \b0 is where the thought simply progresses {\field{\*\fldinst{HYPERLINK "http://www2.auckland.ac.nz/acte/pmb/ps2.htm" }}{\fldrslt{\cf1 Ps 2:6-7}}}\cf0\f3\fs18 - it is not therefore really parallelism in the sense outlined!\par \pard\sb100\sa100 Recently it has become popular to distinguish many more relationships between lines some of which differ only slightly, and also to recognise grammatical as well as semantic repetitions. This leads to suggestions ranging from the non-existence of Hebrew Poetry to various clarifications and extensions of the idea of parallelism.\par Where the relationship is generally synonymic the second line, usually at least, seems to add something to the first -\par \pard\li720\ri720\sb100\sa100\b clarification\b0 : {\field{\*\fldinst{HYPERLINK "http://www2.auckland.ac.nz/acte/pmb/ps2.htm" \\\\\\\\\\\\\\\\l "anchor911059" }}{\fldrslt{\cf1 vv. 1 & 2}}}\cf0\f3\fs18 ; sometimes the clarification is in greater\par \b precision\b0 : {\field{\*\fldinst{HYPERLINK "http://www2.auckland.ac.nz/acte/pmb/ps2.htm" \\\\\\\\\\\\\\\\l "anchor914113" }}{\fldrslt{\cf1 v. 4}}}\cf0\f3\fs18 (the "one enthroned in heaven" is the LORD, his name is used in the second line, but only a description in the first);\par \b progression \b0 is added in {\field{\*\fldinst{HYPERLINK "http://www2.auckland.ac.nz/acte/pmb/ps2.htm" \\\\\\\\\\\\\\\\l "anchor920451" }}{\fldrslt{\cf1 v. 3}}}\cf0\f3\fs18 : the bonds are first broken, then thrown off;\par \b intensification \b0 is also seen in {\field{\*\fldinst{HYPERLINK "http://www2.auckland.ac.nz/acte/pmb/ps2.htm" \\\\\\\\\\\\\\\\l "anchor920451" }}{\fldrslt{\cf1 v. 3}}}\cf0\f3\fs18 : "laughing" is a word which can seem almost playful, scLVALoffing carries rather the idea of scorn and derision.\par \pard\sb100\sa100 Parallelism is much more widespread than merely correspondence of meaning, Lowth already spoke of correspondence of "grammatical construction". The effect of parallelism in Hebrew poetry is the cumulation of different kinds of correspondence, predominantly of meaning (semantics) and {\field{\*\fldinst{HYPERLINK "http://www2.auckland.ac.nz/acte/pmb/ps2_1syn.htm" }}{\fldrslt{\cf1 construction}}}\cf0\f3\fs18 (syntax) but also of grammar, {\field{\*\fldinst{HYPERLINK "http://www2.auckland.ac.nz/acte/pmb/ps2_1syn.htm" }}{\fldrslt{\cf1 form}}}\cf0\f3\fs18 (morphology) and {\field{\*\fldinst{HYPERLINK "http://www2.auckland.ac.nz/acte/pmb/ps2_1pho.htm" }}{\fldrslt{\cf1 sound}}}\cf0\f3\fs18 (phonology).\par \pard\s2\sb100\sa100\sl288\slmult1\b\f2\fs28 Puns and Word Play in Hebrew Prophecy\par \pard\sb100\sa100\b0\f3\fs18 Hebrew prophets loved puns and all kinds of word play.\par Amos {\field{\*\fldinst{HYPERLINK "http://www2.auckland.ac.nz/acte/pmb/txt9.htm" \\\\\\\\\\\\\\\\l "997845" \\\\\\\\\\\\\\\\t "Frame30834" }}{\fldrslt{\cf1 9:14}}}\cf0\f3\fs18 at the climax of the book provides an example: {\field{\*\fldinst{HYPERLINK "http://www2.auckland.ac.nz/acte/pmb/sounds/shbshb.ra" \\\\\\\\\\\\\\\\t "_top" }}{\fldrslt{\cf1\b\f5 t\b0 w@\b b#;$\b0 -t)e y\b ti@b;#$a\b0 w:\f5 }}}\cf0\f3\fs18 The repetition of shin ({\field{\*\fldinst{HYPERLINK "http://www2.auckland.ac.nz/acte/pmb/sounds/shin.ra" \\\\\\\\\\\\\\\\t "_top" }}{\fldrslt{\cf1\fs15 \f5\fs18 #\f3\fs15 \f5 }}}\cf0\f3\fs18 ), beth ({\field{\*\fldinst{HYPERLINK "http://www2.auckland.ac.nz/acte/pmb/sounds/beth.ra" \\\\\\\\\\\\\\\\t "_top" }}{\fldrslt{\cf1 \f5 b\f3 \f5 }}}\cf0\f3\fs18 ) and tau ({\field{\*\fldinst{HYPERLINK "http://www2.auckland.ac.nz/acte/pmb/sounds/tav.ra" \\\\\\\\\\\\\\\\t "_top" }}{\fldrslt{\cf1 \f5 t\f3 \f5 }}}\cf0\f3\fs18 ) in the phrase "I will return the exiles..." is reinforced a few words later: {\field{\*\fldinst{HYPERLINK "http://www2.auckland.LVALac.nz/acte/pmb/sounds/shbtsh.ra" \\\\\\\\\\\\\\\\t "_top" }}{\fldrslt{\cf1\f5 w@\b b#f\b0 yFw: \b t\b0 wOm@\b #$a\b0 n:\f5 }}}\cf0\f3\fs18 ("ruined ones and inhabit them"). Each of the words in this alliterative play is from a different root, yet the sounds make an enjoyable pattern. In this case the function seems esthetic.\par Puns could serve a much more serious purpose as well. At times, they stimulated the prophet's messages. In Am {\field{\*\fldinst{HYPERLINK "http://www2.auckland.ac.nz/acte/pmb/txt8.htm" \\\\\\\\\\\\\\\\l "997690" \\\\\\\\\\\\\\\\t "Frame30834" }}{\fldrslt{\cf1 8:1-2}}}\cf0\f3\fs18 the prophet is shown a basket of "summer fruit"{\field{\*\fldinst{HYPERLINK "http://www2.auckland.ac.nz/acte/pmb/sounds/qayits.ra" \\\\\\\\\\\\\\\\t "_top" }}{\fldrslt{\cf1 \f5 Cyq\f5 }}}\cf0\f3\fs18 . This prompts the message from Adonai{\field{\*\fldinst{HYPERLINK "http://www2.auckland.ac.nz/acte/pmb/sounds/qeyts.ra" \\\\\\\\\\\\\\\\t "_top" }}{\fldrslt{\cf1 \f5 Cqh\f3 \f5 }}}\cf0\f3\fs18 "the end" is coming...\par \pard\s2\sb100\sa100\sl288\slmult1\b\f2\fs28 Repetition\par \pard\sb100\sa100\b0\f3\fs18 Repetition is an omnipresent linguistic phenomenon, often complex in its use and effects.\par Literary repetition can be internal or external to the text in question.\par Quotation, echo and allusion are in a way forms of repetition external to a particular text (though of course internal to, and in a way defining, a particular canon).\par Repetition can also be either at the formal or semantic levels.\par Many kinds of repetition are important to biblical texts. Indeed repetition is fundamental in several ways to biblical poetics and narrative.\par David {\field{\*\fldinst{HYPERLINK "http://www2.auckland.ac.nz/acte/pmb/biblio.htm" \\\\\\\\\\\\\\\\l "yellin" }}{\fldrslt{\cf1 Yellin}}}\cf0\f3\fs18 gives several examples from the first chapter of Isaiah, among them: \par \trowd\trgaph10\trleft-55\trpaddl10\trpaddr10\trpaddfl3\trpaddfr3 \clvertalc\cellx2401\clvertalc\cellx3636\clvertalc\LVALcellx8675\pard\intbl\sl288\slmult1\~\b\i nouns\b0\i0\cell\~v.6\cell "bruises, sores, bleeding wounds"\cell\row\trowd\trgaph10\trleft-55\trpaddl10\trpaddr10\trpaddfl3\trpaddfr3 \clvertalc\cellx2401\clvertalc\cellx3636\clvertalc\cellx8675\pard\intbl\sl288\slmult1\b\i\~nominal phrases\b0\i0\cell\~v.4\cell "sinful nation,\~ \line people laden with iniquity,\~ \line offspring of evildoers,\~ \line sons who deal corruptly"\cell\row\trowd\trgaph10\trleft-45\trpaddl10\trpaddr10\trpaddfl3\trpaddfr3 \clvertalc\cellx2411\clvertalc\cellx3646\clvertalc\cellx8685\pard\intbl\sl288\slmult1\b\i\~verbs\b0\i0\cell\~v.16\cell "wash yourselves;\~ \line make yourselves clean;\~ \line remove the evil..."\cell\row\pard\sb100\sa100 In this case it is the accumulation of synonymic expressions which creates the effect and in combination with the effect of parallelism also beautifies the text.\par {\field{\*\fldinst{HYPERLINK "http://www2.auckland.ac.nz/acte/pmb/rr.htm" \\\\\\\\\\\\\\\\l "1002939" }}{\fldrslt{\cf1 Rhythm}}}\cf0\f3\fs18 , {\field{\*\fldinst{HYPERLINK "http://www2.auckland.ac.nz/acte/pmb/rr.htm" \\\\\\\\\\\\\\\\l "rhyme" }}{\fldrslt{\cf1 rhyme}}}\cf0\f3\fs18 , assonance and alliteration are all formal repetitive effects. The place of rhythm in the strict sense poses highly technical problems for discussion of Hebrew poetry, however the effects of rhythm in a broader sense are evident even in prose.\par {\field{\*\fldinst{HYPERLINK "http://www2.auckland.ac.nz/acte/pmb/" \\\\\\\\\\\\\\\\l "997537" }}{\fldrslt{\cf1 Parallelism}}}\cf0\f3\fs18 is also a kind of repetition.\par \pard\s2\sb100\sa100\sl288\slmult1\b\f2\fs28 Sarcastic Speech\par \pard\sb100\sa100\b0\f3\fs18 The Hebrew prophets do not often use gentle words towards those they oppose. Rather their speech is not infrequently contemptuous, and {\field{\*\fldinst{HYPERLINK "http://www2.auckland.ac.nz/acte/pmb/" \\\\\\\\\\\\\\\\l "997513" }}{\fldrslt{\cf1 irony}}}\cf0\f3\fs18 often moves over into sarcasm.\par Amos' likening the elite women of the North LVAL ern capital to "cows of Bashan", however prized such sleek, well-fed cattle were at the slaughter house, was hardly polite ({\field{\*\fldinst{HYPERLINK "http://www2.auckland.ac.nz/acte/pmb/txt4.htm" \\\\\\\\\\\\\\\\l "997112" \\\\\\\\\\\\\\\\t "Frame30834" }}{\fldrslt{\cf1 Am 4:1}}}\cf0\f3\fs18 ). Nor does his promise to Amaziah: "Your wife shall whore in the city!", ({\field{\*\fldinst{HYPERLINK "http://www2.auckland.ac.nz/acte/pmb/txt7.htm" \\\\\\\\\\\\\\\\l "997682" \\\\\\\\\\\\\\\\t "Frame30834" }}{\fldrslt{\cf1 Am 7:17}}}\cf0\f3\fs18 ) show the respect and courtesy due to a senior clergyman.\par \pard\f0\fs24\par \b\par \b0\par \cf4\f6\fs23\par \pard\fs29\par } LVALI{\rtf1\ansi\deff0{\fonttbl{\f0\froman\fprq2\fcharset0 Times New Roman;}{\f1\fnil\fcharset0 Georgia;}} {\colortbl ;\red0\green0\blue255;\red0\green0\blue0;\red128\green128\blue128;} {\*\generator Riched20 5.40.11.2210;}\viewkind4\uc1\pard\qc\lang1033\b\f0\fs24 STUDY OF A MIRACLE\par \b0\par \pard\b Miracles were done to teach important lessons. God told Israel that He sent the manna to \ldblquote Prove them,\rdblquote or test them to see what they would do. (Exodus 16:4) God gave ten miraculous plagues to Egypt to destroy the power of their gods (Exodus 12:12; Num 33:4)\par \b0\par \pard\fi-360\li360 1.\tab Learn God\rquote s purpose for the miracle. Some miracles are to test those to whom it was given. Others were to manifest the power of God over other gods. Most in the New Testament were to show Israel\rquote s condition. Some like the virgins and talents can be used for its original purpose to show Israel\rquote s condition and at the same time speak to us about our spiritual condition. (Matthew 25)\par 2.\tab What occasioned the miracle? A miracle was always preceded by a problem. Israel had to be pursued by the Egyptians before God could open the Red Sea. They had to be hungry without a resource for food before the manna would come.\par 3.\tab Identify the command or prayer that brought forth the miracle. One man with a withered hand was commanded to stand forth. A blind man prayed to receive his sight. A blind man kept crying out when others tried to silence him.\par 4.\tab Did this miracle imply wonder, power or purpose? Paul healed a man to show the power of Jesus Christ over the powers of the devil. He shook a snake off his hand to show to the people a wonder that would cause them to realize Jesus was the Christ. \par 5.\tab What truths are manifest by this miracle? The widow who emptied her barrel to feed Elijah was taught that if you give to God first He will supply your need. Jesus walked on the water to show the disciples that the thing they feared was under His feet.\par 6.\LVALtab What does the miracle reveal about the nature and work of God? The budding of Aaron\rquote s rod showed that He is the resurrection and life. The deliverance of the daughter of the woman of Canaan revealed His compassion and mercy when we believe. The healing of the Centurion\rquote s servant showed the faith of a man that exceeded the faith of the Jews. Jesus creating an eye, turning water to wine, and multiplying bread and fish showed that He was the creator. He is God.\par 7.\tab How does this miracle relate to us today? All the miracles about brokenness show what God can do when we are submitted to Him. There was a broken alabaster box, a broken roof, and broken bread and fish. The seed had to fall into the ground and die before it could bring forth fruit. The lame man at the Beautiful Gate lets us know that there are times we are ready for a miracle and times when we are not. Jesus had passed through this gate many times and did not heal this man, apparently because his faith was not yet ready. The miraculous release of Peter from prison shows we should continue to pray for what we want even if we don\rquote t believe it will happen. They received what they asked for but could not believe it.\par 8.\tab What kind of attitude is shown by those who received the miracle? The man in John 5 had an ungrateful and selfish attitude whereas the blind man in John 9 had a grateful and ministerial attitude. When ten lepers were healed only one returned to give thanks and he was a Samaritan. \par \par \pard\cf1\b\fs28 EXAMPLE\par \par \pard\qc\cf0\fs24 FIRST MIRACLE OF JESUS: STUDY OF A MIRACLE BIBLE STUDY [EXAMPLE]\par \pard A study of John 2:1-11\par Introduction\b0 \par \pard\sb100\sa100\fs20 If we were to select a first miracle for Jesus to perform, no doubt we would pick something grand such as Jesus on the Mount of Transfiguration or, as Peter suggested, have Christ call down lightning from heaven. Maybe we would have Jesus perform a healing or raise someone from the dead, or have him feedLVAL the 5000. But God chose to use a social gathering for Christ\rquote s first miracle. An ordinary couple had an unimportant need. The miracle was done secretly, so few people even knew it had occurred. This is not what we would have chosen for Christ\rquote s first miracle, but it\rquote s what God chose for the first miracle. And it reveals to us God\rquote s love and compassion for us, even for our unimportant needs.\fs24\par \b Verses 1-2\par \b0\i\fs20 On the third day a wedding took place at Cana in Galilee. Jesus' mother was there, and Jesus and his disciples had also been invited to the wedding.\fs24\par \i0\fs20 Verse 1 tells us that a wedding took place. It tells us where, but doesn\rquote t even mention the people involved. Who were the groom and bride? What were their names? Which family in Cana were they? Are these people relatives of Jesus? Were they rich; were they poor? All we know is that there was a wedding in Cana.\fs24\par \fs20 Due to the fact that Mary and Jesus were at this wedding and that in verse 3 Mary seems to know intimately the situation of the wedding party, it is reasonable to assume that the groom\rquote s family were relatives of Mary. This was a family gathering. Certainly this was not very important in God\rquote s grand scheme of things, and yet he chose this family gathering to be the place where Christ would perform his first miracle.\fs24\par \b Verses 3-4\par \b0\i\fs20 When the wine was gone, Jesus' mother said to him, "They have no more wine." "Dear woman, why do you involve me?" Jesus replied. "My time has not yet come."\fs24\par \i0\fs20 The translators have done a great disservice to this verse. They make it sound like Jesus is rebuking his Mom. The Greek is Ti, evmoi. kai. soi,( gu,nai \i Ti emoi kai soi gunai\i0 which means literally "What I for you, woman?" The meaning of this phrase is far from clear. To get the correct meaning, we need to look at the rest of this verse where Jesus states (literally), "My hour is not yet come." This was a commonLVAL phrase used in the gospels, and especially in the Gospel of John, to indicate that the hour of Jesus\rquote death, or fulfillment of his ministry, had not yet arrived.\fs24 \par \pard\li1440\sb100\sa100\fs20 Mark 14:31 , "And he cometh the third time, and saith unto them, Sleep on now, and take your rest: it is enough, the hour is come; behold, the Son of man is betrayed into the hands of sinners." John 7:30, "Then they sought to take him: but no man laid hands on him, because his hour was not yet come." John 8:20, "These words spake Jesus in the treasury, as he taught in the temple: and no man laid hands on him; for his hour was not yet come." John 13:1, "Now before the feast of the passover, when Jesus knew that his hour was come that he should depart out of this world unto the Father, having loved his own which were in the world, he loved them unto the end." John 17:1, "These words spake Jesus, and lifted up his eyes to heaven, and said, Father, the hour is come; glorify thy Son, that thy Son also may glorify thee."\fs24\par \pard\sb100\sa100\fs20 It seems to me the clear meaning of this verse is that Jesus is saying, Of course I\rquote ll do it, I am not crucified yet. Notice that in verse 5, Mary does not respond as if she were rebuked. I believe that Christ purposely chose this event for his first miracle so we would learn something very important.\fs24\par \b Verses 5-7\par \b0\i\fs20 His mother said to the servants, "Do whatever he tells you." Nearby stood six stone water jars, the kind used by the Jews for ceremonial washing, each holding from twenty to thirty gallons. Jesus said to the servants, "Fill the jars with water"; so they filled them to the brim.\fs24\par \i0\fs20 Mary tells the servants to do whatever they\rquote re told. This indicates that she expected they would not understand what they were going to be told. They might think it\rquote s too unusual or strange to do. But they were told, and they were willing to obey. Sometimes God is going to ask you to do something thatLVAL you think is crazy. We need to be like the servants and willingly obey Christ\rquote s every command. We may not understand everything God is asking us to do, but he may actually be preparing us to experience a miracle.\fs24\par \fs20 MacDonald points out about Mary\rquote s instructions to the servants, "Her words are important ones for every one of us. Notice that she did not direct men to obey her, or any other human being. She pointed them to the Lord Jesus and told them that He was the One who should be obeyed. The teachings of the Lord Jesus are given to us in the pages of the NT. As we read this precious book, we should remember the last recorded words of Mary, \lquote Whatever He says to you, do it.\rquote "\fs24\par \b Verses 8-9\par \b0\i\fs20 Then he told them, "Now draw some out and take it to the master of the banquet." They did so, and the master of the banquet tasted the water that had been turned into wine. He did not realize where it had come from, though the servants who had drawn the water knew. Then he called the bridegroom aside\fs24\par \i0\fs20 It might have been fairly easy to be willing to obey Christ\rquote s command to fill the jars full of water, but now he asks them to take the water to the master of the banquet. This probably seemed scary. They didn\rquote t want to be yelled at by the master because they couldn\rquote t tell the difference between water and wine. But they willingly went. They must have sensed something about the way Christ told them to do these things. I\rquote m sure they did not comprehend what they were doing, but for some reason, they didn\rquote t argue with him either. Perhaps they felt a stirring deep inside their soul that made them realize this was no ordinary man whom they were obeying.\fs24\par \fs20 McGee writes, "This holds a great spiritual lesson for you and me. Jesus uses us as water pots today. We\rquote re just beaten and battered water pots. We\rquote re not attractive and ought to be pushed to the side and covered up. But He waLVALnts to use us."\fs24\par \b Verse 10\par \b0\i\fs20 And said, "Everyone brings out the choice wine first and then the cheaper wine after the guests have had too much to drink; but you have saved the best till now."\fs24\par \i0\fs20 It is my firm conviction that Jesus purposely chose a social event for his first miracle. He wanted us to realize that he cares for our everyday needs. They may not seem very important. Certainly, running out of wine at a wedding would not be considered a world crisis, but God loves us so much that he wants us to know that he cares about the little things in our life. He wants to meet the needs in every area of our life. There is no prayer that is unimportant to God. Christ came to bring redemption to the soul, healing to the body, and joy to the spirit. But he also came to help us with socially embarrassing situations. How wonderful and marvelous is God\rquote s love toward us!\fs24\par \b Verse 11\par \b0\i\fs20 This, the first of his miraculous signs, Jesus performed at Cana in Galilee. He thus revealed his glory, and his disciples put their faith in him.\fs24\par \i0\fs20 Notice that these verses never say that the groom\rquote s family knew anything about this miracle. Apparently the only ones who knew were the disciples and the servants. Jesus performed a miracle, and yet took none of the compliments away from the groom. This day was not a day for Christ to reveal his glory. This was a day for the bride and groom. Jesus cared that much about this family that he would keep his first miracle a secret. \fs24\par \fs20 But I\rquote m sure the disciples and the servants never forgot this event. It was a miracle which displayed God\rquote s love and concern for our everyday problems. No matter what you may be facing, it is not too unimportant for God. He always has time for you. Come to him in prayer, and you too will experience Christ\rquote s miracle-working power. Even if all you need is help with a party. God loves you that much!\fs24\par \pard\brdrt\brdrs\brdr LVAL w15\brdrcf3 \sb100\sa100\b\i\fs20 Footnotes:\b0\i0\fs24\par \pard\sa100\fs20 This study on John 2:1-11 \'a9 1998 by David Humpal. All rights reserved.\fs24\par \fs20 All scriptures unless otherwise noted are from the New King James Version \'a9 1984, Thomas Nelson Publishing Company\fs24\par \fs20 Scriptures on "his hour was not yet come" all from the King James Version\fs24\par \fs20 MacDonald: Believer\rquote s Bible Commentary, New Testament volume, pg. 290 \'a9 1990, Thomas Nelson Publishers\fs24\par \fs20 Thru the Bible with J. Vernon McGee, vol. 4, pg. 379 \'a9 1983, Thomas Nelson Publishers\fs24\par \pard\par \cf2\f1\fs23\par \fs29\par } LVAL~_{\rtf1\ansi\deff0{\fonttbl{\f0\froman\fprq2\fcharset0 Times New Roman;}{\f1\froman\fprq2\fcharset0 Georgia;}{\f2\fnil\fcharset0 Georgia;}} {\colortbl ;\red0\green0\blue255;\red0\green0\blue0;} {\*\generator Riched20 5.40.11.2210;}\viewkind4\uc1\pard\qc\lang1033\b\f0\fs24 STUDY OF A PARABLE\par \b0\par \pard\b Parables were used to illustrate truths. Lessons that are abstract need some form of demonstration. Jesus said the reason He spoke in parables was to reveal things to His disciples while He hid them from those who were not serious about learning of His kingdom. Most parables that He used were concerning the state of Israel or the future of His kingdom. \par \par \b0\par \pard\fi-360\li360 1.\tab Learn God\rquote s purpose for the parable. Learn the obvious lesson that it taught and the hidden lesson that the ordinary reader would miss. \f1 Jesus employed the parables as a means of inculcating His message more extensively and more effectively. The first and foremost thing to be discovered is the scope or the particular spiritual truth which the parable is intended to convey.\f0\par 2.\tab What occasioned the parable? The parables of Jesus gave His parable at specific times during which He was teaching some lesson concerning His kingdom present and the kingdom to come. Most of His parables were triggered by immediate circumstances.\par 7.\tab How can this parable relate to the church today? Some parables fit Israel at the time they were given. Others explained things after the Second Advent of Christ. Some have lessons for the future kingdom as well as the present church.\par \pard\par \cf1\b\f2\fs28 EXAMPLE\par \par \pard\sb100\sa100\qc\cf2\b0\f0\fs27 THE PARABLE OF THE SOILS: STUDY OF A PARABLE BIBLE STUDY [EXAMPLE]\par \pard\sb100\sa100 INTRODUCTION\par \fs24 The Parable of the Soils is found in all three of the synoptic Gospels: Matthew 13:1-23; Mark 4:1-20; and Luke 8:4-15. This parable is a pattern or key to the other parables of Jesus, since Jesus explains this parable in detLVALail. [R. C. Trench, NOTES ON THE PARABLES OF OUR LORD, Popular Edition (Grand Rapids: Baker Book House, 1948), pp. 16, 29-33].\par \fs27 THE STORY\par \fs24 The Parable of the Soils is sometimes called The Parable of the Sower. It deals with the inner transformation of an individual when he hears the Word of God:\par (Mark 4:1-20 NIV) Again Jesus began to teach by the lake. The crowd that gathered around him was so large that he got into a boat and sat in it out on the lake, while all the people were along the shore at the water's edge. He taught them many things by parables, and in his teaching said: "Listen! A farmer went out to sow his seed. As he was scattering the seed, some fell along the path, and the birds came and ate it up. Some fell on rocky places, where it did not have much soil. It sprang up quickly, because the soil was shallow. But when the sun came up, the plants were scorched, and they withered because they had no root. Other seed fell among thorns, which grew up and choked the plants, so that they did not bear grain. Still other seed fell on good soil. It came up, grew and produced a crop, multiplying thirty, sixty, or even a hundred times." Then Jesus said, "He who has ears to hear, let him hear." When he was alone, the Twelve and the others around him asked him about the parables. He told them, "The secret of the kingdom of God has been given to you. But to those on the outside everything is said in parables so that, "'they may be ever seeing but never perceiving, and ever hearing but never understanding; otherwise they might turn and be forgiven!'" Then Jesus said to them, "Don't you understand this parable? How then will you understand any parable? The farmer sows the word. Some people are like seed along the path, where the word is sown. As soon as they hear it, Satan comes and takes away the word that was sown in them. Others, like seed sown on rocky places, hear the word and at once receive it with joy. But since they have no root, they last only a short time. When troubleLVAL or persecution comes because of the word, they quickly fall away. Still others, like seed sown among thorns, hear the word; but the worries of this life, the deceitfulness of wealth and the desires for other things come in and choke the word, making it unfruitful. Others, like seed sown on good soil, hear the word, accept it, and produce a crop--thirty, sixty or even a hundred times what was sown."\par The setting is a natural amphitheater. Jesus sat in a boat and the people sat on the shore. The water carried the voice of Jesus to the people who lined the gently sloping shoreline. There may have been a farmer sowing grain in the distance when Jesus called out, "Look! A farmer was sowing seed and some of the seed fell on the hard-packed soil by the road." Thus Jesus began with a familiar event to teach a truth that would affect the destiny of billions of people. Hence, Jesus placed an unknown spiritual truth alongside a known earthly truth in order to teach a new spiritual truth to those who would listen. If one chose to harden his heart and not receive more spiritual understanding, he would never understand the truth.\par \b THE INTERPRETATION\par \b0 THE FIRST SOIL WAS A HARD-PACKED SOIL. It represented the person with a hardened heart. The Word of God did not penetrate and was consequently stolen by Satan. The person represented here never had saving faith, since \i "\i0 ...faith cometh by hearing and hearing by the word of God." (Romans 10:17). \par THE SECOND SOIL CONSISTED OF AN EXTREMELY THIN LAYER OF SOIL OVER A SOLID ROCK. The person represented here received the Word in a "soulish," superficial way and immediately fell when under pressure.\par THE THIRD SOIL WAS GOOD, BUT WAS INFESTED WITH THORNS. The person represented here was a genuine Christian, but he allowed legitimate concerns as well as materialistic values to take precedence over the Word of God. Thus, there was not a complete Christlike transformation in his being. Luke's account is as follows: The seed that fell among thornsLVAL stands for those who hear, but as they go on their way they are choked by life's worries, riches and pleasures, and they do not mature. (Luke 8:14, New Inter-national Version).\par Ralph Earle calls this troublesome trio, "Life's Three Greatest Threats." The word "worries" (or cares, anxieties) is translated from the Greek word MERIMNON, which means "to be drawn in different directions." [Ralph G. Turnbull, gen. ed., PROCLAIMING THE NEW TESTAMENT (Grand Rapids: Baker Book House, 1961), THE GOSPEL OF LUKE, by Ralph Earle, ThD, p. 40]. There are many legitimate concerns that pull us apart in this age of anxiety: the responsibilities involved with employment, government, school, family, church, friends, community, finances, health, etc. One must learn to say a polite "No" to some expectations. The hunger for riches and material "security" can be enslaving. Money and material things are amoral-- covetousness is the culprit (1 Timothy 6:10; Exodus 20:17). Jesus warns against trying to serve God and mammon (riches) in Matthew 6. God will take care of us when we place him first. God is our security. Pleasures can also be our enemies. The relentless pursuit of pleasure characterizes our age. Pleasures are basically good, if practiced in the right context. Sex between husband and wife is God-ordained. Eating is both a pleasure and necessary, but must be done in balance. Recreation also is necessary, but must be balanced with work and service. Fellowship is good--for instance a father must spend time with his children and wife first--instead of too much time at work or "with the boys." \par THE FOURTH SOIL WAS GOOD IN VARYING DEGREES. The persons represented here were Christians who opened their hearts to the Word of God in varying degrees and were transformed correspondingly. Jesus is the primary sower, the soil is the human heart and the Word of God is first an abstract Word that becomes an incarnate word. To say it another way, the Word is form and when superimposed upon a malformed human, that human becoLVALmes a new Christlike being. Jesus teaches us that the place of the Bible is not on a fireplace mantel, coffee table, bookshelf, etc., but in the human heart. THE BEST TRANSLATION OF THE WORD OF GOD IS A HUMAN BEING. God abstracted his essential nature and placed it in a book as a means to reproduce himself in the human heart. The Holy Spirit superintends the process from start to finish. The purpose of the abstract Word of God is to transform the individual into the image of Christ. Once one understands God's purpose relative to the Word of God, he can cooperate in the process.\par \b CHRISTIAN EPISTEMOLOGY\par \b0 In the Parable of the Soils, Jesus teaches the importance of WHAT and HOW one hears. Using these scriptures along with other selected scriptures, a basic outline for a Christian epistemology can be constructed. Ideally, the whole Word of God would be received. Jesus said, "... Take care WHAT [italics mine] you listen to." (Mark 4:24a, New American Standard Bible). He also said, "Therefore take care HOW [italics mine] you listen...." (Luke 8:18, New American Standard Bible). In this case, the Word of God would be received into the body (through the eye, ear, or touch gates); into the soul (through the conscious, then through the preconscious, then through the unconscious); and into the heart or spirit (the deepest level of understanding). Another possibility would be the reception of the Word on a mere intellectual plane. The Word would stop somewhere in the mind and go no deeper. In this case, the individual would not have saving faith. John Wesley warned of the danger of "mental assent" being substituted for faith. Then there are some who immediately "turn off" the Gospel either mentally or by actually doing something physical like switching channels on a television set to avoid the Word of God. Tragically, there are those who completely avoid contact with the Gospel. They have made a foolish choice to reject Christ and have learned how to minimize exposure to the truth of God's Word. SoLVALme substitutes for the Word of God are mentioned in the Bible. One is human reason and mere sense perception. Reason and sense perception are both good. However, the Word of God must transcend them. One biblical example of the taking of the Word of God above human reason and sense perception is the case of Joshua and Caleb in Numbers 13-14. Another substitute for the Word can be the traditions of men: Then some Pharisees and teachers of the law came to Jesus from Jerusalem and asked, "Why do your disciples break the tradition of the elders? They don't wash their hands before they eat!" Jesus replied, "And why do you break the command of God for the sake of your tradition? For God said, `Honor your father and mother' and `Anyone who curses his father or mother must be put to death.' But you say that if a man says to his father or mother, `Whatever help you might otherwise have received from me is a gift devoted to God,'he is not to 'honor his father' with it. Thus you nullify the word of God for the sake of your tradition. You hypocrites! Isaiah was right when he prophesied about you: "These people honor me with their lips, but their hearts are far from me. They worship me in vain; their teachings are but rules taught by men.'" (Matthew 15:1-9, New International Version). \par Many traditions that religious people have inherited are not scriptural. Their sources may be rationalistic as cited above, or traditions may stem from ignorance and superstition. However, it would not be proper to throw out all tradition. The proper way to deal with tradition is to hold on to the best understanding of God's Word that we have. However, we must constantly revise our understanding of the Word of God according to new light that the Holy Spirit gives. Another substitute for the Word can be the philosophies of men: See to it that no one takes you captive through hollow and deceptive philosophy, which depends on human tradition and the basic principles of this world rather than on Christ. (Colossians 2:8, New InternatLVALional Version). \par For the message of the cross is foolishness to those who are perishing, but to us who are being saved it is the power of God. For it is Written: "I will destroy the wisdom of the wise; the intelligence of the intelligent I will frustrate." Where is the wise man? Where is the scholar? Where is the philosopher of this age? Has not God made foolish the wisdom of the world? For since in the wisdom of God the world through its wisdom did not know him, God was pleased through the foolishness of what was preached to save those who believe. Jews demand miraculous signs and Greeks look for wisdom, but we preach Christ crucified: a stumbling block to Jews and foolishness to Gentiles, but to those whom God has called, both Jews and Greeks, Christ the power of God and the wisdom of God. For the foolishness of God is wiser than man's wisdom, and the weakness of God is stronger than man's strength. (1 Corinthians 1:18-25, New International Version). \par We all have a guiding philosophy or theology. It may not be systematized and written in philosophical or theological language, but it is there nonetheless. The important thing is to continually upgrade it with the Word of God. At the extreme end of the substitute spectrum is the position most opposed to the Word of God: doctrines of demons. The world is filled with many voices, religions, philosophies and ideologies. Some of them are inspired by demons:\par The Spirit clearly says that in later times some will abandon the faith and follow deceiving spirits and things taught by demons. Such teachings come through hypocritical liars, whose consciences have been seared as with a hot iron. (1 Timothy 4:1-2, New International Version). \par Keep in mind that some may have been brought up in beliefs that were inspired by demons, but who haven't rejected Christ. They can be delivered from wrong beliefs. Probably the most common predicament of Christians today is the position of having a "curious mixture" of the Word of God and other content. It isLVAL also common to hold part of the Word of God on an intellectual level and part on a heart (spirit) level. As wrong beliefs are purged and the Word of God is internalized, at least two things begin to happen: (1) the self is actually conformed more and more into the likeness of Christ and (2) the self-image is corrected. As a result of both of these, self-esteem begins to make a corresponding rise. Then, the Christian's prayer life becomes more effective and his work for the Master becomes more productive.\par \b INTERNALIZING THE WORD OF GOD\par \b0 Here are nine practical steps to help internalize the Word of God. The first step is to reestablish a right relationship with God. Confess all known sin to God. Then make things right with people. After we clear our conscience, then we must choose to obey God as a lifestyle. This means walking in the light of God's Word as the Holy Spirit illuminates his Word. The second step is to pray in the Spirit in order that the heart might be further prepared to receive the Word. The third step is to quiet the body and mind. Involved in this would be to perform all mundane duties possible so that the mind is undivided. Since psychomotor functions tend to distract, it would be better to sit or lie down. It is important to rid ourselves of both internal and external distractions before, during and after Bible reading and meditation. A good time for Bible reading would be shortly before going to sleep. The fourth step is to read the Word. It is good to read a small portion carefully. (There is a time to read large portions quickly, but not for this exercise). Some key scriptures should be memorized. Step five involves meditation. Christian meditation is not "emptying" the mind (to let the devil write on it), but rather it is filling the mind with the Word and allowing the Holy Spirit to give us understanding of it. The sixth step is actually receiving the Word into our heart. Some may think that they have done this when the Word is still on the intellectual level. Ho* LVAL: w do we know if we have internalized a particular truth of the Word of God? We have internalized a truth when we automatically ACT on it! The seventh step is to think God's thoughts (Word) consciously as a practice. The eighth step is to practice speaking God's thoughts consciously. The ninth step is to practice acting out God's thoughts consciously. \par \b CENTRAL TRUTH\par \b0 IT IS OF UTMOST IMPORTANCE TO RECEIVE THE WORD OF GOD ALONE INTO THE HUMAN HEART\par \b CONCLUSION\par \b0 There is hope for us all. If we take care HOW and WHAT we hear, ...the hard soil may again become soft--the shallow soil deep--the soil beset with thorns clear. For the heavenly seed, if acted on by the soil, also reacts more mightily upon it (Jer. xxii. 29). (Trench, NOTES ON THE PARABLES OF OUR LORD, p. 33).\par \par \pard\cf0\par \cf2\f2\fs23\par \fs29\par } LVALf7`{\rtf1\ansi\deff0{\fonttbl{\f0\froman\fprq2\fcharset0 Times New Roman;}{\f1\fnil\fcharset0 Georgia;}{\f2\fswiss\fprq2\fcharset0 Arial;}} {\colortbl ;\red0\green0\blue0;\red0\green0\blue255;\red255\green0\blue0;\red0\green128\blue0;} {\stylesheet{ Normal;}{\s1 heading 1;}} {\*\generator Riched20 5.40.11.2210;}\viewkind4\uc1\pard\qc\lang1033\b\f0\fs24 POLITICAL BIBLE STUDY\b0\par \pard\fi-360\li360 The political method of Bible study seeks to investigate all matters relating to the management of governmental affairs of nations mentioned in the Bible. Since political institutes of the Near East have been essentially despotic in nature from earliest times, it is not possible to organize our consideration according to categories familiar to students of the American government. Neither is it desired to be highly technical.Following is an outline of procedure to study. With the use of Bible encyclopedias and dictionaries a complete study could be done in the political arena of Biblical nations. However, this is an area that would take a certain amount of prior understanding to fully comprehend. It will not be a study done by the average Bible student.\par \par \b 1. TYPES OF GOVERNMENT\par \par 2. PHILOSOPHY OF GOVERNMENT\par \par 3. GEOGRAPHY OF GOVERNMENT\par \b0\par \pard\fi-360\li720 A. Area governed\par \par B. Organization of subdivisions\par \par C. Seats of government\par \par D. Influence of geography on government\par \par \pard\fi-360\li360\b 4. LEADERS IN GOVERNMENT\par \par 5. FUNCTIONS OF GOVERNMENT\par \par \pard\fi-360\li720\b0 A. Varied civil administration\par \par B. Public finance\par \par C. War and international relations\par \par D. Judicial affairs.\par \par \pard\fi-360\li360\b 6. ACTIVITIES OF VARIOUS RELIGIOUS GROUPS AND LEADERS IN GOVERNMENT\par \b0\par \pard\li360 Scripture is replete with references to nations of the Near East, but few of these are sufficiently discussed in the Bible or sufficiently known by means of historicaLVALl or archeological investigation to permit their study from the standpoint of the political method of Bible study. Nations which may be considered by means of this approach, however, are Assyria, Babylon, Egypt, Hittites, Israel, Judah, Persia, Philistia, Phoenicia, and Rome.\par \pard\cf1\f1\fs23\par \cf2\b\fs28 EXAMPLE\par \par \pard\s1\sb100\sa100\qc\cf3\kerning36\f0\fs48 THE FOURTH FREEDOM\cf0\par \pard\sb100\sa100\cf4\kerning0\b0\f2\fs24 Readings: Malachi 3:1-5, Matthew 6:24-34\cf0\f0\par \f2 President Franklin Delano Roosevelt in his 1941 inaugural address asserted that America was fighting in World War II to protect four freedoms: freedom from fear, freedom of worship, freedom of speech, and\'85some of you might remember, and others might guess\'85freedom from want. Seven years later these freedoms were incorporated into the Universal Declaration of Human Rights, which laid the cornerstone for all subsequent human rights law. To implement this declaration of fundamental rights and freedoms, in the next three decades two covenants were written, approved by the UN General Assembly, and then ratified and adopted by most of the nations of the world.\f0\par \f2 The International Covenant on Civil and Political Rights seeks to protect the rights that Americans generally agree are human rights. The United States has ratified this treaty, but it has done so with reservations. If there is a conflict, US law rather than international law applies. However, the United States has not ratified the second major covenant developed through the United Nations to implement the Universal Declaration of Human Rights. The International Covenant on Economic, Cultural and Social Rights is international human rights law, because it has been ratified by most nations. But in America, there is little support for this human rights treaty.\f0\par \f2 Now, this is a sermon rather than a lecture on international human rights law. So, we should take note that Christians around the world support human rights law as an LVALexpression of their faith \endash that every person is a child of God and deserves to be treated as such. In America, however, many Christians believe that only civil and political rights are really human rights. International legal standards about economic, social and cultural rights are seen by many Americans as claims, rather than rights, and as not being justified either by the Bible or by our American heritage.\f0\par \f2 Until the twentieth century Christian ethics was about duties, not rights. In fact, Protestant, Catholic and Orthodox churches (with a few exceptions) actively resisted the various rights movements that began in the 18\super th\nosupersub century \endash movements that have given us democratic government and most of the rights we take for granted. However, this changed in the middle of the twentieth century after World War II. The newly formed World Council of Churches lobbied in support of the Universal Declaration of Human Rights, and after Vatican II the Catholic Church took the lead in troubled parts of the world in defending fundamental human rights.\f0\par \f2 Does the Bible endorse human rights? Not specifically. Yet, there is a concern throughout scripture for the plight of the poor and for their protection, as children of God, from oppression by priests, rulers, and wealthy landowners. We hear echoes of this in Malachi 3:5, which announces the LORD\rquote s judgment: "I will be swift to bear witness," says the LORD of hosts, "against those who oppress the hired workers in their wages, [and those who oppress] the widow and the orphan, [and] against those who thrust aside the alien."\f0\par \f2 Certainly there are passages in the New Testament that have been used to justify accepting poverty, either as God\rquote s will or simply as the way things are. Three of the New Testament gospels contain a rebuke by Jesus to disciples, who complain when he allows a woman to anoint him with expensive ointment, rather than selling the ointment and giving the money to the poor. LVALFurthermore, these gospels attribute to Jesus the seemingly harsh statement: "You will always have the poor with you\'85" (Jn. 12:8, Mt. 26:11, Mk. 14:7) Yet, in these gospels Jesus also explains why his anointing is worth the use of the expensive ointment, and he tells the complaining disciples they can always be kind to the poor. When we remember this passage, we tend to forget the challenge we always have to be kind to the poor.\f0\par \f2 However, showing kindness is not the same as recognizing human rights. Moreover, the famous "lilies of the field" passage in Matthew 6:24-34 also provides no grounds for human rights in general or any grounds specifically for the "fourth freedom" \endash freedom from want. Yet, in the gospel of Luke, Jesus clearly proclaims God\rquote s concern for the poor and the oppressed. In Luke 4:18 Jesus begins his ministry by reading Isaiah 61:1 in the Nazareth synagogue: "The Spirit of the LORD is upon me, because [the LORD] has anointed me to bring good news to the poor. [The LORD] has sent me to proclaim release to the captives and recovery of sight to the blind, to let the oppressed go free, [and] to proclaim the year of the LORD\rquote s favor."\f0\par \f2 Although the parable of the Great Judgment in the gospel of Matthew emphasizes care for the hungry and the imprisoned (Mt. 25:31-46), the first beatitude in this gospel says: "Blessed are the poor in spirit, for theirs is the kingdom of heaven." (Mt. 5:3) However, the gospel of Luke renders this beatitude with a different emphasis: "Blessed are you who are poor, for yours is the kingdom of God." (Lk. 6:20) There is no way to know which gospel author is quoting Jesus correctly. Nor can we know if Jesus actually added the following words, which are recorded only in the gospel of Luke: "But woe to you who are rich, for you have received your consolation." (Lk. 6:24) Nonetheless, we can say that in the gospel of Luke, Jesus proclaims that the kingdom of God is good news for the poor and bad news for the rich, who wibLVALrll be judged for their lack of kindness.\f0\par \f2 Perhaps the only miracle reported in all four gospels, the feeding of the five thousand, should be understood in this light \endash more as a symbol of what the atoning ministry of Jesus represents than as a magical, supernatural event. Five thousand hungry people, who follow Jesus, are fed! "Blessed are you," Jesus says in Luke 6:21, "who are hungry now, for you will be filled."\f0\par \f2 Might we also understand the "lilies of the field" teaching in this way? In the gospel of Matthew the passage ends: "So do not worry about tomorrow, for tomorrow will bring worries of its own. Today\rquote s trouble is enough for today." (Mt. 6:34) That general lesson holds for rich and poor, and every stress management book published makes the same point. But listen to how the gospel of Luke concludes the "lilies of the field" passage: "Do not be afraid, little flock, for it is your Father\rquote s good pleasure to give you the kingdom. Sell your possessions, and give alms. Make purses for yourselves that do not wear out, an unfailing treasure in heaven, where no thief comes near and no moth destroys. For where your treasure is, there your heart will be also." (Lk. 12:32-34) This message, we may presume, is also for rich and poor, but it is far more demanding. No stress management book I know makes this claim on our lives!\f0\par \f2 Are we called by God in Christ to ensure "freedom from want" for all people? If we are, we should support not only civil and political rights, but also economic, social and cultural rights. What would the church look like, if it took this calling seriously? Would our lives be any different, if we embraced this call? Surely, these questions deserve our faithful response. Amen.\f0\par \pard\cf4\f2 1 September 2002\cf0\f0\par \cf1\f1\fs23\par \fs29\par } LVALa{\rtf1\ansi\deff0{\fonttbl{\f0\froman\fprq2\fcharset0 Times New Roman;}{\f1\fnil\fcharset0 Georgia;}} {\colortbl ;\red0\green0\blue255;\red0\green0\blue0;} {\*\generator Riched20 5.40.11.2210;}\viewkind4\uc1\pard\qc\lang1033\b\f0\fs24 RHETORICAL BIBLE STUDY\par \pard\b0\par Figurative language is what makes many parts of the Bible hard to understand. A careful study of this phase of Bible study will take much of the miscomprehension out of the Bible.\par \par \b SIMILE:\b0 Direct comparison of two things essentially different.\par \pard\li360 "Though your sins be as scarlet, they shall be as wool."\par \pard\par \b METAPHOR:\b0 Indirect comparison by establishment of identity between them.\par \pard\li360 James and Cephas and John, they who were reputed to be pillars."\par \pard\par \b ALLEGORY:\b0 Metaphor extended to form a story.\par \pard\li360 Pilgrim's Progress, Galatians 4 (Isaac and Ishmael)\par \pard\par \pard\fi-360\li360\b ANALOGY:\b0 A rather full comparison showing several points of comparison (it does not try to tell a story) [John 15:1-9]\par \pard\par \b IRONY:\b0 Implying something opposite of what is actually said.\par \pard\fi-360\li720 "Set them to judge who are least esteemed in the church."\par \pard\par \b PERSONIFICATION:\b0 Attributing life to inanimate objects.\par \pard\li360 "Wisdom hath hewn out her seven pillars."\par \pard\par \b APOSTROPHE:\b0 Addressing an inanimate object as though it were a person.\par \pard\li360 "O death, where are thy plagues?"\par \pard\par \b HYPERBOLE:\b0 Exaggeration for emphasis.\par \pard\li360 "Strain at a gnat and swallow a camel."\par \pard\par \b RHETORICAL QUESTION:\b0 A question to which he does not expect an answer.\par \pard\li360 "Is Christ divided? Was Paul crucified for you?"\par \pard\par \b ANTITHESIS:\b0 Strong contrast of ideas.\par \pard\li360 "Jehovah knows the way of the righteous,\par but the way of the ungodly shall perish."\par \pard\par \b LITOTES:\b0 UnderstaLVALtement (opposite of hyperbole)\par \pard\li360 "I had confidence to youward in the Lord, that ye will be none otherwise minded."\par \pard\par \b METONYMY:\b0 Substitution of one term for another.\par \pard\li360 "He shall justify the circumcision (Jew) by faith."\par \pard\par \b SYNECDOCHE:\b0 Name of a part of something is given for the whole.\par \pard\li360 "I conferred not with flesh and blood."\par \pard\par One reason it is so important to learn to use figurative language is because Divine Truth is often abstract and difficult for finite minds to understand. It was done on purpose, so that those who wanted to know could find out, and those who did not, or were carnal would not be able to grasp the truth (Matthew 13:10-17; 1 Corinthians 2:6-16).\par \par Matthew 13:10 And the disciples came, and said unto him, Why speakest thou unto them in parables?\par 11 He answered and said unto them, Because it is given unto you to know the mysteries of the kingdom of heaven, but to them it is not given.\par 12 For whosoever hath, to him shall be given, and he shall have more abundance: but whosoever hath not, from him shall be taken away even that he hath.\par 13 Therefore speak I to them in parables: because they seeing see not; and hearing they hear not, neither do they understand.\par 14 And in them is fulfilled the prophecy of Esaias, which saith, By hearing ye shall hear, and shall not understand; and seeing ye shall see, and shall not perceive:\par 15 For this peoples heart is waxed gross, and their ears are dull of hearing, and their eyes they have closed; lest at any time they should see with their eyes, and hear with their ears, and should understand with their heart, and should be converted, and I should heal them.\par 16 But blessed are your eyes, for they see: and your ears, for they hear.\par 17 For verily I say unto you, That many prophets and righteous men have desired to see those things which ye see, and have not seen them; and to hear those things which ye hear, anLVALd have not heard them.\par \par 1 Corinthians 2:6 Howbeit we speak wisdom among them that are perfect: yet not the wisdom of this world, nor of the princes of this world, that come to nought:\par 7 But we speak the wisdom of God in a mystery, even the hidden wisdom, which God ordained before the world unto our glory:\par 8 Which none of the princes of this world knew: for had they known it, they would not have crucified the Lord of glory.\par 9 But as it is written, Eye hath not seen, nor ear heard, neither have entered into the heart of man, the things which God hath prepared for them that love him.\par 10 But God hath revealed them unto us by his Spirit: for the Spirit searcheth all things, yea, the deep things of God.\par 11 For what man knoweth the things of a man, save the spirit of man which is in him? even so the things of God knoweth no man, but the Spirit of God.\par 12 Now we have received, not the spirit of the world, but the spirit which is of God; that we might know the things that are freely given to us of God.\par 13 Which things also we speak, not in the words which mans wisdom teacheth, but which the Holy Ghost teacheth; comparing spiritual things with spiritual.\par 14 But the natural man receiveth not the things of the Spirit of God: for they are foolishness unto him: neither can he know them, because they are spiritually discerned.\par 15 But he that is spiritual judgeth all things, yet he himself is judged of no man.\par 16 For who hath known the mind of the Lord, that he may instruct him? But we have the mind of Christ.\par \par Although figures of speech can be found in all books of the Bible, there are certain books that abound in them. The books of Job, Psalms, Proverbs, Ecclesiastes, Song of Solomon, and Lamentations are full of personification. The prophets use such a unique expression of figurative language that they are almost impossible to understand unless a person first masters the meaning of them. Another book that is filled with figurative language is LVALthe book of James.\par \par Most of the teachings of Jesus were done in parables. Parables were not listed in the descriptions above, but they are too figurative language. They are more than stories with a moral. They couch within them the example of great truths, often hidden. Sometimes they are prophetic and express a dual nature. The parable of the wise and foolish virgins, for instance, may be used by Christians to remind us to be ready for the rapture of the Church. However, they are talking to Israel about the Messianic or Davidic age to come. Paul used a lot of figurative language. Most of his was from the Olympic games or military life. They were usually examples of what the Christian life was to be.\par \par The rhetorical Bible study is more of a study of the esthetics of the language. It is a study to see how the putting of words together can give certain expressions that go beyond what the mere words could say themselves. The way to study the Bible using this method is to first learn the meaning of the different figurative instruments and look for them throughout the Scripture. Study them as part of the language and study them as they express elements of character. \par \par \cf1\b\f1\fs28 EXAMPLE\par \par \pard\sb100\sa100\qc\cf0\f0\fs24 CHRIST AMONG THE LAMP STANDS: RHETORICAL BIBLE STUDY [EXAMPLE]\par \pard\sb100\sa100\b0\par Revelation moves within the boundaries of an epistolary framework that in early Christianity had become typical for the prophetic pastoral letter. In addition, exhortations, beatitudes, and warnings relate the apocalyptic images and visions to the present experience of the Christian community.\par If the forward movement of the narrative as well as the concentric pattern of the epistolary inclusion determine the structure of Revelation, then any proposed outline of the book must take note of this compositional tension. The component parts and concentric movements of Revelation's surface structure can be sketched in the following way (Roman nLVALumerals indicate explicitly numbered seven-series):\par A.\~ \b 1:1-8: Prologue and Epistolary Greeting\b0\line\~\~\~\~\~\~\~\~\~ 1:1-3: Title\line\~\~\~\~\~\~\~\~\~ 1:4-6: Greetings\line\~\~\~\~\~\~\~\~\~ 1:7-8: Motto \par B.\~ \b 1:9 - 3:22: Rhetorical Situation in the Cities of Asia Minor\b0\line\~\~\~\~\~\~\~\~\~ 1:9-10: Author and Situation\line\~\~\~\~\~\~\~\~\~ 1:11-20: Prophetic Inaugural Vision\line\~\~\~\~\~ 1. 2:1 - 3:22: Prophetic Messages to Seven Communities \par C.\~ \b 4:1 - 99:21; 11:15-19: Opening the Sealed Scroll:\b0\line\~\~\~\~\~ \b Exodus Plagues\b0\line\~\~\~\~\~\~\~\~\~ 4:1 - 5:14: Heavenly Court and Sealed Scroll\line\~\~\~\~\~ II. 6:1 - 8:1: Cosmic Plagues: Seven Seals\line\~\~\~\~ III. 8:2 - 9:21; 11:15-19: Cosmic Plagues: Seven Trumpets \par D.\~ \b 10:1 - 15:4: The Bitter-Sweet Scroll: "War" against the Community\b0\line\~\~\~\~\~\~\~\~\~ 10:1 - 11:14: Prophetic Commissioning\line\~\~\~\~\~\~\~\~\~ 12:1 - 14:5: Prophetic Interpretation\line\~\~\~\~\~\~\~\~\~ 14:6 - 15:4: Eschatological Liberation \par C'.\~ \b 15:5 - 19:10: Exodus from the Oppression of Babylon/Rome\b0\line\~\~\~\~\~ IV. 15:5 - 16:21: Cosmic Plagues: Seven Bowls\line\~\~\~\~\~\~\~\~\~\~\~ 17:1-18: Rome and Its Power\line\~\~\~\~\~\~\~\~\~\~\~ 18:1 - 19:10: Judgment of Rome \par B'.\~ \b 19:11 - 22:9: Liberation from Evil and God's World-City\b0\line\~\~\~\~\~\~\~\~\~ 19:11 - 20:15: Liberation from the Powers of Evil\line\~\~\~\~\~\~\~\~\~ 21:1-8: The Liberated World of God\line\~\~\~\~\~\~\~\~\~ 21:9 - 22:9: The Different Cosmopolis of God \par A'.\~ \b 22:10-21: Epilogue and Epistolary Frame\b0\line\~\~\~\~\~\~\~\~\~ 22:10-17: Revelatory Sayings\line\~\~\~\~\~\~\~\~\~ 22:18-21: Epistolary Conclusion \par This concentric ABCDC'B'A' structure occurs also in Jewish and Greco-Roman literature and art. It indicates that the whole book is conceived in the form of an inclusion that is comparable to a Russian doll in which several other dolls are nested. \par The so-called seven letters are not actual lLVALetters, but they are formalized in such a way that they function as prophetic proclamations to the churches. The introductory formula "thus saith" has in Greek, just as in English, an archaic ring to it. It was used as an introductory formula by the Hebrew prophets (250 times in the LXX). The formula also introduced divine Greek oracles and especially royal edicts of the Persian court as well as of Roman emperors or provincial magistrates. The location is also found in royal fictional letters. The seven messages are thus best understood as royal edicts or divine oracles \b in letter form\b0 . \par Within a carefully composed structure each message follows a rhetorical pattern consisting of the following elements: \par \pard\fi-360\li720\sb100\sa100\tx720 1.\tab The command to write; \par \pard\fi-360\li720\sb100\sa100 2.\tab The prophetic-messenger formula (\i tade legei\i0 : "thus saith:) and the characterization of the\~\~\~\line speaker, who is Jesus Christ: \par 3.\tab The following elements and sequence of the "I know" section:\line a. description of situation ("I know that...")\line b. censure ("but I have against you...")\line c. command to repent,\line d. a prophetic-revelatory saying ("look...")\line e. promise of Christ's speedy coming,\line f. exhortation (hold fast); \par 4.\tab The call to hear is addressed to everyone in the churches and not simply to one particular church; \par 5.\tab The eschatological promise to those who will overcome addresses again a wider audience and not just the community to whom the message is sent. \par \pard\sb100\sa100 The characterizations of Jesus Christ at the beginning of each message repeat features of the inaugural vision and in this way make the messages an integral part of the inaugural vision. Moreover, all the characterizations of Jesus Christ in the beginning, as well as the escatological promises at the end of the letters, reappear in the final section of the book. In this way, the first and last sections of Revelation stand in close relat LVAL ionship to each other and provide the overall framework for the central section of Revelation. Finally, despite their structural uniformity, the seven prophetic messages are not repetitive or monotonous, but they vary. Four of them contain praise and censure; two communities receive only praise: one is simply censured.\par The fact the the author writes in his own name distinguishes him from other apocalyptic writers who often wrote under the auspices of great figures.\par \pard\par \cf2\f1\fs23\par \fs29\par } LVALa{\rtf1\ansi\deff0{\fonttbl{\f0\froman\fprq2\fcharset0 Times New Roman;}{\f1\fnil\fcharset0 Georgia;}{\f2\froman\fprq2\fcharset0 Times;}} {\colortbl ;\red0\green0\blue0;\red0\green0\blue255;} {\*\generator Riched20 5.40.11.2210;}\viewkind4\uc1\pard\qc\lang1033\b\f0\fs24 SCIENTIFIC BIBLE STUDY\par \par \pard\b0 There are many areas of science that the student could go into with a scientific Bible study. There is mental science, or psychology; moral science or ethics; pure science, consisting of mathematics as opposed to natural or physical science, which rests upon observation and experiment; applied science\emdash the findings of science applied to everyday life; natural or physical sciences, which include biology, chemistry, geology, mathematics, physics, and astronomy; and social sciences, which deal with human relationships and include sociology, history, politics, and anthropology.\par \par Generally speaking, however, a science is a branch of study concerned with the observation and classification of facts in an effort to establish certain verifiable general laws; and the scientific method is the amassing, testing, coordinating, and systematizing of knowledge.\par \par Attention will be centered in this study on the physical sciences, since studies have been devoted to sociology, politics and history. Of the physical sciences emphasis is placed on zoology, botany, and mineralogy. Zoology deals with the animal kingdom, while botany concerns itself with plant life and mineralogy has to do with the mineral substances. One could study the Bible from the standpoint of chemistry, mathematics, physics, and astronomy; but since these investigations require a fairly extensive technical knowledge on the part of the student, they are not considered for this course.\par \par Scientific material can be very conveniently charted in parallel columns on large sheets of paper, or put into paragraph form. Perhaps both would be beneficial to see the material from two different angles.\par \par Some vLVALery interesting studies could be made on cumin, mustard, gopher, shittim, fox, goat, quail, sparrow, and locust. The Bible uses these and others constantly and their importance to Israel was beyond our imagination.\par \par \pard\fi-360\li360 1. List the name of the animal, plant, or mineral as it appears in a given verse of the Bible you are using.\par \par 2. Look at other versions to ascertain if the translation there is the same in the version with which you begin.\par \par 3. Next go to Bible dictionaries and encyclopedias to discover exactly what kind of species you are studying.\par \par 4. Look at all the places where this plant, animal, or mineral appears in Scripture and try to learn if the name is ever used in a figurative or symbolic sense. For instance, in Daniel 2, gold, silver, and iron are made symbolic; in chapters seven and eight, a lion, bear, leopard, ram, and goat, are declared to represent world empires or rulers.\par \par 5. What special significance does the mention of the object or organism have in any particular Biblical reference? What importance may be attached to the combinations of animals, etc., which appear in various passages? For example, in Isaiah 11, several ferocious animals are paired off with their natural prey in an effort to demonstrate the revolution in nature which will take place during the millennium.\par \par 6. Now collect all the information concerning an animal, plant, or mineral from passages where the name appears, in an effort to determine what the Bible teaches about it.\par \par 7. Last, try to discover what characteristics of a biological or mineral specimen may be used to illustrate Christian faith. Good examples of this type of study are found in the parable of the shepherd and the sheep (John 10), and the account of the vine and the branches (John 15).\par \pard\cf1\f1\fs23\par \cf2\b\fs28 EXAMPLE\par \par \pard\ri90\qc\cf0\f2\fs24 WE ARE SALT: SCIENTIFIC BIBLE STUDY [EXAMPLE]\par \pard\ri90\b0 (Matthew 5:13) LoisLVAL Dehmlow McNeal: 2 November 1973, Apostolic Bible Institute\par \par "Ye are the salt of the earth." Who is the salt of the earth? Christ was speaking to the disciples, followers of Him while He was still on the earth. If men who followed Jesus were salt, is or what are its characteristics. If men who followed Jesus were salt, we as part of the body of Christ ought more to be.\par \par Consider for a moment what salt is or what are its characteristics. Salt is used as a preservative. We are a preservative, at the moment, to the world. If it were not for men and women in the church praying for this wicked world, God's judgment would have fallen on this world a long time ago. Another characteristic of salt: what happens to our bodies when we take in salt? We become thirsty. Our lives should be an example to the world that they thirst after living waters. We are to bring men and women to Jesus. We are to make them thirsty.\par \par Chemically speaking what is salt? Salt or the compound NaCl is formed when the hydrogen atom or atoms of an acid is removed and replaced by an element (metal). Salt starts as an acid. Sodium chloride or table salt begins as an interaction of hydrochloric acid with an element. An acid is similar to or a type of the old Adam in us. \par \par Hydrochloric acid is harmful to our bodies whether it is applied externally or internally. Yet hydrochloric acid is found in our stomachs and we live with that acid in us. Sin is harmful to us, yet we live upon this earth with sin all around us. Ephesians 4:22 says in speaking of the old man, "Which is corrupt according to the deceitful lusts." So in the formation of salt we remove the hydrogen atom; as a sinner we repent and are baptized in the Name of Jesus. We are removing the sin. \par \par Romans 6:6 says, "Knowing this, that our old man is crucified with Him, that the body of sin might be destroyed." By removing the hydrogen atom the acid is destroyed; by being baptized the old man in us is destroyed. LVAL It is necessary for the hydrochloric acid to lose its hydrogen before the sodium can interact with it. The Sodium is a type of God. The characteristic of sodium is such that it will consume our flesh. We could not live in the presence of pure sodium. We cannot have Christ indwelling our bodies if the old man is still part of us. We cannot receive the Holy Ghost without repenting. The next step for us would be to receive the Holy Ghost. \par \par The acid having lost its hydrogen atom, is ready to take on the element. Herein lies some beautiful truths. The first being, the element had to be introduced to the acid before the hydrogen atom could be pulled off. Christ draws us unto Him. John 6:44, "No man can come to me, except the Father which hath sent me draw him." It is not on our own that we give up our sins. It is not on its own that the acid gives up the hydrogen atom. \par \par Another beautiful truth is that the chemical reaction is instantaneous As soon as the hydrogen atom is given up, the element is taken on. Nowhere in my Bible or yours can we find evidence of one tarrying for the Holy Ghost. Acts 2:38, "Repent, and be baptized every one of you in the name of Jesus Christ for the remission of sins, and ye shall receive the gift of the Holy Ghost." No mention of tarrying, simply ye shall receive. \par \par In Acts the nineteenth chapter, the disciples at Ephesus as soon as they heard of the Holy Ghost and were baptized in Jesus Name, Paul laid his hands upon them and they received the Holy Ghost, speaking with tongues. No mention of a time element or a tarrying is found before they received the Holy Ghost. \par \par Going back to the formation of our salt, it is not a salt until the element is taken on. We must take on Jesus Christ. When the element in the chemical reaction is bonded to what was once an acid, the new compound takes on totally new characteristics. 1 Peter 4:2, "That he no longer should live the rest of his time in the flesh to the lust of men, but LVAL to the will of God."\par \par What is a salt, how is it formed? A salt is formed when the hydrogen atom is removed from the acid and replaced with an element. Salvation comes by repenting, being baptized in the Name of Jesus, and receiving the Holy Ghost (speaking with tongues). If the disciples were salt how much more ought we not to be the salt of the earth.\par \par *Salt and its formation refers only to the salt NaCl\par \par \pard\f0\par \par \cf1\f1\fs23\par \fs29\par } LVALjb{\rtf1\ansi\deff0{\fonttbl{\f0\froman\fprq2\fcharset0 Times New Roman;}{\f1\fnil\fcharset0 Georgia;}{\f2\fswiss\fprq2\fcharset0 Arial;}} {\colortbl ;\red0\green0\blue0;\red0\green0\blue255;\red128\green0\blue128;\red255\green0\blue0;} {\*\generator Riched20 5.40.11.2210;}\viewkind4\uc1\pard\qc\lang1033\b\f0\fs24 SOCIOLOGICAL BIBLE STUDY\b0\par \pard\fi-360\li360\par \b 1.\tab FAMILY\par \b0\par \pard\li360 The family is basic to sociology. It should be considered under the heading of biological necessities; status and rank within families and functions.\par \par \pard\fi-360\li360\b 2. COMMUNITY\par \b0\par \pard\li360 The community is merely the combination of a number of families. Involved here would be:\par \par \pard\fi-360\li720 (1) The relation between the individual and the community.\par (2) The care of the community exercised on behalf of the poor, sick, disabled, or criminals.\par (3) Types of community organization.\par \par Communities may be classified:\par \par (1) Politically\emdash organized and unorganized, state and national, or international\par (2) Economically\emdash agricultural, commercial, or industrial\par (3) Religiously\emdash individuals in groups for religious reasons\par (4) Geographically\emdash regional, urban and suburban\par (5) Educationally\par \par \pard\fi-360\li360\b 3. RANGE OF GOVERNMENT\par \b0\par \pard\li360 Study the relation of government and its subjects; an investigation of the judicial activity of government, and a definition of the types of government.\par \par \pard\fi-360\li360\b 4. COMMUNICATION AND DISTRIBUTION\par \b0\par \pard\li360 Types and speed of travel, the distribution or misdistribution of goods and its effect upon society, the speed and nature of communication, and the control of news or propaganda methods.\par \par \pard\fi-360\li360\b 5. GOODS\par \b0\par \pard\li360 The consumption and distribution of income which permits their purchase; property\emdash whether it is privately or state-LVALowned, and how much protection is given by the state to real and personal property; production\emdash the human services, natural resources, and capital goods involved in it; and free private enterprise\emdash the role of profit and competition and governmental control or restriction on enterprise.\par \par \pard\fi-360\li360\b 6. LABOR AND MANAGEMENT\par \par 7. RACE AND RACIALISM\par \par 8. PROMOTION OF RICHER LIVING\par \par 9.\tab RELIGION\par \par 10.\tab EDUCATION\par \par 11.\tab RECREATION\par \par 12.\tab ARTS\b0\par \pard\cf1\f1\fs23\par \cf2\b\fs28 EXAMPLE\par \par \pard\sb720\qc\cf3\scaps\f2\fs32 Excellence in the Workplace\cf0\b0\i\scaps0\f0\fs24\par \pard\sb120\b\i0\caps\f2\fs28 Pro 22:29 \b0\caps0\fs24 In recent years, numerous books have been written extolling the value of quality and excellence in the workplace. By and large, these studies have been based on the premise that quality work doesn\rquote t just lead to higher profits\emdash it is a condition of staying in business today.\cf3\b\scaps\fs32\par \pard\fi360\sa120\cf0\b0\scaps0\fs24 The emphasis on excellence has had major repercussions in the corporate world, where many managers and employees have embraced it as a new way of doing business. Yet the theme of excellence in work is as old as the Bible (Prov. 22:29). In fact, quality is one of the keys to a biblical view of work:\par \pard\fi-360\li720\bullet\tab God does His work with excellence. When He created the world, the end result was \ldblquote very good\rdblquote (Gen. 1:31).\par \bullet\tab God equips people with specific skills and abilities that fit them for certain kinds of work (see \ldblquote\cf4 You Are Unique\cf0\rdblquote at Ex. 31:1\endash 11, and \ldblquote\cf4 You Are Unique\cf0\rdblquote at Ps. 33:15). He wants us to use our skills for their intended purposes, thereby serving Him with all our mind and might (Matt. 22:37\endash 38).\par \bullet\tab Christians are to do their work as if Christ Himself were evaluating the effortLVAL\emdash because He is (Eph. 6:5\endash 8; see \ldblquote\cf4 Who\rquote s the Boss\cf0\rdblquote at Col. 3:22\endash 24).\par \pard\fi-360\li720\sa120\bullet\tab Christians are commanded to be \ldblquote well pleasing in all things\rdblquote in their work, because doing so makes the gospel of Christ attractive to coworkers and customers (see \ldblquote\cf4 Your \lquote Workstyle\rquote \cf0\rdblquote at Titus 2:9\endash 10).\par \pard\fi360 In light of these principles, ask yourself what kind of quality and craftsmanship you put into your work. Would God be pleased with how you do your job? Would He be pleased with the end product or service? Are \i you\i0 proud of the way you do your job? If not, how could you make improvements?\par \pard\i\f0\par \pard\sb720\qc\cf3\b\i0\scaps\f2\fs32 Working Smarter, Not Harder\cf0\b0\scaps0\f0\fs24\par \pard\sb120\b\caps\f2\fs28 Pro 24:3\endash 6 \b0\caps0\fs24 We often hear about the value and rewards of hard work. But how hard is work supposed to be? When faced with a difficult task or heavy volume of demands, how do you respond? Do you think through how to accomplish more with less effort and fewer resources, or do you just grit your teeth and exert more effort?\cf3\b\scaps\fs32\par \pard\fi360\cf0\b0\scaps0\fs24 Proverbs suggests that our work need not always be toilsome labor and sweaty pain. It confirms the fact that God\rquote s original design was for work to be good\emdash in fact, \ldblquote very good\rdblquote (Gen. 1:31; see \ldblquote\cf4 God\emdash The Original Worker\cf0\rdblquote at John 5:17). It was only after Adam and Eve\rquote s sinful rebellion that work came under the curse, with the result that laborers suffer from sweat and toil (Gen. 3:17\endash 19). But as much as possible, God wants our labor to be a significant, satisfying activity.\par \pard\fi360\sa120 Proverbs offers counsel on how that can happen, and how we can work \ldblquote smarter, not harder\rdblquote :\par \pard\fi-360\li720\bullet\tab We are wise if we honorLVAL God in our work and with the pay that we receive from work (3:9\endash 10; 16:3).\par \bullet\tab It is smart to learn and practice diligence and avoid the pitfalls of laziness (6:6\endash 11; 13:4; 19:15; 20:4; 21:25).\par \bullet\tab Taking responsibility for our work and carefully planning it will yield enormous benefits (12:11, 14, 27; 14:23).\par \bullet\tab We will avoid much pain and find much joy if we do our work with ethical integrity (16:11; 20:10, 17, 23).\par \bullet\tab It is natural for us to want to provide for ourselves, and we are wise to use that motivation by showing initiative (16:26; 20:13).\par \bullet\tab It is smarter to work for long-term outcomes than for short-term gains (20:21; 21:5; 24:3\endash 7).\par \bullet\tab The path to success is to develop excellence in our skills and performance (22:29; 24:3\endash 7).\par \pard\par \pard\brdrt\brdrs\brdrw40\brsp120 \ri2880\i\f0 The attitudes, behaviors, and expectations you have about your work can be termed your \ldblquote workstyle.\rdblquote The New Testament highlights five key areas of a Christlike workstyle. How does yours compare? To find out, see \ldblquote\cf4 Your \lquote Workstyle\rquote _ \cf0\rdblquote at Titus 2:9\endash 10.\i0\par \pard\i\par \i0\par \cf1\f1\fs23\par \fs29\par } LVALgc{\rtf1\ansi\deff0{\fonttbl{\f0\froman\fprq2\fcharset0 Times New Roman;}{\f1\fnil\fprq2\fcharset2 Wingdings;}{\f2\fnil\fcharset0 Georgia;}} {\colortbl ;\red0\green0\blue255;\red0\green0\blue0;} {\*\generator Riched20 5.40.11.2210;}\viewkind4\uc1\pard\qc\lang1033\b\f0\fs24 SYNTHETIC BIBLE STUDY\par \pard\b0\par This method of Bible study is done by putting together of parts so as to form a whole. In the inductive method we came to conclusions by observation of details. \par \par In the synthetic method there is a general understanding of the whole message made from these same details.\par \par This time we are looking more for general impressions by means of less detailed investigation, and the ramifications of those main ideas are not followed out in detail.\par \par \b STEP ONE: Read the material through several times\par \b0\par \pard\fi-180\li180\f1\fs18\'a7\tab\f0\fs24 Let each reading be at one sitting.\par \f1\fs18\'a7\tab\f0\fs24 It is not necessary that these readings follow one another in close proximity.\par \pard\par \b STEP TWO: Emphasize different aspects of study\par \b0\par \pard\fi-180\li180\f1\fs18\'a7\tab\f0\fs24 In each reading emphasize some particular aspect such as the geographical, historical, or doctrinal.\par \f1\fs18\'a7\tab\f0\fs24 Read prayerfully and reverently.\par \f1\fs18\'a7\tab\f0\fs24 Recognize the fact that just as the book was revealed and inspired by the Holy Ghost, it will likewise be illuminated by the Holy Ghost.\par \f1\fs18\'a7\tab\f0\fs24 Read it without helps.\par \f1\fs18\'a7\tab\f0\fs24 As you read, look, listen, and live.\par \pard\par \b STEP THREE: Examine carefully the central theme and note how it is developed\par \b0\par \pard\fi-180\li180\f1\fs18\'a7\tab\f0\fs24 Look for a key verse or passage which generally embodies the central theme.\par \f1\fs18\'a7\tab\f0\fs24 Read it again and (keeping the central theme in mind) see the ways the theme is emphasized throughout.\par \f1\fs18\'a7\tab\f0\fs24 Define the tone of the LVALbook: Is it polemic, didactic, or what is it?\par \f1\fs18\'a7\tab\f0\fs24 Special problems or interests should be dealt with.\par \pard\par Each book has a primary message arranged according to rhetorical principles. Sometimes there is an announcement of the change of subject. Again it may be obvious, but unannounced.\par \par Occasionally the repetition of certain like or similar words provides a clue. Sometimes chronological, geographical, or historical divisions may be made.\par \par \cf1\b\fs28 EXAMPLE\par \par \pard\qc\cf0\fs24 BOOK OF ACTS: SYNTHETIC BIBLE STUDY [EXAMPLE]\par \pard\fi-360\li360\par \b0 Chapter 1 - The last day of Jesus on the earth with His disciples.\par \par Chapter 2 - The beginning of the Christian community [including the outpouring of the Holy Ghost, the sermon preached by Peter, the salvation message received by 3000, and the beginnings of the \tab Christian community in fellowship].\par \par Chapters 3 to 7 - The operation of the Jerusalem church [including the healing of the lame man at the gate gate beautiful, the reaction by the officials of Judaism, the having all things in common that involved Ananias and Sapphira, the first problem caused by the Grecian women, and the martyrdom of Stephen].\par \par Chapters 8 to 12 - The scattered or persecuted church [including the persecution in which Paul was largelya part, Paul's conversion, the opening of the church to Cornelius, the imprisonment and release of Peter]\par \par Chapters 13 to 28 - The ministry of the Apostle Paul [including the three missionary journeys]\par \par CONCLUSION: (With a synthetic Bible study this is the interpretation)The book of Acts is the account of the history of the first generation of the Apostolic Church. It begins on the day of Pentecost and goes through the ministry of Paul during his three missionary journeys.\par \pard\cf2\f2\fs23\par \fs29\par }