When analyzing a Bible verse, there are several types of context to consider. Eg, Immediate Context, Larger Context, Book Context, Whole Bible Context, historical and cultural background.
Biblical Contexts In Modern Biblical Interpretation.
DEFINITION OF TERMS:
Immediate Context; This includes the sentences that come immediately before and after the passage. Very often, the immediate context is the paragraph containing the passage.
Section Context; This is the next larger portion of context. It includes the paragraphs that come before and after the passage and make up the section of the book containing material related to the passage.
Book Context and Whole Bible Context; This includes the entire book in which the passage is found and the general teachings of the Bible as a whole.
Parallel Passage Context; This comprises Bible texts from other books that describe the same events or themes. Most of the events contained in one gospel, for example, are likewise recounted in the other gospels. Many of the events reported in 2 Samuel, 1 and 2 Kings, and 1 and 2 Chronicles are also documented in 1 and 2 Chronicles. And theological paragraphs on the same subject are frequently found in two or more New Testament epistles.
Background Passage Context; Certain portions serve as a backdrop for others. Exodus, Leviticus, and Numbers events, for example, provide context for Moses’ cautions and directives in Deuteronomy. The prophets are set against the backdrop of some of the Old Testament’s historical writings (1 King to Nehemiah) (Isaiah through Malachi). And the book of Acts serves as the backdrop for the majority of Paul’s epistles (Romans through Philemon).
Historical and Cultural Context; People and events in the Bible were influenced by a wide range of historical and cultural circumstances. We have a far higher chance of appropriately comprehending the material if we are aware of these instances. Recent historical events, civil government, royal customs, economic practices, types of dwellings, modes of transportation, marriage customs, farming procedures, metalworking capabilities, prevalent thought patterns, astronomical concepts, calendar systems, ways of expressing the time of day, clothing, and so on are all included.
Secular Literature Context; The vocabulary and types of word usage found in the general literature of the same period during which a biblical passage was written can shed light on such things as the various synonyms available to the biblical writer and the connotations of various words.
There is no idea so ridiculous, immoral, or heretical that it cannot be supported by a Bible passage. “How is this possible?” you wonder. There are roughly 777,000 words and 31,400 verses in the Bible. It is so vast and diverse in content that every astute heretic may select one passage among hundreds to justify his preconceived notion. Even in the hands of devout Christians, the Bible is frequently misquoted by individuals who use a verse without carefully considering its context.
In the previous lesson, we learned that a solitary word can have many meanings, but when that word is used in a given phrase it then has only one meaning. This also applies to verses from the Bible. Out of context, they appear to have many possible meanings, but the exact meaning is found only when they are read in their total context. In this lesson, we will study examples that illustrated this principle.
First, we’ll look at how important it is to examine a paragraph in regard to its immediate environment. Then we’ll look at it in connection to the flow of thought in the part where it’s located. Finally, we’ll look at how it links to the overall aim and plan of the book.
Lesson Outline:
- 1) The Law of Context
- 2) The Passage Within Its Immediate Context
- 3) The Passage Within Its Larger Context
- 4) The Passage Within Its Book Context.
When you finish this training, you should be able to explain;
- 1) what is meant by “the law of context.”
- 2) Demonstrate the ability to discover the larger context around the passage.
- 3) Suggest several ways to find the purpose of a book or epistle.
- 4) Determine a theme for a Bible epistle.
1. Find a Bible, commentary or another sourcebook that gives suggested outlines for each book of the Bible. Study the outlines and look for a pattern you can use in your own outline.
2. Using a small book of the Bible that you know well (an epistle, perhaps), make a tentative outline of it. (Do not use more than five main points.)
3. Work through the training development in the usual manner. Be sure you understand each concept before proceeding to the next one. Then take the self-test and check your answer.
THE LAW OF CONTEXT
Many people view the Bible as if it were a huge String of pearls–thirty thousand pearls! They think that each verse of the Bible has an intrinsic value that is independent of the verses around it. They also seem to think that each verse has only a vague relationship to its context.
Actually, to be studied accurately, the Bible must be seen as a tapestry in which each verse becomes part of the fabric of thought, and all the thoughts reveal one singular fabric out of the tapestry; the message would be distorted.
To correctly interpret a verse or passage of Scripture, we must consider it in light of its context. This includes everything from the verses immediately around it to the historical situation in which it was written. Stated as a law of interpretation this principle is: No Verse or phrase can mean something in isolation that it does not mean within its wider context.
The very word context reflects the importance of this law. It is comprised of two Latin words: con meaning “together” and textus meaning “to weave.” Together the two words form a third which means “woven together” and implies a central thread of thought: interwoven through a piece of literature that binds all the individual passages and thoughts into one central theme.
In this lesson, we will look at three levels of context.
First is the immediate (near) context, which includes the paragraphs immediately before and after the passage being studied.
Second, there is the larger context which includes the surrounding flow of thought (usually a chapter or several chapters).
Finally, the remote (far) context concerns the entire book in which the passage is found.
The law of context states that a Bible verse or phrase;
a) cannot mean something in isolation which it does not mean within a wider context
b) must be seen in the light of generally accepted doctrines of the Church.
c) derives its meaning from its own etymology apart from my context.
d) must be interpreted within the context of the culture and times of the interpreter.
THE PASSAGE WITHIN ITS IMMEDIATE CONTEXT
I can still vividly remember the day a new convert shuffled sadly into my office. “Why are you so sad?” I asked sympathetically. “Because I have sinned and there is no more sacrifice for me to be forgiven, “he blurted. Stunned, I responded without thinking, “Oh, how many sacrifices for sin did you have to begin with?”
This man’s problem had come from trying to interpret a very difficult verse in isolation from its context. The verse reads: “if we deliberately keep on sinning after we have received the knowledge of the truth, no sacrifice for sins is left, but only a fearful expectation of judgment and of raging fire” (Hebrews 10:26-27).
As a solitary verse, it does “appear” to teach that any sin committed after salvation results in certain damnation. However, as a part of the immediate context, it has a much different meaning.
Notice that the verse preceding it indicates that there is only “one sacrifice” for sin: Christ’s (Hebrews 10:18). Also, the verses following this passage clearly state that the sin in question is rejoicing (verse 29). So the verse, in actual fact, is saying that anyone who receives the knowledge of salvation and yet continues to sin (in this case, relying on the sacrifices of the Mosaic Law) has rejected the only sacrifice that will truly forgive sins: Christ’s sacrifice.
The error of interpretation this new convert made is the most common error of all false interpretations. That is to interpret a “half-thought” in isolation from the immediate context that surrounds it as if that were a “whole thought”. The immediate context, the material (usually a paragraph or two) immediately before and after the passage being studied, must always be considered. It comprises part of the total thought of the passage.
You can avoid this error in your own interpretation by following these steps:
- 1. Identify the complete thought of the passage being studied
- 2. Read the paragraphs directly before and after the complete thought
The immediate context of a passage refers to:
- a) The book in which it is found
- b) The time and circumstances under which it was written
- c) The verse immediately preceding it
- d) The material immediately before and after the passage
Identify the complete thought
One man suggested that the first rule of Bible interpretation should be to ignore all the verse and chapter divisions. I’m not sure I would make this a rule of interpretation, but it is a good idea. The reader must always remember that the verse and chapter divisions of the Bible are modern innovations, created to help us find passages, not to interpret them. The ancient writers did not use punctuation marks or leave spaces between key thoughts; manuscripts were far too expensive. But reading a lengthy book, such as Isaiah, is difficult without some divisions. Thus, a scholar named Stephen Langton added the chapter divisions in A.D.1228, AND Robert Stephanus suggested the verse divisions in A.D. 1560 (Jenson 1969, 17).
In studying the Bible, be aware that these divisions can be artificial and distracting. Although they were meant to help in Bible reading, they tend to encourage us to think in detached verse segments rather than incomplete thoughts. The verse divisions are at best little more than sentence markers; at worst they divide “segments” of a sentence.
Since we cannot rely on verse divisions to outline complete thoughts accurately, we must look for other methods. Let me suggest two obvious ones. First, notice Whether the verse begins with a conjunction (see “connecting words” in our last lesson) and whether or not it ends with a period or question mark.
Second, add a Bible with paragraph divisions to your library. This will help you see blocks of thought rather than disjointed verses.
Colossians 3:18 begins a series of instructions about rules for the Christian household. Where does this list of rules end?
Have you ever stared admiringly at the beauty of a mountain scene only to have the verse come to mind from psalm 121:1 “I will lift up mine eyes unto the hills, from whence cometh my help|” (KJV)? If so, you were pondering a half-thought! This verse does seem to say that the psalmist is looking to the hills for help, but when this verse is studied in light of the entire paragraph, it becomes obvious that he is looking at the hills with dread, not with awe. The thought of all the dangers that lurked in those mountains caused him to exclaim: “where will my help come from?” In response to his own question he replies, “My help comes from the Lord, the maker of heaven and earth” (psalm 121:2). His “help” is going to come from the Lord, not from the hills.
It is interesting to note that the superscription indicates that this is “a song of ascents.” These songs were sung as one travelled through the hills of Judea on his way to Jerusalem for a special feast or holy day. Certainly, the dangers of the road were constantly on his mind.
Let me add that I personally view strong preaching as what I call “pearl stringing”. This takes place when the speaker begins with a theme and proceeds to meander through a half dozen slightly relevant verses, superficially touching each to add to his theme. Although it is never wrong to quote various parts of the Bible to support truth, it is more beneficial; to preach one passage solidly, supporting it with parallel passages. Preaching on six disjointed verses without really explaining any of them tends to result in weak sermonizing and a bored or confused audience.
4 In this section we suggested that good preaching tends to be based on passages of a paragraph or more, do you agree?…………………why or not?
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5 Romans 13:4 says, “for he is God’s servant to do you good. But if you do wrong, be afraid, for he does not bear the sword for nothing.” Does this verse give a minister the right to physically punish a wayward church member? Find the complete unit of thought and give your answer.
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Study the immediate context
Imagine trying to read a book by opening it to a page, reading an isolated line, and then trying to explain the meaning of that line without having a notion of the thoughts that surround it. Such a method of study is ridiculous. Yet, sadly, this is a common method of studying the Bible.
An example is a father who refused to let his son attend college, based on Luke 16:15 which read: “He said to them, ‘you are the ones who justify yourselves in the eyes of men, but God knows your hearts. What is highly valued among men is detestable in God’s sight’.’’
The father reasoned that because a college education was valued by men it was detestable to God. Obviously, a man’s health, the beauty of nature, and many other things can be highly valued both by God and men. The father had developed a faulty attitude because of faulty techniques of interpretation.
Had he considered the preceding context; he would have found that “what was valued by en and hated by God” was the “love of money” (see verses 13-14). Jesus even referred to this lust for wealth as a master competing with God for man’s attention.
Another verse frequently quoted but correctly understood is Philippians 4:13: “I can do everything through him who gives me strength.” Usually, this verse is quoted as a magical guarantee of superhuman abilities. Actually, the context reveals that the meaning is: “I can endure all sorts of circumstances without complaining because of Him who strengthens me.” Read verses 10-13 with this thought in mind.
6, 1Corinthians 2:9 reads, “However, as it is written: ‘No eye has seen, no ear has heard, no mind has conceived what God has prepared for those who love Him.’’ Read this verse in its immediate context, paying close attention to verse 10; then circle the letter preceding the correct completion. On this occasion, Paul is referring to the
- a) Marvels of the inspired message in the Bible.
- b) Joys that come through fellowship with other believers.
- c) Wonders of life after death for a believer
- d) Miracle of Christ’s rapture of the church.
THE PASSAGE WITHIN ITS LARGER CONTEXT
Until now we have been looking at a single couched in its immediate context. Let’s widen our approach to include the “flow of thought” of a section of a book or epistle. This may include an entire chapter, or perhaps it will extend beyond the chapter divisions to include several chapters.
The question we must ask ourselves now is, “How do the verses I am now studying fit into the flow of thought of the larger context?” keep in mind that the chapter divisions of the Bible, like the verse divisions, are modern innovations, which must not become automatic limits when you are determining the perimeters of a major thought. For example, the chapter division between Ephesians 5 and 6 would have been much more accurately placed at the end of 6:9. The student must therefore learn to study the larger context of a passage, seeking to capture the flow of thought in its entirety.
In determining the larger context of a passage, the interpreter should follow these two steps:
1. Look for clues that link thoughts together
2. Fit the passage into its larger context.
Let’s study the verses in Mathew 10:19-20 as an example of how to find and use the larger context incorrectly interpreting a passage. These verses read: “But when they arrest you, don’t worry about what to say or how to say it. At that time you will be given what to say for it will not be you speaking, but the Spirit of your Father speaking through you.”
Perhaps you have heard portions of this verse quoted in defence of not preparing for a sermon or Sunday school lesson prior to a service or class. But as we will examine it below in its immediate and widening contexts, we will see that this is not the true meaning.
Clues That Link Thoughts and Actions
Several ways to find a widening context (section) are to look for: 1) conjunctions, 2) continuity of circumstances, and 3) the continuity of a theme. Now let’s work through these steps as we study Mathew 10:19-20.
Look for Conjunctions
With regard to conjunctions, notice a significant one at the beginning of Mathew 10:19: “but.” This conjunction of contrast demands that we link this thought to the preceding one. Studying the preceding verses shows us that Christ is warning the disciples that they will be taken before the council and wrongfully judged and persecuted. But they are not to fret over this because the Holy Spirit will give them the correct response to the council at the appropriate time. The verse refers to standing before a council; it does not refer to standing before a Sunday school class.
Sometimes conjunctions can denote a relationship between paragraphs or even chapters. If a paragraph or chapter begins with a linking word such as “but,” “therefore “since,” or “so,” we must look for a direct relationship to the major thought preceding it. Notice the example in Mathew 10:26. Here the paragraph begins with the word “so” indicating a cause and effect link between what precedes and what follows.
It seems to be the “cause” thought that preceded it was Christ’s promise that when the disciples were persecuted by local officials the spirit would give them the words to speak (read verses 16-25). The “effect” of this promise is seen in the words “so do not be afraid of them.”
Look for the Setting and Circumstances
The setting and circumstances are as important to action passages (historical accounts) as the conjunctions are to teaching passages. In such historical accounts, we must consider when and where the action is taking place. Other crucial questions are to identify who is speaking, listening, or acting. All these questions help the reader identify the larger unit of thought.
In the example we are studying, chapter 10 in its entirety is one set of instructions given by Jesus to His disciples as they go out to proclaim the Messiah to Israel. Notice that in verses 1-15 Christ tells them where to go and what to say. Then He prepares them for the inevitable opposition they will encounter, and He gives them promises of divine care and future rewards (vv.16-42).
We see a natural ending to the immediate context in 11:1 when the author explains that Jesus “finished” His instruction and went to preach. Note that not only the location changed but also the participant changed. In verse 11:2, Jesus speaks with John’s disciples and then in 11:7, he speaks to the crowd.
Look for a Central Theme
Finally, we need to look for a general theme in a chapter or section. Perusing this section, I notice a repeated theme of “persecution resulting from proclaiming Christ.” If I were to assign a theme to the entire chapter, it will be: “Jesus instructs his disciples to proclaim that the kingdom is at hand in spite of opposition.”
As you study the context of a Bible verse or passage, it is a good idea to look for repeated words and ideas that link an entire chapter or section together. In Mathew 10, the repeated idea of opposition is seen in the following words and phrases:
“Sheep among wolves” (v.16) “Men will hate you” (v.22)
“Be on your guard” (v.17) “Persecuted” (v. 23)
“Flog you” (v.17) “Do not be afraid” (v.26)
“Arrest you” (v.19) “Sword” (v.34)
“Put to death” (v.21) “Take up your cross” (v.38)
7 Read the following verses in Romans 8. Each marks the beginning of a paragraph (sentences grouped around a central thought). Write the conjunction (connecting type word) or phrase that connect each to the paragraph preceding it.
a. 8:1—————— b. 8:9—————-
c. 8:12—————- d. 8:26————–
e. 8:28—————- f. 8:31————–
8 If you were studying Acts 16:30 (“men, what must I do to be saved?”) in it larger context, which would be the minimum verses you would study?—-why?————————————————————————————-
The Passage and its Widening Context
After a passage has been examined in its immediate context, the next step is to ask the question: “How does the passage I am studying fit into the flow of thought of its wider context?”
In summarizing Mathew 10, we see that it begins with Jesus calling his disciples together to instruct them to go throughout Israel, proclaiming that the “kingdom of heaven is near.” Knowing they might be afraid to witness because of possible persecution by the authority, Jesus encourages them not to delay preaching, wondering what they will do when the police appear. In case, of such emergencies, he indicates that they will be given help!! This does not suggest that we not carefully study God’s word before we preach; it simply means that we should not be afraid to preach because of possible persecution. Jesus also explains that persecution is inevitable for His disciples, but so is the reward that comes to His faithful witnesses.
In an even larger context of this section of the book, we see that this passage and chapter are part of a larger flow of thought in the book. Christ has come with miracles to prove his Messiahship (chs.8 and 9). He sends his disciples to challenge the people of Israel to receive him as their king (ch.10). The people, in general, reject the message (ch.11), and the leaders even accuse Christ of being in league with the devil (ch.12).
Finally, the Messiah is rejected by Israel and Christ explains the future of his kingdom in parables (ch. 13)
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Chapters, 8,9 Chapter 10 Chapters, 11,12 chapter 13
9. Turn once again to Acts16:11-40. In the last question, we determined that this was the larger context of Acts 16:30. How does this larger context in turn fit into the other events at Philippi recorded in the same chapter? (Note the chain reaction of “cause and effect” event.)
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The passage within its book context
The golden rule for interpreting within the book context is to understand that the interpretation of an individual passage must be consistent with the flow of thought of the book in which it is found. Just as it is imperative to see how a passage fits into the large thought of the chapter, it is vital that its interpretation harmonizes with the purpose and “flow of thought” of the entire document.
Time does not allow an interpreter to make a thorough study of the book context with each passage studied. Yet every bible student should Endeavour to know the general purpose and organization of every book of the bible. This global understanding is a safeguard to correct understanding and an invaluable tool for precise interpretation.
In considering the entire book, the interpreter must seek two things: (1) to understand why a book was written and then (2) to discover how the writer organized his book. This knowledge will allow him to relate the passage he is studying to the entire book, and will help him recognize parallel texts that might give added insights and understanding.
Why was the book written?
The question “why was this book or epistle written?” implies several related questions such as 1) “who wrote this book and to who was how written?” 2) “What historical situation gave rise to the book?” and 3) “what themes (or themes) are stressed?”
Identify the author and audience
Imagine finding a hundred–year–old letter. The first question you would ask would be: who wrote this letter and to whom did this person write?” likewise, with the letters and books of the bible we must ask questions such as: “is the author an apostle writing a letter exhortation to Christian (such as the epistles of Paul, James, and John)” or “Is the writer a prophet calling a sinful nation back God (Isaiah, Ezekiel)?”
Often the author’s identity is not given. In that case, we are not to worry about it. However, if God named the author, he did so with a purpose, and we need to know as much about that author as possible.
With regard to the “audience,” the interpreter must determine the original reader’s spiritual condition. Were the recipients of the message obedient to God’s word? Were they rebellious? Were they discouraged? Often the answers to these questions are found in the introduction or conclusion of the book or epistle.
Study the historical situation
After identifying the authors and readers, the next step is to determine the historical situation that created the need for the book. Search the text for specific problems or questions that are addressed, note themes that are repeated, or actions that seem to aim towards a common goal.
Ask yourself, “What is the mood of the book? Is it one of the corrections? Comfort? Instruction?” Also, consider the time and place of the writing. “What’s it during a period of revival or apostasy, a time of prosperity or famine? Is there encouragement given in the face of persecution? Are specific doctrinal issues addressed? Do some themes seem to repeat themselves?”
It is a good exercise to begin your study of books with a small epistle. Begin your study by reading the letters several times, searching for references to the identity of the readers and the historical situation that cause the epistle to be written. 2Thessalonians, for example, appears to be a letter of correction about misconceptions about the return of Christ. Philippians is a joyous letter, written from prison to thank the Philippians Christians for their help.
Often the book will give hints as to when it was written. It may refer to historical personalities, special events, or even give term references. All these clues are especially valuable in studying both Old Testament prophets and New Testament gospels.
Summarize the Specific Purpose and Theme
With all this data concerning the author, original readers, and historical situation the final step is to summarize all the information gathered into a statement of purpose. From this, you can produce a more concise statement of the theme.
Summarizing the specific purpose and theme can be challenging. The most obvious way to find them is to look for a direct statement. Sometimes the author specifically identifies his theme. For example, see John 20:31, Luke 1:1-4, Revelation 1:1, and Proverbs 1:1-4. Notice that these thematic statements tend to be given at the beginning or end of a book.
Most often the author’s intention has to be understood indirectly. One key method of understanding an obscure theme is to look for the type of correction and/or instruction the book gives. An example is the five warnings given in Hebrews against drawing away from faith in Christ and returning to Judaism. Obviously, the purpose of the letter is to warn Jewish Christians against leaving Christ and returning to their former ways.
Warning against Neglecting the Message of Christ (2:1-4)
Warning against Refusing the Message of Christ (4:6-13)
Warning against ceasing to grow in the knowledge of Christ (6:9-12)
Warning against Rejecting the sacrifice of Christ (10:26-31)
Warning against Missing the way of faith (12:12-29)
An effective method of identifying a central theme is to watch for what is purposely stressed or omitted. For example, 1 and 2 chronicles focus on the kings of Judah and stress their success, but they ignore the northern kings and the failures of both the kings of Israel and Judah. These books were obviously written to encourage depressed Jews who were trying to rebuild Israel after the captivity. In contrast, 1 and 2 kings were written before captivity to emphasize the sins that ultimately led God to punish his people.
A goal in studying a book of the Bible should be to state the author’s theme in a short sentence of about fifteen words without using the conjunction “and”. Some may argue that every book in the bible shares the combined purpose of revealing God and his salvation; however, within this grand theme, there are sixty-six individual themes, each with a unique message to emphasize. Once this message is understood, the reader will be amazed at how great this aids his understanding of individual passages.
10. Read each scripture segment and then respond to the question related to it.
- a. Who is the original author and who are his readers (James 1:1)?
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- b. What is the spiritual condition of the original readers? (James 1:7,22)?
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- c. List several problems the readers are having (James 1:2;2:1;3:14;4:1;5:3-4)
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- d. Review the entire letter quickly, looking for a consistent purpose and theme. Then record the purpose for the Epistle (why was it written) and the theme (what was written) in the space provided.
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Seeing the scripture
Most books of the Bible have a precise structure. Except for a few books (psalms, proverbs), each bible book has a single theme and a definite flow of thought. For this reason, it is vital for the interpreter to observe the structure of the book he is studying.
Sometimes this structure is chronological, showing a series of events in the order they occurred (mark, numbers, the kings, for example). These events should not be considered independently of each other. In studying them, the interpreter must ask how one decision or event led to the next. For example, Achan’s sin at Jericho led to the defeat at Ai (Joshua 6 and 7). Also, when we remember that the writer was selective in his reporting, we are more aware of the significance of each fact that is recorded. We must question why each detail was recorded or why other facts were not included. Why, for example, does Mark devote 37.5 per cent of his gospel to the events that occurred during the last week of Christ’s life and recorded nothing of His childhood (Lincoln 1975, 65)?
Sometimes the structure of a book is logical rather than chronological. In this type of structure, notice how one major thought leads to the other. Romans provide a clear example. After greeting his readers, Paul reveals the need for salvation for both Jews and Gentiles (chapters 1-3), outlines the means of salvation by faith in Christ (4-5), portrays the sanctification process through the Holy Spirit (6-8), gives the explanation of Israel’s rejection of salvation (9-11), and emphasizes the service of the believer before he writes his farewell (12-16)
All these divisions in Romans have clues that show how the thought is connected. Study the opening phrases of each of these verses below, nothing the “bridge phrases” that connect the major thoughts.
“What then shall we say?” (4:1).
“What shall we say then?” (6:1).
“I speak the truth in Christ” (9:1).
“Therefore, I urge you” (12:1)
Other types of structural organization common in the bible are an argument designed to convince and convict (John), a response to questions or problems (1 Corinthians, 2 Thessalonians), and poetic symmetry (the second half of Isaiah). Notice, for example, how Isaiah 40-66 is one single thought, the coming of the servant of the Lord. It is divided into three sets of nine poems (chapters) each and the centre poem of each set summarizes the theme of the entire set.
SHORT ANSWER. Read the Epistle to Philemon and then answer the following questions.
11what was the historical purpose and overall theme of this letter?
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12 if you were to study a book of the bible and, tempt to outline its structure, what kind of things would you look for to show a link or vision between major thoughts?
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13 suggest an outline of not more than five main points for the Epistle to Philemon.
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14 in the statement “But I did not want to do anything without your consent so that any favour you do will be spontaneous and not forced” (Philemon 14), what is the smallest complete unit of thought that you should locate to study this verse?
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15 Read Philemon 16 in its immediate context and identify what favour Paul was requesting.
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16 Ephesians 6:15 is an example of how verse divisions often break thoughts rather than divide them. It reads, “And with your feet fitted with the readiness that comes from the gospel of peace”. Read it in its context and answer these three questions.
what verses from the entire thought around this passage?
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b How does the image of “fitting the feet” fit into the surrounding flow of thought?
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17 Read Ephesians 6 in your Bible. Do you think this should be the first verse of the chapter? Explain your answer.
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7 a, Therefore.
b However.
c. Therefore.
d. In the same way.
e. And.
f. Then.
a) cannot mean something in isolation which it does not mean within its wider context.
8) I would start with Paul’s entering Philippi (v.12) and continue through his leaving the city (v.40). the larger thought is held together by all the events that happen at one location.
d) the material immediately before and after the passage.
9) 1) Paul leads Lydia to Christ;
2) her household is saved and regular services begin;
3) the service attracts the attention of a demon-possessed girl;
4) the healing of the girl causes Paul and Silas to be put into prison;
5) the prison experience results in deliverance, which brings the jailer and ultimately his family to Christ.
3, The instruction does not end until chapter 4 verse 1. Notice that Paul is speaking of groups of two: wives and husband; children and fathers; and servants and master.
10) a. James, the half-brother of Christ, is the author; Jewish Christians are the readers.
b. These readers are spiritually “double-minded.” They listen to God’s word but do not obey it.
c. These readers are afflicted by trials, favouritism, bad attitudes, fights, and unfairness.
d. The purpose of the letter might be summarized as: “To stimulate Christians to live, not just profess, their faith.” A simple statement of the theme might be: “True religion.”
4, Your answer. I believe that preaching should be based on passages of at least a paragraph to avoid the danger of teaching half-thoughts and something that is foreign to the context. Another advantage is that it will tend to make one’s preaching less subjective and more biblical.
11, a. Greeting: Vv. 1-7
B Teaching: Vv. 8-16
C Application: Vv. 17-22
D. Closing: Vv. 23-25.
5, This verse is not speaking of a minister but of a government authority or ruler. The idea is that a government can inflict capital punishment on evildoers.
12, You would look for changes, including movement to a different situation (location, time, action), changes in the audience, and changes in thoughts. The bridging statements would be those that introduced new thoughts, usually by a phrase with a conjunction such as “now concerning” or “therefore I beg you to.”
6, a) marvels of the inspired message in the Bible. (Note that, according to verse 10, these marvels “have been” revealed to us.). So far so good I shall give it a stop here till the next article. Thanks for your time and see you always visiting here.
I SHALL STOP HERE FOR NOW, TILL THE NEXT UPDATE.
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