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Table of ContentsSuggested Websites 2

Chapter Summaries 4

Student Learning Objectives 40

Chapter Quizzes 44

Sample Syllabus 74

Midterm Exam 79

Final Exam 86

Midterm Exam Study Guide 92

Final Exam Study Guide 93

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Suggested Websites

Bible Texts and ExtrasGlo Bibleglobible.com/

Tyndale House Toolbarwww.tyndale.cam.ac.uk/toolbar

Academic Online Bibleswww.academic-bible.com/en/online-bibles/

Bible Study ResourcesBest Commentaries www.bestcommentaries.com/

Step Biblewww.stepbible.org/

Bible Gatewaywww.biblegateway.com/resources/commentaries/

Biblicawww.biblica.com*Look for the heading “Bible Study Resources” under the heading “The Bible”, which is located on the site header.

Old TestamentOld Testament Gatewaywww.otgateway.com/

Bible Journal of Old Testament Resourceswww.gordonconwell.edu/resources/Old-Testament-Research.cfm

New TestamentInto His Own: Perspective on the World of Jesusvirtualreligion.net/iho/

The Johannine Literature Webcatholic-resources.org/John/

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New Testament Gatewaywww.ntgateway.com/

Resource Pages for Biblical Studiestorreys.org/bible/

A Synoptic Gospels Primervirtualreligion.net/primer/

Bible Maps and BackgroundsBiblical Backgroundsbibback.com/index.html

Bible Picturesbiblelandpictures.com/

Werner-Forman Archivewww.werner-forman-archive.com/

The Bible Atlaswww.swartzentrover.com/cotor/bible/Bible/Bible%20Atlas/Bible%20Atlas.htm

Bible History Onlinewww.bible-history.com/

Biblical Studies UKwww.biblicalstudies.org.uk/index.html

Bible Mapperwww.biblemapper.com/

Bible Maps and Chartswww.biblestudy.org/maps/main.html

Bible Placeswww.bibleplaces.com/

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Chapter SummariesChapter 1 – The Interpretive Journey

Key Termsthe Interpretive Journey; principlizing bridge; parts-whole spiral

Key Points Students of the Bible need a consistent approach to biblical interpretation, which will

allow them to understand and to apply any biblical text. The Interpretive Journey assumes that the Bible is a record of God’s communication to

people. Step 1 of the Interpretive Journey answers the question, “What did the text mean to the

biblical audience?” Step 2 of the Interpretive Journey answers the question, “What are the differences

between the biblical audience and us?” While identifying these differences, it is important to pay special attention to the significant differences and the unique features of the passage that is being studied.

Step 3 of the Interpretive Journey answers the question, “What is the theological principle in this text?” Theological principles serve as the principlizing bridge, which allows the reader to cross the river of differences.

Step 4 of the Interpretive Journey answers the question, “How should individual Christians today live out the theological principles?” For each passage of Scripture there will be a few theological principles and numerous avenues for application.

Chapter Summary People around the world read the Bible and want to interpret it correctly. The process of

interpreting the Bible is similar to going on a journey. The Interpretive Journey, which is described in Journey into God’s Word, provides a consistent approach that allows modern readers to read the Bible correctly. The Interpretive Journey, which consists of four steps, is much preferred to the intuitive approach, the spiritualizing approach, or simply ignoring a passage that is hard to understand.

Step 1: Grasping the Text in Their TownIn this step the reader answers the question, “What did the text mean to the biblical

audience?” To answer this question, the reader must read the text carefully, making as many observations as possible. After carefully studying the text, the reader should summarize its meaning into one or two sentences, using past-tense verbs.

Step 2: Measuring the Width of the River to CrossIn this step the reader must answer the question, “What are the differences between the

biblical audience and us?” The primary differences between the original recipients and the modern reader are cultural, linguistic, situational, and covenantal. These differences create a river, which prevent the modern reader from moving directly from meaning to application. As the reader attempts to determine the width of the river, they must make note of significant differences between the biblical audience and today. Additionally, if the reader is studying the Old Testament, they must account for the life and work of Jesus. Finally, when judging the width of the river, the reader must identify any unique aspects regarding the situation of the passage.

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Step 3: Crossing the Principlizing BridgeIn this step the reader must answer the question, “What is the theological principle in this

text?” It is important to remember that the answer to this question should be reflected in the meaning that was identified in Step 1. Additionally, identifying a theological principle will require the reader to remember the differences from Step 2. Next, the reader must recognize any similarities between biblical and modern audiences. After reviewing the differences and similarities, the reader should identify a broad theological principle, which is reflected in the meaning of the text. This theological principle is the principlizing bridge that allows us to cross over the river of differences. There are five criteria for a theological principle:

1. The principle should be reflected in the text.2. The principle should be timeless.3. The principle should not be bound to one culture.4. The principle should correspond to the rest of Scripture.5. The principle should be relevant to both the biblical and the contemporary

audience.Step 4: Grasping the Text in Our TownIn this step the reader must answer the question, “How should individual Christians today

apply the theological principles in their lives?” In this step the theological principle is applied to a specific situation that is faced by contemporary Christians. A passage can be applied in numerous ways.

Pedagogical Suggestions To assist your students in understanding the necessity of having a consistent approach to

interpreting the Bible show this clip from The West Wing: www.youtube.com/watch?v=S1-ip47WYWc

Without a consistent approach to biblical interpretation, students of the Bible run the risk of falling into three pits: 1. the intuitive approach to interpretation, 2. the spiritualizing approach to interpretation, or 3. the “shrug your shoulder” and ignore approach to interpretation. Begin a discussion with your class that brings to life each of these pitfalls.

To assess how your students currently read, interpret, and apply the Bible, ask them to take The Hermeneutics Quiz, which was formulated by Dr. Scot McKnight. www.buildingchurchleaders.com/assessments/individuals/hermeneuticsquiz.html (quiz)www.christianitytoday.com/le/2008/february-online-only/cln80225.html (article about the quiz)

Other Media Sources/Websites How Hermeneutics Led Me to a Deeper Faith by Jonathan Nicoletti: In this blog

Nicoletti explains how hermeneutics helped him move from a simplistic faith to a deeper faith. This blog could help you understand the journey that many of your own students are traveling. biologos.org/blog/how-hermeneutics-led-me-to-a-deeper-faith

Hermeneutics—What is it, and Why do Bible Readers Need It? by Dr. Ben Witherington: In this blog Witherington defines and explains the importance of hermeneutics. benwitherington.blogspot.com/2008/10/hermeneuticswhat-is-it-and-why-do-bible.html

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Lesson 6: Principles of Biblical Interpretation by Dr. James Davis: In this blog Davis outlines seven principles of biblical interpretation. bible.org/seriespage/lesson-6-principles-biblical-interpretation

Suggested Essay Questions In this essay describe the four steps of the Interpretive Journey. Step 3 of the Interpretive Journey requires you to identify the text’s theological principle.

In this essay outline the steps a student of Scripture should follow, in order to formulate a valid theological principle. What are the five criteria that should be used to validate a theological principle?

In this essay explain why the Interpretive Journey is far superior to the intuitive approach, the spiritualizing approach, and the “shoulder shrug” approach.

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Chapter 2 – Serious Reading

Key Termsserious reading; repetition of words; contrasts; comparisons; lists; cause and effect; figures of speech; conjunctions; verbs; pronouns

Key Points A serious reading of the Bible requires the student to read the text over and over and to

pay attention to the details of the text. Repetition of words describes words that are repeated within a given passage. Contrasts focus on differences between items, ideas, and individuals. Comparisons focus on similarities between items, ideas, and individuals. Lists are comprised of more than two itemized things. Cause and effect describes a relationship within a passage of Scripture. Figures of speech are images in which words are used in a sense other than the normal,

literal sense. Conjunctions hold together sentences and phrases. It is necessary to determine the

function of each conjunction. Verbs communicate the action of a sentence. It is necessary to determine the tense and

voice of each verb. Pronouns are words that take the place of nouns. It is necessary to determine the

antecedent of each pronoun.

Chapter Summary The first step of the Interpretive Journey is to make as many observations as possible.

These observations should not be limited to “deep insights.” Rather, observations should account for all textual details.

At the sentence level, one of the first observations that should be noted is the repetition of words. If you notice that a word is repeated, then count how many times the word is used and pay attention to how the word is used in each instance. Next, a serious reading of the text must make note of contrasts between items, ideas, or individuals. Third, any instances of comparison must be seen. While contrasts focus on differences, comparisons are built upon similarities. A fourth observation that a serious reader should be on the lookout for is lists. A list is defined as more than two itemized things. Once a list is identified, it is necessary to explore the significance of the list, especially its order. Fifth, a serious reader should look for cause and effect. A sixth observation that should be seen is figures of speech. Figures of speech are images in which words are used in a sense other than their normal, literal sense. Figures of speech are a powerful literary form, because they connect with people on an emotional level. Conjunctions, the seventh observation of this chapter, are the mortar that holds phrases and sentences together. The conjunction “but” often indicates a contrast, while “therefore” and “so” typically present a conclusion. Next, a careful reading of the Bible must pay attention to verbs. Verbs communicate the action of a sentence. It is especially important to note the tense and voice of each verb. The final observation for the sentence level is pronouns. A pronoun is a word that takes the place of a noun. After identifying a pronoun, the next step is to identify the pronoun’s antecedent (to whom or to what the pronoun refers).

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Pedagogical Suggestions To help your class understand the power of observation watch this clip from The Bourne

Identity: www.youtube.com/watch?v=IjrWOZby8s8 Conjunctions are easy to overlook. To emphasize the importance of conjunctions to your

class show this clip from Schoolhouse Rock: www.youtube.com/watch?v=RPoBE-E8VOc

Display Romans 12:1-2 or another biblical passage and lead your class in a serious reading of the text. Make as many observations as possible.

Other Media Sources/Websites How Should We Read the Bible an interview with Dr. Gordon Fee: In this interview,

Fee discusses common mistakes that people make when reading the Bible. www.gci.org/yi/fee73

Figures of Speech used in the Bible: Explained and Illustrated by Dr. E.W. Bullinger: In this book Bullinger clarifies the meaning of over 200 figures of speech found in the Bible. www.biblicalresearchjournal.org/brj-pages_pdf/001ewb_figures_of_speech.pdf

Glorying in Indicatives and Insisting in Imperatives a blog by Dr. Kevin DeYoung: In this blog DeYoung highlights a theological debate that surrounds the practical implications of imperative verbs that are found in the Bible. www.thegospelcoalition.org/blogs/kevindeyoung/2011/08/16/glorying-in-inidactives-and-insisting-on-imperatives/

Suggested Essay Questions Mastering the skill of observation is essential if you are to complete the first step of the

Interpretive Journey. In this essay explain how a person develops this skill. “But” and “Therefore” are two common conjunctions that you encounter when studying

the Bible. In this essay explain how these two conjunctions typically function in a sentence.

In the observation phase it is important to note the verbal action that occurs in a passage. As you note this action, it is important to distinguish between active and passive verbs. In this essay explain how active and passive verbs differ both grammatically and theologically.

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Chapter 3 – Keep Your Eye on the Horizon

Key Termsgeneral and specific; questions and answers; dialogue; purpose/result statements; means (by which something is accomplished); conditional clauses; the actions/roles of people and the actions/roles of God; emotional terms; connections between paragraphs and episodes; story shifts: major breaks and pivots

Key Points Sometimes the biblical author will introduce a general idea then follow it with the

specifics of the idea. This is known as general to specific. Biblical authors can also organize paragraphs specific to general.

Biblical authors can organize their paragraphs around questions and answers. Note if the question is rhetorical.

Dialogue describes a conversation between two or more characters. Note the participants, setting, and tone of the dialogue.

Phrases or sentences that describe the reason, the result, or the consequence of some action are known as purpose/result statements. These statements are a more specific type of “means”, often telling why.

When an action, a result, or a purpose is stated, look for the means by which something is accomplished.

Clauses that present the conditions whereby some action, consequence, reality or result will happen are called conditional clauses. Often they follow an “if-then” framework.

It is important to differentiate between the actions/roles of people and the actions/roles of God.

Emotional terms bring to life the relationship between God and people. Connections between paragraphs and episodes are revealed through repetition and logical

connections. To see these connections, observations from the sentence and paragraph level must be applied to the discourse level.

Story shifts occur when the text takes a new turn. In the case of letters the shift is called a major break. In the case of narrative the shift is called a pivot episode.

Chapter Summary Chapter 3 of Journey into God’s Word focuses on observations that occur on the

paragraph level. The first observation that is discussed is general and specific. At times the biblical writer will first give an overview of his main idea. This is the general statement. He will follow this general statement with specific details that explain the main idea. At other times the biblical writer will reverse this order and go from specific to general. The next observation that is discussed is questions and answers. It is important to note when the questions that are asked are rhetorical. A third observation that is made at the paragraph level is dialogue. When observing dialogue it is important to note the participants, setting and tone of the dialogue. Next, is the observation that is known as purpose and result statements. These statements describe the reason, the result, or the consequence of some action. Often purpose and result statements are introduced by way of result-oriented conjunctions (that, in order that, so that) or a simple infinitive. The fifth observation is means. Means names the force that brings about an action, result, or purpose. Conditional clauses are the sixth observation discussed in this chapter. These clauses present the

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conditions whereby an action, consequences, reality or result will happen. Typically the conditional aspect is introduced by “if” and the resultant aspect by “then”. A seventh observation is the actions/roles of people and the actions/roles of God. When reading the Bible it is important to distinguish between the actions of people and those of God. The next observation that is discussed is emotional terms. Emotional terms bring to life the relationship between God and people. Next, a student must first identify connections between paragraphs and episodes. Often these connections are revealed through repetition and logical connections. Identifying these connections forces the student to apply observations from the sentence and paragraph level to larger units of text. Next, a student must observe story shifts. In letters story shifts take the form of major breaks, while in narrative they take the form of pivot episodes.

Pedagogical Suggestions To help your class see the role of observation in culture, show this clip of Jim Gaffigan,

who is known for his style of comedy known as observational humor. www.youtube.com/watch?v=N-i9GXbptog

To emphasize to your class the importance of observation show this scene from Sherlock. www.youtube.com/watch?v=xeQlbHJZ7HQ

To help your class understand the function of story shifts show them this clip from Season 5 of Breaking Bad. www.youtube.com/watch?v=HW3m2vVdYVY

To introduce questions and answers show this clip from the film Office Space: www.youtube.com/watch?v=_iiOEQOtBlQ Since this is also a dialogue, have your students identify the participants, setting, and tone of the conversation.

Display Deuteronomy 6:1-3 or another biblical passage and lead your class in a serious reading of the text. Make as many observations as possible, being sure to incorporate observations learned in chapter 4.

Other Media Sources/Websites Tone Vocabulary List: Another important observation to think about when considering

the paragraph level is tone. To help you students better identify the tone of biblical passages you can distribute this tone vocabulary list:valenciacollege.edu/east/academicsuccess/eap/documents/tonewords.pdf

Markan Sandwiches: The Significance of Interpolations in Markan Narratives by Dr. James R. Edwards. In this paper Edwards describes the uses of interpolations in the gospel of Mark. These interpolations help establish theological connections between paragraphs and episodes. jbburnett.com/resources/Edwards_Markan-Sandwiches.pdf

The Old Testament Background of Paul’s Use of “Fruit of the Spirit” in Galatians 5:22 by Dr. G.K. Beale. In this paper Beale argues that Galatians 5:22 is a general allusion to the promises made by Isaiah the prophet. This paper will bring to life a passage of Scripture that illustrates the observation known as general to specific. www.ibr-bbr.org/files/bbr/BBR_2005_15a_01_Beale_OTFruitSpirit_Gal5.pdf

Suggested Essay Questions In this essay, list and explain the questions that a serious reader of the Bible must ask

when they come across a dialogue.

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In this essay describe the role of emotional terms in the biblical text. What are some of the most common words that communicate emotion in the Bible?

In this essay you will discuss the structure of Ephesians. In the first part of the essay give a general description of the two parts of Ephesians. In the second part identify the verse, which indicates a major break in this letter. In the third section discuss how the verbs used throughout this letter relate to this two-part structure.

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Chapter 4 – What Do We Bring to the Text?

Key Termspreunderstanding; cultural baggage; biblical presuppositions

Key Points Preunderstanding refers to all our preconceived notions and understandings that we bring

to the texts, which have been formulated, both consciously and subconsciously, before we actually study the text in detail.

Often we try to interpret the Bible in such a way as to not conflict with cultural norms. This culture-drive predisposition is called cultural baggage.

Culture is a combination of family and national heritage. Total objectivity is impossible for any reader of any text. Biblical presuppositions reflect our overall view of the Bible itself. Evangelical Christians generally hold to these presuppositions: 1) The Bible is the Word

of God. 2) The Bible is trustworthy and true. 3) God has entered into human history; thus the supernatural does occur. 4) The Bible is not contradictory; it is unified, yet diverse.

Chapter Summary One context that is often overlooked is the context of the reader. One of the major ways

that the reader’s context can influence biblical interpretation is by way of preunderstanding. Preunderstanding refers to any preconceived notions and understandings that a reader brings to a text. Preunderstanding includes both previous encounters with a text and the way culture can impact a person when he reads the Bible. Preunderstanding isn’t necessarily bad, but it is dangerous for a person to assume that their preunderstanding is always correct. A second dangerous aspect of preunderstanding occurs when the reader brings a theological agenda to the text. As a result, the reader stands over the Word of God to determine what it means, instead of placing oneself under that Word. A third danger is familiarity. A student may assume they know all there is about a given passage. As a result they are prone to not study the passage carefully. Finally, preunderstanding may cause a person to interpret Scripture, so that it does not conflict with prevailing cultural norms. The control that culture can exercise when interpreting the Bible is known as cultural baggage. Culture is a broad term that can be defined as a combination of family and national heritage.

Many of the ways that culture impacts biblical interpretation are subconscious. A reader’s culture will subconsciously impact biblical interpretation in two ways. First, the reader will fill in the gaps and ambiguities with explanations and background from their culture. Second, culture can limit the meaning of the text before the reader even studies it.

It is important to note that it is impossible to read the Bible with total objectivity. But, it is also important to note that objectivity is not our goal, because we read the Bible in light of certain presuppositions. Biblical presuppositions are connected to a person’s overall view of the Bible. Evangelical Christians generally hold to these foundational beliefs about the Scripture:

1. The Bible is the Word of God. Although God worked through people to produce it, it is nonetheless inspired by the Holy Spirit and is God’s Word to us. 2. The Bible is trustworthy and true.3. God has entered into human history; thus the supernatural does occur.

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4. The Bible is not contradictory; it is unified, yet diverse. Nevertheless, God is bigger than we are, and he is not always easy to comprehend. Thus the Bible also has tension and mystery to it.

Pedagogical Suggestions Require your class to read “Five Verses That Don’t Mean What You Think” by Dr.

Preston Sprinkle. Use this article to start a discussion about the topics of preunderstanding and cultural baggage. www.relevantmagazine.com/god/five-verses-dont-mean-what-you-think

To begin a class discussion concerning the context of the biblical reader, show this interview with Dr. Andreas Kostenberger. In this interview Kostenberger discusses the inevitability of the reader’s context impacting the way we read Scripture. www.youtube.com/watch?v=htOwJrIxyrk

To begin a class discussion about the biblical presuppositions of evangelicals show the video entitled “God Wrote a Book”, produced by Desiring God Ministries. www.youtube.com/watch?v=wOhkldCSs04

Other Media Sources/Websites What does Inerrancy Mean? by Justin Taylor: In this blog Taylor discusses the

historic Christian belief that Scripture is both inerrant and infallible. www.thegospelcoalition.org/blogs/justintaylor/2013/07/26/what-does-inerrancy-mean/

How Do I Read Well in my Cultural Context an interview with Dr. Mark Strauss: In this interview Strauss discusses how to navigate our cultural context, so that we hear the words of Jesus rightly. www.youtube.com/watch?v=bQaA4-ntRRA

Misreading Scripture with Western Eyes an interview with Dr. Randy Richards: In this interview Richards discusses many of the mistakes that are made when we read our culture into the Bible. www.blogtalkradio.com/grok558/2014/05/17/misreading-scripture-with-western-eyes

Suggested Essay Questions One of the major influences that can skew the interpretive process is preunderstanding.

In this essay define preunderstanding, then explain at least two ways that presunderstanding negatively impacts interpretation.

In this essay discuss two ways that culture impacts biblical interpretation subconsciously. Preunderstanding and Biblical presuppositions are two distinct entities that are often

confused. In this essay explain the differences between these two concepts, then explain the four presuppositions that evangelical Christian hold regarding the Bible.

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Chapter 5 – Discovering the Historical-Cultural Context

Key Termshistorical-cultural context; Bible handbooks; Old Testament and New Testament introduction and surveys; commentaries; Bible atlases; Bible dictionaries and encyclopedias; background commentaries, Old Testament and New Testament histories

Key Points For an interpretation of a biblical text to be valid, it must be consistent with the historical-

cultural context of the text. Historical-cultural context includes the biblical writer, the biblical audience, and any

historical-cultural elements touched on by the passage. When studying historical-cultural context be sure to avoid inaccurate background

information, elevating historical background above the meaning of the text, and becoming nothing more than a database of historical facts.

Bible handbooks, introductions and surveys of the Old and New Testaments, and commentaries are helpful resources to consult when considering the historical-cultural context of an entire book.

Bible atlases, Bible encyclopedias and dictionaries, commentaries, Old and New Testament histories, and special studies are helpful resources to consult when considering the historical-cultural context of a specific passage.

Chapter Summary The way students of the Bible approach the Bible should reflect how God gave the Bible

to us. As a result, historical-cultural context must be considered when studying the Bible. This means that for an interpretation of a biblical text to be valid, it must be consistent with the historical-cultural context of the text.

Understood generally historical-cultural context involves the biblical writer, the biblical audience, any historical-cultural elements touched on by the passage itself. When gathering information about the biblical author we must seek out as much information about the author’s background that is available. Additionally, it is important to pay special attention to the nature and scope of the author’s ministry. Next, it is important to understand the author’s relationship with the original audience. Finally, a student of the Bible must know why the author is writing. When the focus shifts to the biblical audience it is important to know something about the circumstances of the audience. Other historical-cultural elements that should be considered when studying a passage include: geography, religion, politics, and economics.

When studying historical-cultural context it is important to be on the lookout for these common dangers: First, watch out for inaccurate background information. Second, avoid elevating the background of the text above the meaning of the text. Finally, do not become nothing more than a database of historical facts.

To study the historical-cultural context of an entire book a student should consult a Bible handbook, an Old and New Testament introduction and survey, or a commentary. A Bible handbook contains brief articles about biblical books and offers very brief commentary on the text itself. Introductions and surveys contain detailed background information as well as an overview of the contents of a book. The best source of up-to-date, detailed information about historical-cultural context is a commentary.

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When study shifts to the historical-cultural context of a specific passage, then a student should consult a Bible atlas, Bible dictionary or encyclopedia, commentaries, and histories. A Bible atlas is a good place to find detailed maps, pictures of important sites, charts of political and religious figures, and discussions of various periods in biblical history. Bible dictionaries and encyclopedias are the place to go to find a discussion on a particular topic that is of interest. A special category of commentaries known as background commentaries provide detailed historical-cultural backgrounds in a helpful verse-by-verse format. Histories are most helpful when you need detailed information on particular topics that are mentioned in a passage. Additionally, a student may want to consult special studies on ancient life and culture. These resources contain detailed discussions on selected topics.

Pedagogical Suggestions Use the following video, which features Dr. D.A. Carson and Dr. John Piper, to start a

discussion about the role of historical-cultural context when interpreting Scripture. vimeo.com/24636177

Develop an in-class activity, which will allow your students to gain firsthand experience using the various resources that are described in this chapter. A suggested activity is to select a book of the Bible (or specific passage), then create a worksheet that asks specific questions about the historical-cultural context of the book. Set up various stations around the room. Each station will feature a specific type of resource. Allow your students to go around the room using each type of resource. After completing the activity, ask your students which resources they found the most helpful.

To introduce the importance of historical-cultural context for biblical interpretation show this video, which features Dr. Andreas Kostenberger. www.youtube.com/watch?v=j_t-dLQXi-A

Other Media Sources/Websites Why it is Important to Study the Bible in Context a blog by Dr.

Craig Keener: In this blog Keener briefly explains why neglecting context disrespects the character of Scripture. www.craigkeener.com/why-it-is-important-to-study-the-bible-in-context/

Best Commentaries: This website provides a listing of reviews and ratings of biblical, theological, and practical Christian works. www.bestcommentaries.com

Is ‘Background Informaton’ Ever Necessary to Understand the Bible? by Andy Naselli: In this post Naselli offers a cautious “yes” as it pertains to the necessity of background information for understanding the Bible. www.thegospelcoalition.org/article/is-background-information-ever-necessary-to-understand-the-bible

Suggested Essay Questions Historical-cultural context includes the biblical writer, the biblical audience, and other

historical-cultural elements. In this essay give a brief overview of each of these facets, which compromise the historical-cultural context of any given biblical text.

In this essay identify and describe the three major pitfalls that should be avoided when studying historical-cultural context.

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Bible handbooks, Old Testament and New Testament surveys and introductions, and commentaries are valuable tools when determining the historical-cultural context of an entire book. In this essay briefly compare and contrast these three types of resources. In your opinion, which category is best suited for this task? Why?

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Chapter 6 – Discovering the Literary Context

Key Termsliterary context; literary genre; covenant of communication; surrounding context; immediate context

Key Points Literary context refers to the form that a passage takes and to the words, sentences, and

paragraphs that surround the passage. Literary genre refers to the different categories or types of literature found in the Bible. The major genres found in the Old Testament are narrative, law, poetry, prophecy, and

wisdom. The major genres found in the New Testament are gospel, history, letter, and apocalyptic

literature. For communication to occur, the reader must be on the same page as the author in terms

of genre. The covenant of communication is a fixed agreement between the author and reader

about how to communicate. Surrounding context refers to the texts that surround the passage that is being studied. Immediate context refers to what comes immediately before and after the passage that is

being studied. When determining the meaning of a passage, give highest priority to immediate context.

Chapter Summary The literary context of any passage of Scripture is composed of two parts: 1) the form of

the passage (the literary genre) and 2) the words, sentences, and paragraphs that surround the passage. In the case of the Bible, literary genre refers to the various categories of literature found within the Bible. The Old Testament contains narrative, law, poetry, prophecy, and wisdom. The New Testament genres include gospel, history, letter, and prophetic-apocalyptic literature. It is important to first identify the genre of the passage that you are studying, because the genre of the passage determines the “rules of the game.” It is imperative for the reader to be on the same page as the author at this point. If not, communication cannot occur. Once the reader agrees to the rules of the author, then the reader enters into a covenant of communication with the author.

Surrounding context refers to the passages that surround the Scripture that the reader is studying. It includes the words, sentences, paragraphs and discourses that come before and after the passage. Immediate context describes what comes immediately before and after a given passage. When determining the meaning of a passage, give the highest priority to the immediate context.

It is important to remember that if a person disregards the surrounding context of a passage, then most likely they will misinterpret it. Often this happens when a person focuses on a single verse without paying attention to any of the surrounding verses. Second, topical preaching often disregards literary context by stringing together verses that are unrelated.

Identifying the surrounding context consists of three steps. First, the reader must identify how the book is divided into paragraphs or sections. Second, the reader must summarize the main idea of each section. Third, the reader must explain how the particular passage relates to the surrounding sections.

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Pedagogical Suggestions To help your class better understand the meaning of literary context show this interview

featuring Dr. Andreas Kostenberger. www.youtube.com/watch?v=cTLSYpwBqgw A verse of Scripture that is commonly interpreted without regard for its literary context is

Jeremiah 29:11. Require your class to read the article “Stop Taking Jeremiah 29:11 Out of Context” by Thomas Turner. This article will help you start a discussion surrounding the importance of literary context. www.relevantmagazine.com/god/practical-faith/stop-taking-jeremiah-2911-out-context#ILz404EwRY9JZlwh.99

To bring to life the importance of literary genre for biblical interpretation play samples of various genres of music. After listening to each sample, explain the rules that each genre of music follows. Then ask your students, “How do these rules impact the way you listen to and interpret this song?” This question will provide an avenue to discuss the covenant of communication.

Other Media Sources/Websites What Factors Should be Considered in Determining How to Approach a Passage of

Scripture?: In this blog the author argues that in order to determine the original intended meaning of a biblical text the reader must account for style of language, the genre of literature, the original audience, and the historical and cultural context.  biologos.org/questions/interpreting-scripture

Bakhtin on Genre: In this excerpt Mikhail Bakhtin explores the nature of genre. newlearningonline.com/literacies/chapter-7/bakhtin-on-genre

The Primacy of Expository Preaching by Dr. D. A. Carson: In this lecture Carson explains the richness and role of preaching, specifically expository, in the local church. www.desiringgod.org/conference-messages/the-primacy-of-expository-preaching-part-1

Suggested Essay Questions In this essay briefly explain the role of literary genre in biblical interpretation. How does

identifying the genre of a given text allow the author and reader to communicate? In this essay explain the difference between surrounding context and immediate context.

Why must a reader account for both when studying a biblical text? In this essay describe the two most common dangers associated with ignoring the literary

context of a passage. Accounting for the surrounding context of a biblical text is of utmost importance if a

person is to interpret the passage rightly. In this essay explain the three steps that the reader must follow if they are to correctly identify the surrounding context of a passage.

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Chapter 7 – Which Bible Translation Should I Use?

Key Termstranslation; formal approach; functional approach; paraphrase

Key Points Translation entails “reproducing the meaning of a text that is in one language, as fully as

possible, in another language.” The NKJV differs from other modern translations, because it uses an inferior Greek text. The formal approach to translation tries to stay as close as possible to the structure and

words of the source language. The functional approach to translation focuses on expressing the meaning of the original text in modern language.

A paraphrase is not a translation. A paraphrase is a restatement or explanation of a particular English translation.

Four guidelines for choosing a translation: 1) Choose a translation that uses modern English. 2) Choose a translation that is based on the standard Hebrew and Greek text. 3) Give preference to a translation by a committee over a translation by an individual. 4) Choose a translation that is appropriate for your situation.

Chapter Summary Translation refers to transferring the message of one language into another language.

Since the Bible was originally written in Greek and Hebrew, translation is necessary for most people to understand God’s message as recorded in Scripture.

The New King James Version tries to update the language of the KJV, while retaining the same underlying Greek text. This choice distinguishes the NKJV from other modern translations, which use older and more reliable readings of the Greek.

The process of translation is a complicated endeavor, since languages differ in so many ways. As a result it is incorrect to believe that a more literal translation is necessarily a more accurate translation. Translation entails “reproducing the meaning of a text that is in one language, as fully as possible, in another language.” The two main approaches to translation are the formal approach and the functional approach. The formal approach focuses on duplicating the structure and words of the source language. The functional approach stresses the expression of the meaning of the original text. A third approach to translation is the paraphrase. Technically, a paraphrase is not a translation, since it is an explanation or restatement of a specific English translation.

Four criteria should be applied when selecting a Bible translation. First, choose a translation written in modern English. Second, select a translation that is based on the standard Hebrew and Greek text. Third, give preference to translations completed by a committee over those completed by an individual. Finally, choose a translation that fits your situation.

Pedagogical Suggestions Display for your students a passage from the KJV 1611 that is particularly difficult to

understand. Select a student to read the passage aloud, and then ask the student to list any words or phrases that are unfamiliar. Next, display this same passage from a modern translation. Ask the same student what words or phrases in this modern translation are unfamiliar.

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To help your students think about selecting a translation of the Bible show this clip featuring Dr. Mark Strauss. www.youtube.com/watch?v=yRqaKSmKgsU

To help your students understand what modern translation committees consider when creating a new translation watch this interview of Dr. D.A. Carson that is entitled Why is Bible Translation So Difficult? www.youtube.com/watch?v=yZSHztdJ6tw

Other Media Sources/Websites One Bible, Many Versions featuring Dave Brunn: Brunn helps us sort out the many

competing claims surrounding various English Bible translations. www.youtube.com/watch?v=MxwYK2duyPg

Fifteen Myths About Bible Translation a blog by Dr. Dan Wallace: In this blog Wallace outlines 15 myths about the translation process. danielbwallace.com/2012/10/08/fifteen-myths-about-bible-translation/Follow-up Post: danielbwallace.com/2012/12/28/five-more-myths-about-bible-translations-and-the-transmission-of-the-text/

Bible Translation Around the World with Dr. Mark Strauss: In this interview Strauss discusses the goal of Bible translation. www.youtube.com/watch?v=8Gx6LmghPU4

Did Copyists Copy the New Testament Correctly? a sermon by Dr. Daniel Wallace: In this sermon Wallace discusses the origin of the New Testament and whether or not what we read in our Bible translations today is the same as what was written in the original manuscripts. www.youtube.com/watch?v=AklwfTtAFoM

Suggested Essay Questions In this essay explain the primary difference between the NKJV and other modern

translations of the Bible. The two primary approaches to Bible translation are the formal approach and the

functional approach. In this essay describe each approach, making sure to point out the strengths and weaknesses of each.

State and explain the four guidelines that should be followed when choosing a Bible translation.

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Chapter 8 – Meaning and Application

Key Termsauthorial intention; reader response; meaning; application

Key Points Authorial intention assumes that the meaning in a text is controlled by the author. Central

question: “What does the author mean?” Reader response assumes that the reader creates meaning when they interact with the text.

Central question: “What does the text mean to me?” The reader response approach has dire consequences for those who study the Bible. Meaning refers to that which the author wishes to convey with his signs. Application is how the reader responds to the meaning of the text.

Chapter Summary During the first half of the twentieth century, it was widely assumed that meaning was

determined by a text’s author. This position is known as authorial intention. However, this traditional approach is now being scrutinized by scholars who argue that meaning is created when the reader interacts with a text. This position is known as reader response. The dividing issue between these two approaches is communication. On the one hand, authorial intention assumes that the author wants to communicate a message through the text that he has written. If the author is communicating with the reader, then the central question is “What does the author mean?” On the other hand, the reader response approach does not care to communicate with the author. If communication is not occurring, then the central question becomes “What does this mean to me?” The decision a person makes on this issue will form the foundation of how they approach and interpret Scripture. The authors of Journey into God’s Word strongly support authorial intention, because the reader response approach will cause the reader to miss out on knowing God in the way he desires. This position leads to one of the most basic principles of the interpretive approach in Journey into God’s Word: we do not create meaning. Rather, we seek to discover the meaning that has been placed in the text by the author.

Meaning refers to that which the author wishes to convey with his signs. Signs are the conventions of written language--grammar, syntax, word meanings, etc. Once the reader grasps the meaning, then they move to application. Application names the response of the reader to the meaning of the text. In order to develop applications of a biblical text, the reader should follow three substeps, which expand Step 4 of the Interpretive Journey.

1. Observe how the principles in the text address the original situation.2. Discover a parallel situation in a contemporary context.3. Make your application specific.

Pedagogical Suggestions Use the following clip to start a discussion of authorial intention and reader response.

www.youtube.com/watch?v=gSPJD9fp_lM Persons who follow a hermeneutic that is guided by authorial intention generally hold

Scripture to be an authority in their life. To start a discussion regarding the authority of Scripture, ask your students prior to class to read a series of blogs by N.T. Wright, which are entitled “Scripture and the Authority of God.” As you discuss the blogs, make sure to

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put Wright’s position in conversation with this chapter of Journey into God’s Word. biologos.org/blog/series/scripture-and-the-authority-of-god

In order to communicate with a biblical author the reader must know something about the historical context of the author. Select a song from the link provided to illustrate this point. mentalfloss.com/article/57351/15-famous-songs-misunderstood-meanings

Other Media Sources/Websites Bring the Bible Home to Your Heart by David Mathis: In this blog

Mathis describes how reading the Bible should impact a person’s heart and life. http://www.desiringgod.org/articles/bring-the-bible-home-to-your-heart

A Simple Guide to Reading and Applying the Bible with Jesus as the Hero by Dr. David Prince: In this blog Prince lays out a gospel-centered hermeneutic to allow the reader to then read, interpret and apply the Bible in order to glorify Christ.

www.davidprince.com/2015/02/19/simple-guide-reading-applying-bible- jesus-hero/

‘Was Augustine an Intentionalist? Authorial Intention in Augustine’s Hermeneutics’ an article by Dr. Tarmo Toom: In this article Toom argues that Augustine held a middle ground between the modern categories of authorial intention and reader response. www.academia.edu/2005657/_Was_Augustine_an_Intentionalist_Authorial_Intention_in_Augustine_s_Hermeneutics_

Shared Intentions? Reflections on Inspiration and Interpretation in Light of Scripture’s Dual Authorship an article by Jared Compton: In this article Compton argues that “1. inspiration does not suggest that the divine and human authors must share intentions and 2. shared intentions are not the sole means of interpretive stability.” themelios.thegospelcoalition.org/article/shared-intentions-reflections-on-inspiration-and-interpretation-in-light-of

Suggested Essay Questions In this essay contrast authorial intention and reader response. Two key terms discussed in this chapter were meaning application. In this essay describe

each of these terms and explain how they function in the process of interpretation. In this essay explain the three substeps for application, which if followed help a student

of the Bible to apply it faithfully.

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Chapter 9 – New Testament—Letters

Key Termsamanuensis

Key Points New Testament letters share the following characteristics: generally, longer than other

ancient letters; seen as authoritative substitutes for personal presence; situational; carefully written and delivered; intended for Christian community.

New Testament letters were written to clarify an issue, address a doctrinal problem, or to confront readers about their behavior.

Paul used secretaries to write his letters. Often Paul authored his letters with a cosender. To study a passage from a New Testament letter the reader should first read the letter in

one sitting.

Chapter Summary When studying the letters of the New Testament it is important to understand their

characteristics. First, in comparison to their ancient counterparts, the letters of the New Testament are typically longer in length. This added length allowed the author to shepherd churches from a distance. Ancient letters, like those found in the New Testament, tended towards two extremes: informal, private letters and formal letters, which were written for public presentation. The letters of the New Testament typically land somewhere between these two extremes. Second, the letters of the New Testament were written as authoritative substitutes for the personal presence of the author. Third, New Testament letters were occasional or situational. This means they were written to address specific situations and problems that faced the original audience. Since the letters are situational they should not be read as if they are systematic theologies. As a result, the reader must be careful to conclude too much from any given letter. Fourth, the letters were carefully written and delivered. Typically, the letters were written by a trained scribe. Even so the author of the letter was responsible for the final contents of the letter. Many of the New Testament letters also have cosenders. It is likely that the primary author and cosender worked together discussing, drafting, editing, and rewriting the letter until the final copy was produced. While there was a postal system in the first century, it was only available for government use. Paul and the other writers of New Testament letters typically depended on trusted friends to deliver their correspondence. These friends would not only deliver the mail, but also elaborate on the details of the letter in person. Finally, New Testament letters were intended to be read in communities. This means that letters were typically read aloud for the benefit of the entire church.

To begin interpreting a New Testament letter, the letter should be read from beginning to end in one sitting. This helps the reader see how the main themes of the letter are developed. Next, the reader must attempt to reconstruct the historical-cultural context of the letter. Bible dictionaries and commentaries are helpful resources that should be consulted, during this part of the Interpretive Journey. The reader must next turn his focus to literary context. Literary context in the case of a letter refers to tracing the author’s flow of thought. This requires the reader to pay special attention to the paragraph that precedes and follows the passage that they are studying. In the case of New Testament letters the river of differences is not usually wide. Although there are instances when the problem addressed in the letter is foreign to contemporary

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Christians. In Step 3 the reader must compose a theological principle, which will allow them to cross the river of differences. To identify the theological principle the reader may want to ask the following questions: 1) Does the author state a principle? 2) Does the broader context reveal a principle? 3) Why was a particular command or instruction given? In Step 4 the reader must apply the text. It is important to remember that applications should be as specific as possible.

Pedagogical Suggestions To introduce various facets of New Testament letters to your class you may want to show

one of the following videos, which feature Dr. Clint Arnold:How Do We Read the Letters Well: www.youtube.com/watch?v=OFTvJ-3xNt8Where do the Letters fit in the Story of the Bible: www.youtube.com/watch?v=JrgtRYkdo10Why are the New Testament Letters so Appealing?:www.youtube.com/watch?v=8BXRDBCSrqAWhat was Letter Writing like in the Ancient World:www.youtube.com/watch?v=gmQrdXWpJP4

Paul wrote many of his letters from the comfort of a Roman jail cell. To help your class appreciate the context of Paul, read to them a portion of a modern prison letter, “Letter from a Birmingham Jail” by Dr. Martin Luther King, Jr.

In this video Dr. Mike Licona discusses Paul’s use of a secretary to write his letters.www.youtube.com/watch?v=poiDolq0Yto

Other Media Sources/Websites Applying New Testament Letters by Dr. Ken Schenck: In this lecture Schenck

discusses how we appropriate New Testament letters as Scripture. www.youtube.com/watch?v=sk8EWMIm8yo

Listening to Intertextual Relationship in Paul’s Epistles with Richard Hays by Dr. Charles Gieschen: In this article Gieschen interacts with Hays project of understanding Paul’s use and interpretation of the Old Testament.www.ctsfw.net/media/pdfs/gieschenlisteningwithhays.pdf

Reassessing a Rhetorical Approach to Paul’s Letters by Dr. Michael Bird: In this article Bird assesses the values and limits to rhetorical approaches in relationship to Paul’s letters. www.academia.edu/4601237/Reassessing_a_Rhetorical_Approach_to_Pauls_Letters

Suggested Essay Questions Journey into God’s Word describes five characteristics of New Testament Letters. In this

essay describe three of these characteristics. In this essay explain why in the case of New Testament letters identifying and

understanding literary context is such an important part of the Interpretive Journey. Often the authors of New Testament letters did not write as isolated authors. In this essay

describe the role of cosenders and secretaries in the composition of New Testament letters.

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Chapter 10 – New Testament—Gospels

Key Termsgospel; Synoptic Gospels; exaggeration; metaphor and simile; narrative irony; rhetorical questions, parables

Key Points The term “gospel” literally means “good news.” The gospels are an example of ancient biography. Ancient biographies are significantly

different than modern biographies. More specifically, the gospels are christological biography.

Matthew, Mark, and Luke are known as the Synoptic Gospels. The gospel writers felt free to paraphrase and summarize what Jesus said and to arrange

the events of his life around a particular theme rather than in strict chronological order. When reading the gospels, the reader should first interpret the individual story, and then

determine how the individual story fits with the stories told before and after. To apply the Gospels it is important to keep the larger context in view.

Chapter Summary Gospel translates the Greek word euangelion, which means “good news.”  On the most

basic level, the four gospels are stories, which recount the life of Jesus. However, it would be a mistake to read the gospels with the same expectations you bring to a modern biography. Rather, the gospels follow the rules of ancient biography.

Matthew, Mark, and Luke are commonly known as the Synoptic Gospels since they can be “seen together.” John often takes an altogether different course than the synoptics.  It is important to remember that the four gospel writers could not record everything there was to tell about Jesus. Additionally, as ancient biographers, the gospel writers felt free to summarize the teachings of Jesus and to arrange events around a particular theme rather than according to a strict chronological order. The gospel writers used this freedom in order to tell the story of Jesus in a persuasive manner.

Finally, when it comes to the gospels they are not simply ancient biography, they are Christ-centered biography. Every story they tell is told to teach their readers something about the person and mission of Jesus. As a result the two primary purposes of the gospels are: 1) to select and arrange the material to tell the story of Jesus; 2) through the story of Jesus, to say something important to their readers.

The gospels say something about Jesus in each episode and by the way they link smaller stories together, in order to form a larger story. Knowing this there are two interpretive questions that must be asked when studying the gospels.

1. What does this small story tell us about Jesus?2. What is the gospel writer trying to say by the way he puts the smaller stories together?

Jesus kept his teaching engaging through his use of special literary forms and techniques. Exaggeration occurs when a truth is overstated for the sake of effect to such a point that a literal fulfillment is either impossible or totally ridiculous. When a reader encounters exaggeration it is important to not force a literal interpretation. Next, Jesus often uses metaphor and simile. Both literary techniques draw comparisons. The comparisons made by metaphors are implicit, while those made by similes are explicit. To interpret metaphors and similes correctly, the reader must

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locate the intended point of the comparison. Third, Jesus uses narrative irony. Narrative irony draws upon contrast--contrast between what is expected and what happens. After seeing the irony, the reader needs to pinpoint the contrast and to determine what this plot twist reveals about our own expectations. Fourth, Jesus often uses rhetorical questions. Rhetorical questions are asked in order to make a point rather than garner answer. Finally, one of Jesus’ favorite literary techniques was the parable. A parable is a story with two levels of meaning, where certain details in the story represent something else. In order to interpret parables faithfully, first, the reader should look for one point for each main character or group of characters. Second, the main points the reader discovers must be ones the original audience would have understood.

Pedagogical Suggestions Select a series of three stories from one of the gospels. Then, divide your class into three

(or six groups). Assign each group one of the stories, which they must interpret as a single episode. After each group has settled on its interpretation, then discuss how the stories work together. Ask the class, “How do our conclusions regarding how the stories fit together either confirm or discredit your initial interpretation?”

Use one or both of the following videos, featuring Dr. Darrell Bock, to introduce this chapter:How to Read the Gospels Wellwww.youtube.com/watch?v=SULy7RpthgYWhy Four Gospelswww.youtube.com/watch?v=FPEnJrGxIw8

To help your students understand the special literary form known as parables, show this video entitled Hidden Treasure. This video is a modern adaptation of Matthew 13:44-46.https://vimeo.com/8249380

Other Media Sources/Websites Parables in the Gospels: History of Interpretation and Hermeneutical Guidelines by

Dr. Robert Plummer: In this article Plummer has a threefold goal: 1) define “parable”; 2) give a brief historical survey of how the parables have been interpreted; 3) offer some guidelines for properly interpreting parables

www.sbts.edu/wp-content/uploads/sites/5/2009/10/sbjt_v13_n3_plummer.pdf Interpreting the Gospels: The Landscape and The Quest by Dr. Donald Hagner: In

this article Hagner argues that evangelicals must use a historical criticism that does not deny the supernatural, but at the same time is honest as it grapples with history as history, so that we can interpret the gospels rightly.

www.etsjets.org/files/JETS-PDFs/24/24-1/24-1-pp023-037_JETS.pdf The Synoptic Problem by Dr. Mark Goodacre: In this series of three podcasts

Goodacre gives a thorough overview of the synoptic problem.podacre.blogspot.com/search/label/Synoptic%20Problem

Why Did Jesus Speak in Parables? by Dr. D.A. Carson: In these lectures Carson argues that Jesus uses parables because 1) in line with Scripture his parables blind, deafen, and harden and 2) in line with Scripture his parables reveals that which is hidden.Part One: www.youtube.com/watch?v=Nfup2P-WXFAPart Two: www.youtube.com/watch?v=ughMic7nMmE

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Suggested Essay Questions In this essay contrast the characteristics and features found in the Gospels with those

found in modern biographies. Journey into God’s Word proposes two interpretive questions that help the reader rightly

interpret passages from the Gospels. In this essay state and explain these two questions. Then explain how these two questions work together for a singular meaning.

One of the special literary forms utilized in the Gospels are parables. In this essay briefly describe the features of this literary form. Then briefly trace the ways in which parables have been interpreted throughout the history of the church.

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Chapter 11 – New Testament—Acts

Key TermsGod-centered history; normative; descriptive

Key Points Luke and Acts are two parts of a single story. It is widely assumed that the same person

authored these works. The two main interpretive questions, which are applied to the Gospels, should also be

applied to Acts. Acts is a God-centered history, which means it is history that is told for a specific

theological purpose. To see the theology found in the narrative of Acts the reader should ask standard

narrative questions, pay attention to instructions from the author, concentrate on direct discourse and pay special attention to repeated themes and patterns.

Acts is a comprehensive discipleship manual, designed to reinforce the Christian faith to new believers.

The authors of Journey into God’s Word argue that instead of reading Acts as normative or descriptive, it is best to adopt a both-and approach.

Chapter Summary In Acts the good news of salvation goes out from Jerusalem to the ends of the earth. It is

generally believed that Acts was written by the same person who authored the gospel of Luke. As a result, it is best to think of Acts as the second volume of Luke’s gospel. Three specific indicators support this position:

1. A comparison of the opening verses of both books.2. Thematic and structural parallels between the two books.3. Clear overlap between the ending of Luke and the beginning of Acts.

Due to these indicators it is clear that Luke-Acts tells a single story, which means they should be read together.

Like the Gospels, Acts is a narrative. The primary human characters in this narrative are Peter and Paul. Since Acts is so closely linked with the gospel of Luke, readers should apply the two interpretive questions they applied to the Gospels to Acts. While the gospels are theological biography, Acts is best described as God-centered History. This means that Luke has selected and arranged the contents of Acts to accomplish a theological purpose. To understand the theology that Luke has woven into his story the reader should ask standard narrative questions, pay attention to authorial instructions, concentrate on discourse, and most importantly look for repeated themes and patterns.

Luke addresses Acts just as he did his gospel to a man named Theophilus. Most likely Theophilus is a recent convert to Christianity. It could be that Acts, then, is a kind of discipleship training manual. Through the narrative of Acts, Luke wants his audience to know that they are a part of God’s great plan. To accomplish this ultimate purpose Luke develops numerous themes.

The first theme that Luke develops is the Holy Spirit. Stated simply, Acts is a record of the acts of the Holy Spirit that are accomplished through the church. Next is the related theme of God’s sovereignty. God’s sovereignty is demonstrated through the fulfillment of Old Testament promises in the person and work of Jesus and their continued fulfillment through the mission of

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the church. A third theme is the church. In Acts the church is the chief vehicle by which God accomplishes his will. Fourth is the theme of prayer. Prayer is primary practice of the early church. Next is the theme of suffering. But, in spite of persecution and suffering, because of the Holy Spirit and God’s sovereignty the gospel still advances. The next theme is Gentiles. A gentile is any person who is not an ethnic Jew. The true Israel is made up of Jews and Gentiles who have accepted Jesus the Messiah. Finally, a seventh theme that appears throughout Acts is witness. The message of Acts is clear: to be a follower of Jesus is to be a faithful witness to his resurrection.

When interpreting Acts the reader must decide whether to interpret its message as normative or descriptive. Normative means that the church at all times should imitate the experiences and practices of the early church. Descriptive tells the reader to read Acts as inspiring and valuable, but not necessarily binding. The authors of Journey into God’s Word believe a both-and approach is the best interpretive strategy. The authors offer the following guidelines for determining what is normative for the contemporary audience.

1. Look for what Luke intended to communicate to his readers.2. Look for positive and negative examples in the characters of the story.3. Read the individual passages in light of the overall story of Acts and the rest of the New Testament.4. Look to other parts of Acts to clarify what is normative. 5. Look for repeated patterns and themes.

Pedagogical Suggestions Use the following video to give your class a three minute overview of Acts:

www.youtube.com/watch?v=MJIHgMR7LP0 Use the following videos, featuring Dr. Darrell Bock, to introduce the basics of reading

Acts rightly: www.youtube.com/watch?v=dSsBiGebrfs Use this activity to help your students understand the importance of deciding whether you

will read Acts normatively, descriptively or both-and. First, read Acts 4:32-5:11. Then ask your students to place their cell phone, keys, and wallet in a large basket. Ask your students, “In this case did we interpret Acts normatively, descriptively, or both-and?”

A major portion of Acts is devoted to the missionary travels of Paul. To interpret these texts rightly, your students must be able to locate Paul’s destinations on a map. To help your students visualize the journeys that Paul made on his three missionary journeys use this map, which traces Paul’s journeys on a subway map. theologygrams.files.wordpress.com/2014/01/paul-tube-map-final.png

Other Media Sources/Websites The Unity of Luke and Acts with Dr. Darrell Bock: In this video Bock defends the

unity of Luke-Acts. www.youtube.com/watch?v=eUqAsnm09u0 Note: To see the other parts of this interview simply search “Darrell Bock Luke Acts” in the YouTube search bar.

“A New Community” by Dr. Tim Keller: In this sermon Keller examines Acts 2:40-47 and the reasons that Christianity spread so rapidly in the ancient world. sermons2.redeemer.com/sermons/new-community

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Suffering is Part of Thriving by Dr. Kavin Rowe: In this blog Rowe uses the book of Acts to argue if we want to see the kingdom of God, then we should expect to suffer. www.faithandleadership.com/content/c-kavin-rowe-suffering-part-thriving

Suggested Essay Questions It is widely accepted that Luke and Acts are two parts of a single story. In this essay

describe the three strong indicators that the authors give, which suggest Luke and Acts should be read together.

In this essay explain what it means to say that Acts is best read as God-centered History. In this essay contrast the normative and descriptive approaches to reading Acts. Then,

explain why the authors of Journey into God’s Word propose a both-and approach to interpreting Acts.

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Chapter 12 – New Testament—Revelation

Key Termspreterist; historicist; futurist; idealist; eclectic

Key Points The genre of Revelation is best understood as prophetic-apocalyptic letter. The purpose of Revelation is to create a symbolic world in which its message can be

heard. This symbolic world then changes the reader’s entire perception of the world in which they live.

The main message of Revelation is “God will win!” There are five interpretive approaches to Revelation: preterist, historicist, futurist,

idealist, and eclectic.

Chapter Summary If a reader is going to interpret Revelation rightly, then they must pay special attention to

literary genre. Revelation is best understood as a prophetic-apocalyptic letter, which utilizes intense symbols. Through these symbols Revelation creates a symbolic world in which its message can be heard. This symbolic world then changes the reader’s entire perception of the world in which they live. Now they see the world through God’s perspective and from the vantage point of his final victory. Furthermore, the images of Revelation answer the very important question of “Who is Lord?” This question is especially important for persons facing intense persecution. Those facing persecution must also remember that the main message of Revelation is “God will win!”

Traditionally, interpreters of Revelations have approached this book in one of five ways. The preterist approach takes the historical context seriously. Many of the events of Revelation are seen as having already been fulfilled. The historicist approach views Revelation as an outline of future events that leads us to the return of Christ. The futurist approach views Revelation as primarily concerned with events that immediately precede the return of Jesus. Finally, the idealist approach reads Revelation as an ongoing struggle between good and evil. Today many scholars propose an eclectic approach to Revelation, which combines the strengths of the four traditional approaches. To complement the eclectic approach, the authors present seven suggestions for reading Revelation:

1. Read Revelation with humility.2. Try to discover the message to the original readers.3. Don’t try to discover a strict chronological map of future events.4. Take Revelation seriously, but don’t always take it literally.5. Pay attention when John identifies an image.6. Look to the Old Testament and historical context when interpreting images.7. Above all, focus on the main idea and don’t press the details.

Pedagogical Suggestions You may choose to use any of the following videos, which feature Dr. Scott Duvall, to

introduce topics related to the interpretation of Revelation. Why is Revelation So Different?www.youtube.com/watch?v=H1CpUy_RpYg

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How Can We Learn to Read Revelation Well?www.youtube.com/watch?v=03EV-nKmr-IThe Big Picture Message of Revelationwww.youtube.com/watch?v=Af049kBziDkAbout the Symbolism in Revelationwww.youtube.com/watch?v=ttgQp4_4HTMCode Language within the Symbols of Revelationwww.youtube.com/watch?v=_-69VQmem3w

To introduce your students to the apocalyptic genre show this video featuring Dr. Ben Witherington. seedbed.com/feed/the-book-of-revelation-and-apocalypticism/

Show the music video for the song “In Your City” by Phil Wickham. How does this song connect with the message of Revelation 21? www.youtube.com/watch?v=uPdLKKJnzkM

Divide your class into 5 groups. Assign each group one of the traditional interpretive methods that scholars use to read Revelation. Each group should consult a Bible Dictionary or commentary to develop a 5-minute presentation, which highlights the strengths and weaknesses of their method.

Other Media Sources/Websites The Alternative Number of the Beast by Dr. Mark Goodacre: In this podcast

Goodacre discusses the famous number of the beast, 666, in Revelation 13:18, and an early variant, 616. podacre.blogspot.com/search/label/Revelation

Revelation and Christian Hope by Dr. N.T. Wright: In this lecture Wright discusses the political implications of Revelation. www.youtube.com/watch?v=YW-7baAbaVM&list=PLD9EABE19A1679999

The Book of Revelation with Dr. Richard Bauckham and Dr. Ben Witherington: In this video Bauckham and Witherington discuss the theology of Revelation.seedbed.com/feed/dr-richard-bauckham-and-dr-ben-witherington-iii-on-the-book-of-revelation/

Suggested Essay Questions In this essay explain what it means to say that Revelation is a prophetic-apocalyptic letter. In this essay contrast the five approaches to interpreting Revelation. In this essay explain why it is important to take Revelation seriously, but not always

literally.

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Chapter 13 – Old Testament—Law

Key Termsnarrative context; covenant context

Key Points When studying a passage from the Old Testament, the reader should insert a new step

into the Interpretive Journey. This step occurs before we move to application. New Step—Cross into the New Testament: Does the New Testament teaching modify or qualify this principle, and if so, how?

Old Testament law is firmly embedded into Israel’s theological history. It is part of the narrative of exodus, wandering and conquest.

The law is tightly intertwined with the Mosaic covenant.

Chapter Summary When applying the Interpretive Journey to a passage from the Old Testament, the reader

will insert a new step before moving to application. This new step is: Cross into the New Testament: Does the New Testament teaching modify or qualify this principle, and if so, how?

A majority of Leviticus and Deuteronomy is Old Testament law. Additionally, law is found in portions of Exodus and Numbers. A valid approach to interpreting the law must account for the law’s narrative context, which occurs within the theological history of Israel. This history includes the exodus, wandering and conquest. Next, a valid approach to interpreting the law must account for its covenant context. To understand how the covenant context impacts interpreting the law, the reader must be aware of several basic observations regarding the Mosaic covenant. First, the Mosaic covenant is closely associated with Israel’s conquest and occupation of the land. Second, the blessings of the Mosaic covenant are conditional. Third, the Mosaic covenant is no longer functional. Fourth, the Old Testament law as part of the Mosaic covenant is no longer applicable over us as law. Fifth, the Old Testament law must be interpreted through the grid of New Testament teaching. Sixth, the best method for interpreting Old Testament Law is the Interpretive Journey.

Pedagogical Suggestions To introduce the concept of law you may choose to show this clip from The Office. In this

clip Dwight Schrute gives a glimpse into the “40 rules that all Schrute boys must learn before age 5.” www.youtube.com/watch?v=s2rE_voavMo

Without a consistent interpretive approach, many students of the Bible ignore the Old Testament law. To help your students understand the importance of a consistent approach read a few of the stranger laws and ask your students what these laws mean. After hearing their responses, help your students use the Interpretive Journey to interpret these same verses.

To help your students understand the link between the law, the Mosaic covenant, and the presence of God show this video featuring Dr. J. Daniel Hays.www.youtube.com/watch?v=787E4kyzXUI

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Other Media Sources/Websites Are Old Testament Laws Evil by Dr. Paul Copan: In this chapter Copan refutes the

claims of the New Atheists, who claim that God is a moral monster.www.paulcopan.com/articles/pdf/God-is-great.pdf

How Do Christians Read the Law as God’s Word to Us with Dr. J. Daniel Hays: In this interview Hays explains how to overcome a willy-nilly approach to studying Old Testament law. www.youtube.com/watch?v=OM7vTLx6510

How to Read the Old Testament Law Well with Dr. J. Daniel Hays: In this interview Hays explains how the law fits into the grand story of Israel. www.youtube.com/watch?v=rSidEk3DSAw

How Do We Read the Law Well with Dr. Bruce Waltke: In this interview Waltke reminds us of the role of culture when interpreting law. www.youtube.com/watch?v=E3XRoeqAowU

Suggested Essay Questions In this essay explain why an additional step is added to the Interpretive Journey when

Christians study passages from the Old Testament. In this essay explain narrative context and how it impacts the interpretation of Old

Testament law. In this essay explain theological context and how it impacts the interpretation of Old

Testament law.

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Chapter 14 – Old Testament—Prophets

Key Termsanthology

Key Points Only a small percentage of the prophets deal with future events. A vast majority of the

prophets address the disobedience of Israel/Judah and the impending judgment. Prophetic literature is deeply emotional. It expresses the deep love of God for his people

and the intense pain he feels when his people reject him. The prophetic books are anthologies. As a result, they do not follow a chronological or

thematic structure. The prophets proclaim their message form the context of the Mosaic covenant. Most prophets preach either just prior to the Assyrian invasion or just prior to the

Babylonian invasion. The three points of the prophetic message are: 1) You have broken the covenant; you had

better repent! 2) No repentance? Then judgment! 3) Yet, there is hope beyond the judgment for a glorious, future restoration.

The prophets indict Israel on charges of idolatry, social injustice and religious ritualism.

Chapter Summary The prophetic books of the Old Testament compromise a large percentage of the Old

Testament. The content of these books is primarily comprised of short spoken or preached messages. Typically, these messages are being proclaimed either to the people of Israel or to the people of Judah. Many assume that the prophetic books deal with events that will happen in the future. But, the vast majority of the prophetic message addresses the disobedience of Israel and Judah and the impending judgment.

Often the prophetic message is poetic in form. Therefore, the prophetic message is often proclaimed by way of figures of speech. This figurative language expresses the deep, deep love God has for his people and the intense pain he feels due to their rejection.

When studying the prophets it is important to remember that these books are primarily anthologies. An anthology is a collection of shorter units of text, which is not necessarily arranged chronologically or thematically. This makes it very difficult to outline the prophetic books.

To read the prophets correctly, the reader must situate the prophet in the correct historical-cultural and theological context. The prophets primarily preach during the time of Israel and Judah’s life when the people are worshipping idols (1-2 Kings). During this period of idolatry, the prophets called the people to be obedient to the Mosaic covenant (theological context). But, the people rarely heeded the message of the prophets. As a result, God judges Israel at the hands of the Assyrians in 722 BC. Later, Judah is destroyed by the Babylonians in 587 BC.

The prophets serve as God’s prosecuting attorneys against the people of Israel and Judah. Their case against the people can be summed up in three points:

1. You have broken the covenant; you had better repent!2. No repentance? Then judgment!3. Yet, there is hope beyond the judgment for a glorious, future restoration.

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On point 1, the prophets cite three specific areas of covenant violation: idolatry, social injustice and religious ritualism. Each violation demonstrates that the people do not have a proper relationship with God. To apply the Interpretive Journey to the prophetic books a person must have a good grasp of the three points of the prophetic message.

Pedagogical Suggestions To introduce your class to the role of the prophets show this brief clip featuring Dr. Gary

Smith. www.youtube.com/watch?v=pfduyuQXSt0 In Journey into God’s Word the prophets are compared to “prosecuting attorneys.”

Divide your class into groups of 4-5. Then ask each group to create a courtroom drama. The script for the drama should be an adaptation of a prophetic text.

To connect the prophetic message of the Old Testament with contemporary issues watch the music video for “Glory”. How does this song faithfully connect with the prophetic message? How is the message of this song different from the prophetic message? www.youtube.com/watch?v=HUZOKvYcx_o

Other Media Sources/Websites Prophets Now with Dr. Walter Brueggemann: In this interview Bruggemann analyzes

how the prophets broke through the domineering structures of their day to bring a message of judgment and hope. Brueggemann then applies the lessons of the prophets to the challenges of our day. www.youtube.com/watch?v=MxV6l12v8uQ

Jonah and the Mission of God by Trevin Wax: In this blog the author explains how Jonah reveals the mission of God. www.christianitytoday.com/edstetzer/2012/june/jonah-and-mission-of-god-closer-look.html

Eden, the Temple, and the Church’s Mission in New Creation by Dr. Gregory K. Beale: In this address Beale’s attention is turned to OT prophetic references in the NT where fulfillment is being indicated, but such fulfillment does not appear on the surface to be “literal”. He wants to answer the question, “How can such fulfillment have consistent hermeneutical continuity with the original meaning in the OT, which, on the surface, appears different from the meaning?” www.etsjets.org/files/JETS-PDFs/48/48-1/48-1-pp005-031_JETS.pdf

The following series of videos, which feature Dr. Gary Smith, address a number of issues related to the prophets.8th Century Key Prophetswww.youtube.com/watch?v=mvLSaEmmf0oHow Prophets Dealt with the 8th Centurywww.youtube.com/watch?v=E0w9J6UEk2sProphets in the Divided Kingdomswww.youtube.com/watch?v=5gOO4aoQ4pQProphets in the United Kingdomswww.youtube.com/watch?v=pS4dm-UoPl4How to Read the Prophets in Anticipationwww.youtube.com/watch?v=R53t8X5kreICategorizing the Prophetswww.youtube.com/watch?v=zHtR8lWD8A0

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Suggested Essay Questions The first point of the prophetic message contains the declaration that the people have

broken the Mosaic Covenant. In this essay identify and explain the three basic categories of covenant violation that were prevalent in Israel and Judah. Then explain where these same offenses continue to appear in the life of modern Christians.

In this essay explain the historical-cultural and theological context of the prophetic message.

In this essay explain why it is a mistake to read the prophets as if they are presenting a detailed description of the end times.

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Chapter 15 – Old Testament—Poetry

Key Termsterseness; parallelism; figurative imagery

Key Points The Psalms are characterized by terseness, a high degree of structure and figurative

imagery. Terseness means that poetry uses a minimum number of words. The structure of Old Testament poetry primarily takes the form of parallelism. Through figurative imagery the poet paints his message for the reader. In Step 1 of the Interpretive Journey the reader should: 1) Locate and visualize each

figure of speech and 2) Enter into the emotional world of the image. The Psalms are “inspired models of how to talk and sing to talk.”

Chapter Summary It is important to first note that the Psalms are Hebrew poetry. Hebrew poetry is

characterized by three elements. The first element is terseness. Terseness means that poetry uses a minimum number of words. The next element is known as structure. The dominant structural feature of Old Testament poetry is parallelism. Parallelism expresses a single thought in two lines of text. The final element of poetry is figurative imagery. By way of these images the poet paints a meaning filled picture for the reader. Keep in mind that although the language is figurative it is pointing towards literal truth.

The Psalms do not primarily teach doctrine or moral behavior. Instead, the Psalms are “inspired models of how to talk and sing to God”. In the Psalms the conversation with God occurs in three basic contexts: 1) seasons of well-being; 2) seasons of anguish; 3) seasons of surprise.

When applying the Interpretive Journey to poetry, Steps 1 and 2 of the journey deserve special attention. First, in Step 1 the reader must: 1) Locate and visualize each figure of speech and 2) Enter into the emotional world of the image. Then, in Step 2 the reader must remember that the Old Testament has a different view of death than the New Testament.

Pedagogical Suggestions To assist your students in understanding the nature of poetry show this clip from Dead

Poet’s Society. After showing this clip, begin a discussion surrounding the basic elements of Old Testament poetry. www.youtube.com/watch?v=LjHORRHXtyI

Journey into God’s Word argues that the Psalms present us with “inspired models of how to talk and sing to God.” To demonstrate how the Psalms continue to influence the language of contemporary Christian song let your class listen to one of the many Psalm inspired songs by the Robbie Seay Band. www.youtube.com/results? search_query=robbie+seay+psalms

Use the following paragraph to help your students learn how to identify figures of speech. After identifying each figure of speech, place it in a subcategory and discuss why and how this figure of speech works. Sample Paragraph: Cool water flows through the rocky banks of the creek and into a wide pond. Reeds and cattails surrounding the bank embrace the pond like a mother’s

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enfolding arms reaching out to caress her sleeping child. Like a beaming proud mother’s eye, the sun drenches the scene with its loving warmth. Just beneath the sparkling surface of the water, minnows shoot from rock to rock like silver darts thrust scattershot by some unseen hand.

Other Media Sources/Websites The Transformative Power of the Psalms with Dr. Walter Brueggemann: In this

podcast, Brueggemann argues that the Psalms foremost drive us toward honesty with God. www.youtube.com/watch?v=pz3djIUGCm0

Praying the Psalms by Dr. N.T. Wright: In these lectures Wright presents a New Testament perspective on the use of the Psalms in Christian worship.Session One www.youtube.com/watch?v=aSb62xG9om0Session Two www.youtube.com/watch?v=Uhh7lGpRAU0

The following series of videos, which feature Dr. Gary Howard, address a number of issues related to the Psalms.Royal Psalms and the Enthronement of the Lord Psalms www.youtube.com/watch?v=o5pVuFyk55UWhat Makes the Psalms so Important?www.youtube.com/watch?v=ULj_Wj-W5ygWays to Read the Psalms Wellwww.youtube.com/watch?v=Gpn3uft6vcMThe Corporate Aspect of Psalmswww.youtube.com/watch?v=s54jkTw5XY8The Figurative Language in Psalmswww.youtube.com/watch?v=_Lsmxa0mS3I

Getting Brutally Honest with God by Dr. Tremper Longman: In this article Longman explains how the psalms of lament provide instruction on how to voice frustration, but also point us toward hope. www.christianitytoday.com/ct/2015/april/getting-brutally-honest-with-god.html?share=h04Effqh0uCQY1y10OuI9hXybGXzlFOA

Suggested Essay Questions In this essay briefly describe the three basic characteristics of the Psalms. As you describe

each element make sure to explain how this element helps the poet “paint his picture.” Interpreting the Psalms requires the reader to complete two unique steps in Step 1 of the

Interpretive Journey. In this essay state and explain the importance of these two steps. In this essay state the three seasons of life, which provide the context for the Psalms. How

do these different seasons of life allow the Psalms to fulfill their purpose of being “an inspired model of how to talk and sing to God”?

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Student Learning ObjectivesChapter 1 – The Interpretive Journey

Students should be able to:1. State the reason why students of the Bible need a consistent approach for biblical

interpretation.2. List and describe the four steps of the Interpretive Journey.3. List the five criteria, which are used to prove the validity of a theological principle.

Chapter 2 – Serious Reading

Students should be able to:1. Read the Bible seriously at the sentence level.2. Understand and apply the following observations: repetition of words, contrasts,

comparisons, lists, cause and effect, figures of speech, conjunctions, verbs, and pronouns.3. Distinguish between contrasts and comparisons.4. Identify the function of the most common conjunctions.5. Identify the tense of a verb. Identify an imperative verb. Distinguish between active and

passive verbs.

Chapter 3 – Keep Your Eye on the Horizon

Students should be able to:1. Read the Bible seriously at the paragraph level.2. Understand and apply the following observations: general and specific, questions and

answers, dialogue, purpose/result statements, means (by which something is accomplished), conditional clauses, the actions/roles of people and the actions/roles of God, emotional terms, connections between paragraphs and episodes, story shifts: major breaks and pivots.

3. Identify the use of a rhetorical question.4. Recognize phrases that typically introduce purpose/result statements and means.5. Distinguish between the “if” and “then” statements of a conditional clause.6. Distinguish between the actions/roles of people and the actions/roles of God.7. Explain the role of emotional terms.8. Explain the use of pivot episodes and major breaks.

Chapter 4 – What Do We Bring to the Text?

Students should be able to:1. Explain both the formation of a reader’s preunderstanding and how preunderstanding can

negatively impact the interpretive process.2. Explain cultural baggage and its impact on the interpretive process.

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3. Define culture and describe its impact on the interpretative process.4. Distinguish between preunderstanding and biblical presuppositions.5. State four presuppositions that evangelical Christians generally hold concerning the

Bible.

Chapter 5 – Discovering the Historical-Cultural Context

Students should be able to:1. Explain the importance of historical-cultural context for biblical interpretation.2. List and describe the three basic parts, which comprise historical-cultural context.3. List and describe the three major dangers associated with studying historical-cultural

context.4. Select a proper resource for identifying either the historical-cultural context of an entire

book or the historical-cultural context of a specific passage.5. Distinguish between the categories of resources outlined in the chapter.

Chapter 6 – Discovering the Literary Context?

Students should be able to:1. Discuss the two components of literary context.2. Define literary genre.3. Identify the primary literary genres found in the Old and New Testaments.4. Define the phrase “covenant of communication.”5. Distinguish between surrounding context and immediate context.6. Describe the two major dangers associated with ignoring literary context.7. List the steps used to identify the surrounding context for a passage of Scripture.8. Identify the surrounding context for a passage of Scripture.

Chapter 7 – Which Bible Translation Should I Use?

Students should be able to:1. Define translation and explain the necessity of translating the Bible.2. Trace the history of English Bible translations since 1611. 3. List the four things that separate one language from another.4. Describe the strengths and weaknesses of the formal approach and the functional

approach.5. Distinguish a Bible paraphrase from a Bible translation.6. Explain the four guidelines that should be followed when choosing a Bible translation. 7. Select a Bible translation for a specific purpose.

Chapter 8 – Meaning and Application

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Students should be able to:1. Define and distinguish between authorial intention and reader response.2. Define meaning, and application as they relate to biblical interpretation.3. Explain and apply the three substeps of Step 5.

Chapter 9 – New Testament—Letters

Students should be able to:1. State and describe the five characteristics of a New Testament letter.2. Apply the Interpretive Journey to New Testament letters.

Chapter 10 – New Testament—Gospels

Students should be able to:1. Compare and contrast the Gospels with ancient and modern biography. Identify the key

feature that separates gospel from ancient biography.2. Explain why Matthew, Mark, and Luke are called Synoptic Gospels.3. State and apply the two interpretive questions, which allow passages from the Gospels to

be read rightly.4. Identify and describe the special literary forms found in the Gospels. What is the key to

interpreting each special literary form?5. Apply the Interpretive Journey to the Gospels.

Chapter 11 – New Testament—Acts

Students should be able to:1. Explain the relationship between Luke and Acts.2. Describe the significance of designating Acts as God-centered history.3. Explain the seven major themes that are developed on the pages of Acts.4. Distinguish between normative and descriptive interpretations of Acts. Explain why a

both-and approach is better than either of the previous strategies.5. Apply the Interpretive Journey to Acts.

Chapter 12 – New Testament—Revelation

Students should be able to:1. State the significance of identifying the genre of Revelation as prophetic-apocalyptic

letter.2. Identify the purpose and central message of Revelation.3. Explain five interpretive approaches to Revelation. 4. State and apply the seven suggestions given for reading Revelation correctly.5. Apply the Interpretive Journey to Revelation.

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Chapter 13 – Old Testament—Law

Students should be able to:1. Describe the role of narrative context in interpreting Old Testament law.2. Describe the role of covenant context in interpreting Old Testament law.3. Explain the nature of the Mosaic covenant.4. Apply the Interpretive Journey to Old Testament law.

Chapter 14– Old Testament—Prophets

Students should be able to:1. Define the term anthology with relation to Old Testament prophets.2. Describe the historical-cultural and theological context of the Old Testament prophets.3. State the three point prophetic message. List and explain the three indictments brought

against the people of Israel.4. Apply the Interpretive Journey to Old Testament prophets.

Chapter 15 – Old Testament—Psalms

Students should be able to:1. Identify the three basic elements of the Psalms.2. Describe the power of figurative imagery in Old Testament poetry.3. State and apply the three steps that must occur in Step 1 of the Interpretive Journey when

studying Old Testament poetry.4. Describe the purpose of the Psalms.5. Identify the three seasons of life that provide the context for the Psalms.6. Apply the Interpretive Journey to Old Testament poetry.

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Chapter Quizzes

Chapter 1 – The Interpretive Journey

True/False

1. The spiritualizing approach of interpretation shows little or no sensitivity for the biblical context. True

2. The Interpretive Journey assumes that meaning is present in the biblical text. True

3. A valid theological principle is not necessarily congruent with the rest of Scripture. False

4. A valid theological principle will always be bound by culture. False

5. There are numerous ways to apply a single biblical text. True

Fill in the Blank

6. If a student of the Bible believes a Scripture can be applied directly to their lives, then they will employ an intuitive/feels-right approach to interpretation.

7. Step 1 of the Interpretive journey requires a student to study the historical and literary contexts of a passage.

8. The principlizing bridge allows the reader to cross the river of differences.

9. A valid theological principle will be relevant to both the biblical and the contemporary audience.

10. The parts-whole spiral determines whether or not a theological principle is consistent with the rest of Scripture.

Multiple Choice

11. Which of the following is a barrier that separates the biblical audience from contemporary Christians?A. CultureB. LanguageC. SituationD. All of the above

12. Which of the following does not occur during Step One of the Interpretive Journey?A. A Careful Reading of the Text

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B. ApplicationC. An Analysis of Key WordsD. A Scrutinizing of the Grammar

13. What is the operative premise of the Interpretive Journey?A. The Bible is a collection of ancient wisdom.B. The Bible is an anthology of disjointed books.C. The Bible is a record of God’s communication to us and his will for us.D. The Bible has little if anything to say to the modern world.

14. Which of the following terms best identifies the final step of the Interpretive Journey?A. MeaningB. ApplicationC. PrincipleD. Differences

15. Which of the following is a criterion that should be used when formulating a theological principle?A. The principle should be reflected in the text.B. The principle should be timeless.C. The principle should correspond to the teaching of the rest of ScriptureD. All of the above

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Chapter 2 – Serious Reading

True/False

1. When making observations of the text, persons should spend a majority of their time looking for deep insights. False

2. When making observations of the text, it is best to refrain from interpreting or applying the text. True

3. Passive verbs often point out the things that God has done for us. True

4. The conjunction “therefore” typically introduces a conclusion based on earlier arguments. True

5. Figures of speech communicate to the reader by appealing to reason. False

Fill in the Blank

6. Imperative verbs are often God’s commands to us.

7. A contrast focuses on differences between items, ideas, and individuals, while comparisons focus on similarities.

8. The antecedent names to whom or to what a pronouns refers.

9. Conjunctions are the mortar that holds together sentences and phrases.

10. A list is comprised of more than two itemized things.

Multiple Choice

11. Which of the following conjunctions typically indicates a contrast?A. ButB. AndC. SinceD. Therefore

12. Which observation listed below best describes this portion of Psalm 119:105: “Your word is a lamp for my feet”?A. ListB. Cause and effectC. ContrastD. Figure of speech

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13. Which answer listed below best describes the following italicized phrase: will be blessed (Genesis 12:3)?A. Verb: Active and PresentB. Verb: Passive and PastC. Verb: Passive and FutureD. Verb: Active and Future

14. Which observation listed below best describes the italicized portion of the following verse: “But the fruit of the spirit is love, joy, peace, forbearance, kindness, goodness, faithfulness, gentleness, and self-control.” (Galatians 5:22-23)?A. ListB. Cause and effectC. ContrastD. Figure of speech

15. Which observation listed below best describes Proverbs 25:26: “Like a muddied spring or a polluted well are the righteous who give way to the wicked.”?A. ListB. Cause and effectC. ContrastD. Comparison

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Chapter 3 – Keep Your Eye on the Horizon

True/False

1. The conversation between Balaam and his donkey is best understood as a dialogue. True

2. Purpose/result statements are phrases or sentences that describe the reason, the result, or the consequence of some action. True

3. The use of emotional terms tells that the Bible is primarily a book of abstract ideas. False

4. A pivot episode is the form that a story shift takes in narrative. True

5. An infinitive can be used to introduce a purpose/result statement. True

Fill in the Blank

6. A major break is the form that a story shift takes in a letter.

7. If and then are the two words that typically form the framework of a conditional clause.

8. What type of question does Paul use with frequency in Romans 6? Rhetorical

9. The words father, mother, child, son, or daughter are best identified by which observation that is described in this chapter? Emotional Terms

10. In John 4 Jesus has a dialogue with a Samaritan Woman. Where does this dialogue take place? At a Well

Multiple Choice

11. The following example from everyday life is best an example of which observation from chapter 4? “I like dessert. I like apple pie, strawberry shortcake, chocolate ice cream, and cheesecake.” A. DialogueB. Questions and answersC. Specific to generalD. General to specific

12. Which of the following observations overlaps with questions and answers?A. General to specificB. DialogueC. ToneD. Purpose/Result statements

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13. Identify the result-oriented conjunction found below. This conjunction often introduces purpose/result statements.A. ThatB. In order thatC. So thatD. All of the above

14. In the following clause taken from Romans 8:13, which phrase is best identified as the means: “but if by the Spirit you put to death the misdeeds of the body, you will live.”A. Put to deathB. You will liveC. By the SpiritD. Of the body

15. Which of the following observations can help a person identify the connection between paragraphs? A. Cause and effectB. ToneC. ListsD. Emotional terms

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Chapter 4 – What Do We Bring to the Text?

True/False

1. Sunday School lessons, sermons, pop songs, jokes, and art all play a role in forming preunderstanding. True

2. Familiarity with a passage often leads a person to think they know all there is to know, which makes them more prone to skip over the passage without studying it carefully. True

3. The culture a person lives in has little to no impact on the way they read Scripture. False

4. A person’s cultural background can limit the possibilities of a text before a reader actually grapples with the intended meaning. True

5. American action heroes are known for turning the other cheek. False

Fill in the Blank

6. If we choose to interpret Scripture in such a way as to not conflict with culture, then our interpretation is being adversely impacted by cultural baggage.

7. Preunderstanding refers to all of our preconceived notions and understandings that we bring to the text, before we actually study the text.

8. Culture can be defined as a combination of family and national heritage.

9. Total objectivity is impossible for any reader of any text.

10. A person’s family provides them with their strongest frame of reference regarding relationships.

Multiple Choice

11. Which of the following does not help to construct American culture?A. McDonald’sB. BarbieC. Tiger WoodsD. The Great Wall of China

12. Which of the following movies do the authors of Journey into God’s Word suggest impacts the way most people interpret the book of Jonah?A. Citizen KaneB. The Bourne SupremacyC. Goldfinger

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D. Pinnochio

13. Which of the following statements is not a foundational belief that evangelical Christians generally hold concerning the Bible?A. The Bible is the Word of God.B. The Bible is trustworthy and true.C. God has entered into human history.D. The Bible is contradictory.

14. What is the goal of Biblical interpretation?A. Total objectivityB. Intimate relationship with GodC. All the right answersD. Ability to silence our critics

15. What word best describes the posture that our preunderstanding should take with respect to the biblical text?A. PrideB. SubmissionC. ArroganceD. Primacy

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Chapter 5 – Discovering the Historical-Cultural Context

True/False

1. For an interpretation of any biblical text to be valid, it must be consistent with the historical-cultural context of that text. True

2. When studying the life of a biblical writer it is of no importance to learn about the nature of the writer’s ministry. False

3. Probably the most important fact to know about a biblical writer is to know why they were writing. True

4. New Testament letters are situational, meaning they address specific situations faced by the earliest churches. True

5. When studying the historical-context of a passage use internet sources with caution. True

Fill in the Blank

6. When considering the historical-cultural context of the gospel of Mark it is important to know that Nero was the emperor of Rome when this gospel as written.

7. Bible handbooks begin with general articles about the Bible and the world of the Bible. They also include a brief introduction to each book of the Bible and a running commentary on the text.

8. Background commentaries focus on the historical-cultural background that is essential to grasping the meaning of a passage.

9. What is the name of Hosea’s infamous wife? Gomer

10. The chronicler idealizes the reigns of which two kings of Israel? David and Solomon

Multiple Choice

11. Which of the following answers does not comprise historical-cultural context of a text?A. The biblical writerB. The biblical translationC. The biblical audienceD. Geographical, religious, and political issues that faced the biblical audience

12. Which of the following is a danger associated with studying historical-cultural context?A. Inaccurate background information

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B. Elevating the background of the text above the meaningC. Becoming nothing more than a database of historical factsD. All of the above

13. What is the best resource for finding detailed biblical maps?A. Bible handbookB. Introduction or surveyC. CommentaryD. Bible atlas

14. Which resource provides the most up-to-date, detailed information about the historical-cultural context of a biblical book?A. Bible handbookB. Introduction or surveyC. CommentaryD. Bible atlas

15. If you want to learn more about the topic of slavery in the ancient world, which of these resources is best suited for the task?A. CommentaryB. Bible atlasC. Bible dictionaryD. Bible handbook

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Chapter 6 – Discovering the Literary Context

True/False

1. The genres of gospel and history both appear in the New Testament. True

2. Every genre of literature follows the same rules of communication. False

3. Give highest priority to the immediate context when determining the meaning of a passage. True

4. Chapter and verse divisions are part of Scripture’s original autographs. False

5. Topical preaching, in all cases, is an invalid approach to preaching. False

Fill in the Blank

6. The covenant of communication is a fixed agreement between author and reader about how to communicate.

7. If a person disregards literary context, then they can make the Bible say just about anything.

8. Expository preaching attempts to follow an author’s flow of thought through a particular text.

9. The word genre is a French word meaning “kind” or “form.”

10. What is the name of the young pastor to whom Paul wrote these words: “Flee from the evil desires of youth and pursue righteousness, faith, love and peace.”? Timothy

Multiple Choice

11. Which of the following genres is not found in the Old Testament?A. WisdomB. ProphecyC. LetterD. Narrative

12. Which of the following comprises the surrounding context of Romans 12:1-2?A. Romans 12:3B. The book of RomansC. The entire BibleD. All of the above

13. What is the most important principle of biblical interpretation?

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A. Let Scripture speak!B. Context determines meaning!C. Let the Spirit move you!D. Patience, patience, patience!

14. When identifying how a book is divided into paragraphs or sections, which of the following observations marks a change or transition in the text?A. ConjunctionsB. Change of topicC. Change in locationD. All of the above

15. What is the name of the slave owned by Philemon?A. BarnabasB. SilasC. Onesimus D. Timothy

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Chapter 7 – Which Bible Translation Should I Use?

True/False

1. When choosing a Bible translation look beyond marketing and make sure you know which translation you are choosing. True

2. When it comes to the Bible, translation is unavoidable. True

3. The translators of the Revised Standard Version shared the same goals as the translators of the King James Version. True

4. The Today’s English Version is a translation that attempts to use very formal, elegant language. False

5. The best translation would be a translation that translates literally, word for word, straight from the original language into English. False

Fill in the Blank

6. Translation is nothing more than transferring the message of one language into another language.

7. The Textus Receptus (TR) is the underlying Greek text of the King James Version.

8. When you are choosing a Bible translation, give preference to a translation that is completed by a committee.

9. A paraphrase is a restatement or explanation of a particular English translation.

10. Modern translations of the Bible make use of an eclectic Greek text.

Multiple Choice

11. Which English translation of the Bible was the first to make use of the principle of textual criticism?A. KJV (King James)B. RSV (Revised Standard)C. ERV (English Revised)D. ASV (American Standard)

12. Which Christian tradition produced the New Jerusalem translation?A. BaptistB. PentecostalC. Roman CatholicD. Lutheran

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13. What translation approach is sometimes labeled “literal” or “word for word”?A. Formal approachB. Functional approachC. Forensic approachD. Paraphrase

14. What translation approach is often called “idiomatic” or “thought for thought”?A. Formal approachB. Functional approachC. Forensic approachD. Paraphrase

15. Which of the following is a barrier that separates one language from another?A. No two words are exactly alikeB. The vocabulary of any two languages will vary in sizeC. Languages have different stylistic preferencesD. All of the above

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Chapter 8 – Meaning and Application

True/False

1. Authorial intention assumes that the author is communicating to the reader through the text. True

2. For communication to occur between the author and reader it is often important for the reader to study the historical context of the author. True

3. The authors of Journey into God’s Word believe that the Bible is nothing more than a collection of myths. False

4. A basic premise of the Interpretive Journey is that the reader creates meaning in the text. False

5. The application of a biblical text is specific to the life of the reader. True

Fill in the Blank

6. The traditional approach to interpretation assumes that the author determines the meaning of a text.

7. In the case of the Bible, the word “author” refers both to the human and divine authors.

8. Application describes the response of the reader to the meaning of the text.

9. The authors of Journey into God’s Word believe that the Bible is God’s revelation to us.

10. The meaning of a text refers to that which the author wishes to convey with his signs.

Multiple Choice

11. What political debate may have influenced the plot of The Wizard of Oz?A. Illegal immigrationB. The gold standardC. Universal healthcareD. Nuclear disarmament

12. What is the central question asked by authorial intention?A. What does the author mean?B. Who is the author?C. What does the text mean to me?D. Who is the reader?

13. What is the central question asked by reader response?

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A. What does the author mean?B. Who is the author?C. What does the text mean to me?D. Who is the reader?

14. Which of the following is a sign (a convention of written language) that is used by an author to communicate meaning?A. GrammarB. SyntaxC. Word meaningD. All of the above

11. Where was Paul living when he wrote Philippians 4:13?A. PrisonB. PalaceC. TempleD. House

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Chapter 9 – New Testament—Letters

True/False

1. Paul wrote 13 letters in the New Testament. True

2. Paul often used secretaries to write his letters. True

3. New Testament letters are generally shorter than other ancient letters. False

4. When identifying the literary context of a passage in a New Testament letter, focus on identifying paragraphs. True

5. Historical-cultural context can be disregarded when studying a New Testament letter. False

Fill in the Blank

6. Romans, Ephesians, and Hebrews are considered formal letters.

7. New Testament letters were a substitute for personal presence.

8. Since the New Testament letters are occasional (or situational) they address problems related to the author or readers.

9. Which New Testament letter was anonymously written? Hebrews

10. Name one of the reasons why New Testament letters were written. To clarify an issue; address a doctrinal problem; confront readers about their behavior

Multiple Choice

11. Which of the following authors did not write a New Testament Letter?A. JamesB. JohnC. MatthewD. Peter

12. What is the name of Paul’s secretary who wrote the letter to the Romans?A. TimothyB. TertiusC. BarnabasD. John Mark

13. Which of the following persons is a cosender with Paul for six of his letters?A. Timothy

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B. TertiusC. BarnabasD. John Mark

14. How did Paul deliver his letters?A. Postal serviceB. Slave laborC. Trusted friendD. Hand delivered by Paul

15. Which of the following is not considered one of the less formal New Testament letters?A. JamesB. 2 JohnC. 3 JohnD. Philemon

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Chapter 10 – New Testament—Gospels

True/False

1. The word “gospel” literally means “bad news.” False

2. The gospel writers arrange Jesus’ actions thematically. True

3. Hyperbole is another name for exaggeration. True

4. When interpreting a parable it is important that each detail of the parable stand for something. False

5. Augustine is remembered for his allegorization of the Good Samaritan. True

Fill in the Blank

6. The Gospels are best described as christological (Christ-centered) biography.

7. Narrative irony is grounded in the principle of contrast—contrast between what is expected and what actually happens.

8. Rhetorical questions are designed to make a point rather than retrieve an answer.

9. A parable is a story with two levels of meaning, where certain details in the story represent something else.

10. Ancient biographies follow a simple outline, beginning with the birth or arrival of the main character and ending with his death.

Multiple Choice

11. Which of the following is not considered one of the synoptic gospels?A. MatthewB. MarkC. LukeD. John

12. “You are like whitewashed tombs” (Matt. 23:27) is an example of which special literary form?A. ExaggerationB. SimileC. ParallelismD. Parable

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13. “If your right eye causes you to sin, gouge it out…” is an example of which special literary form?A. ExaggerationB. SimileC. ParallelismD. Parable

14. The Good Samaritan is an example of which special literary form?A. ExaggerationB. SimileC. ParallelismD. Parable

15. “You are the salt of the earth” is an example of which special literary form?A. ExaggerationB. MetaphorC. ParallelismD. Parable

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Chapter 11 – New Testament—Acts

True/False

1. The book of Acts continues the story told in the gospel of Luke. True

2. The book of Acts tells the story of the birth and growth of the church. True

3. The ascension of Jesus is only recorded in the book of Acts. False

4. The church in Acts is marked as a people of prayer. True

5. In Acts, God’s sovereignty is expressed through the spread of the gospel. True

Fill in the Blank

6. The gospel of Luke and Acts are both addressed to a man named Theophilus.

7. Acts is best described as God-centered history.

8. Acts should be read as a kind of comprehensive discipleship manual.

9. A Gentile is anyone who is not an ethnic Jew.

10. To read Acts normatively means that churches of all times should imitate the experiences and practices of the early church.

Multiple Choice

11. Who are the two primary church leaders in the book of Acts?A. Peter and PaulB. Paul and StephenC. Barnabas and SilasD. Peter and Stephen

12. What two words best describe Luke’s vocation?A. Historian and theologianB. Historian and church planterC. Church planter and theologianD. Church planter and farmer

13. When did the Holy Spirit descend upon, indwell, and empower the disciples of Jesus?A. ChristmasB. PassoverC. PentecostD. Epiphany

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14. Which interpretive strategy for Acts views Acts as inspiring and valuable, but not necessarily binding?A. NormativeB. DescriptiveC. Socio-rhetoricalD. Both-and

15. Which of the following is a standard narrative question that should be applied when using Acts?A. Who?B. What?C. When?D. All of the above

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Chapter 12– New Testament—Revelation

True/False

1. Revelation is a strict chronological map of future events. False

2. The Old Testament is a key source for understanding the images found in Revelation. True

3. Students of Revelation can disregard historical context and still understand its literary meaning. False

4. Revelation contains words both of warning and encouragement. True

5. When reading Revelation always read it literally. False

Fill in the Blank

6. The word revelation suggests that something once hidden is now being revealed.

7. The word “revelation” is a translation of what Greek word? apocalypsis

8. What is the main message of Revelation? God will win!

9. The eclectic approach to Revelation combines the strengths of the four traditional approaches to Revelation.

10. A man named John identifies himself as the author of Revelation.

Multiple Choice

11. Which of the following genres is not found in Revelation?A. LetterB. ApocalypticC. WisdomD. Prophecy

12. What word should describe a student’s posture when studying Revelation?A. ConfidentB. ConfusedC. HumbleD. Apathy

13. Which interpretive approach to Revelation reads its contents as map of future events?A. IdealistB. Historicist

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C. FuturistD. Preterist

14. Which interpretive approach to Revelation reads its contents as an ongoing struggle between good and evil?A. IdealistB. HistoricistC. FuturistD. Preterist

15. The central question of Revelation is:A. When is the end coming?B. Who is the Antichrist?C. Who is Lord?D. When will the rapture occur?

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Chapter 13 – Old Testament—Law

True/False

1. Christians and Jews read the Old Testament with exactly the same method. False

2. An important part of the Mosaic covenant is the promise that God will dwell with his people. True

3. The blessings of the Mosaic covenant are unconditional. False

4. All Scripture is applicable to a New Testament believer. True

5. The Mosaic covenant is still functional for Christians. False

Fill in the Blank

6. If the people of Israel disobey the covenant, then the blessings will become curses.

7. Old Testament law is firmly embedded in the history of ancient Israel.

8. The book of Leviticus answers the question “How can Israel live with a Holy God in its midst?”

9. Deuteronomy describes in detail the terms by which Israel will be able to live successfully in the Promised Land.

10. Christians must interpret the law through the grid of New Testament teaching.

Multiple Choice

11. Which of the following biblical books does not contain Old Testament law?A. GenesisB. ExodusC. LeviticusD. Deuteronomy

12. Which of the following covenants is the context for Old Testament law?A. AbrahamicB. Noahic C. MosaicD. Davidic

13. Christians primarily read the Old Testament Law in light of what historical event?A. The birth of JesusB. The coming of the Spirit

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C. The cross and resurrection of JesusD. The second coming of Jesus

14. Which book of the Bible tells the story of Israel’s forty-year wandering in the wilderness?A. ExodusB. LeviticusC. NumbersD. Deuteronomy

15. Which word best describes Jesus’ relationship to the law with respect to contemporary Christians?A. AbolishB. FulfillC. KeepD. Obey

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Chapter 14 Old Testament—Prophets

True/False

1. Idolatry was one way that the people of Israel broke the Mosaic covenant. True

2. A majority of prophetic literature deals with future events. False

3. Prophetic literature is deeply emotional. True

4. The second point of the prophetic message calls the people of God to repentance. False

5. The third point of the prophetic messages promises hope to God’s people. True

Fill in the Blank

6. The prophetic books are primarily anthologies. This term describes a book that contains a collection of relatively independent, shorter units.

7. The themes of which biblical book are woven into the message of the prophets? Deuteronomy

8. By not caring for the weak and vulnerable in their midst, the people of Israel and Judah proved the validity of which prophetic indictment? Social injustice

9. The people of Israel and Judah began cherishing religious ritual over a relationship with God.

10. What city does the prophet Jonah preach against? Nineveh

Multiple Choice

11. What types of literature are found in the prophetic books?A. Short-spoken sermonsB. Visions of GodC. Symbolic actsD. All of the above

12. Which ancient empire destroyed Israel in 722 BC?A. BabylonianB. EgyptianC. AssyrianD. Persian

13. Which biblical covenant forms the foundation of the prophetic message?A. Abrahamic

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B. NoahicC. MosaicD. Davidic

14. Which of the following is not a post-exilic prophet?A. HoseaB. HaggaiC. ZechariahD. Malachi

15. Which ancient empire destroyed Judah in 587 BC?A. BabylonianB. EgyptianC. AssyrianD. Persian

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Chapter 15 – Old Testament—Psalms

True/False

1. The Psalms are a good source for developing doctrine and propositional truth. False

2. The Psalms can be interpreted in the same fashion as Romans. False

3. The Psalms appeal to reason. False

4. The poets of the Old Testament are attempting to communicate literal truth. True

5. When studying a Psalm it is important to first make observations. True

Fill in the Blank

6. Terseness means that poetry uses a minimum number of words.

7. Meditation is the habit of reflecting about God and what he has done for us.

8. Parallelism is the dominant structural characteristic of Old Testament poetry.

9. The Psalms give us inspired models of how to talk and sing to God.

10. Figurative imagery is the major medium that the psalms use to communicate their message.

Multiple Choice

11. The Psalms were written in which season of human life?A. Seasons of well-beingB. Seasons of anguishC. Seasons of surpriseD. All of the above

12. The assurance of eternal life blossomed after what historical event?A. The exodusB. The conquest C. The rise of king DavidD. Death and resurrection of Jesus

13. What genre of literature best describes the Psalms?A. PoetryB. WisdomC. NarrativeD. Law

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14. Which of the following emotions do the Psalms give us the words to express to God?A. AnguishB. JoyC. DespairD. All of the above

15. Which of the following is not a basic characteristic of the Psalms?A. TersenessB. Figurative imageryC. Long descriptive sentencesD. High degree of structure

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Sample SyllabusFor a class that meets MWF (44 class sessions with a midterm exam and a final exam)

I. PURPOSE AND SCOPE OF THE COURSE

This course is an introduction to the interpretation of the Bible, seeking to provide a historical perspective and reliable principles with which to study, interpret, and apply Scripture.

II. GOALS

After completing this course the student should be able to:

Recognize literary structural elements in the text. Apply principles of detailed observation to a verse and to a paragraph. Describe the history of our English Bible and explain the differences in modern

translations. Discuss the issue of "reader response" versus "authorial intent" approaches to biblical

interpretation. Discuss the role of historical-cultural and literary context in determining meaning. Research and write an exegetical paper. Interpret and apply texts from the various genre categories found in the Bible.

An intangible goal, but a major goal nevertheless, is that the student will learn to enjoy personal Bible study.

III. TEXTBOOKS

The textbooks for the course are:

Duvall, J. Scott, and J. Daniel Hays. Journey into God’s Word: Your Guide to Understanding and Applying the Bible. Grand Rapids: Zondervan, 2008.

Also a non-paraphrased translation of the Bible is required. Acceptable translations include NIV, TNIV, NASB, KJV, NKJV, RSV, NRSV, HCS, and ESV. Translations not allowed are the Living Bible, the Amplified Bible, Good News for Modern Man, the Message, and other paraphrases.

IV. ADDITIONAL BIBLIOGRAPHY

Adler, Mortimer J., and Charles van Doren. How to Read a Book. New York: Simon and Schuster, 1972.

Brown, Jeannine. Scripture as Communication: Introducing Biblical Hermeneutics. Grand Rapids: Baker, 2007.

Dockery, David S. Biblical Interpretation: Then and Now. Grand Rapids: Baker, 1992.Doriani, Daniel M. Putting the Truth to Work: The Theory and Practice of Biblical Application.

Phillipsburg, NJ: P & R, 2001.

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Fee, Gordan D., and Douglas Stuart. How to Read the Bible for All Its Worth. Third Edition. Grand Rapids: Zondervan, 2003.

Goldingay, John. Models for Interpretation of Scripture. Grand Rapids: Eerdmans, 1995.Goldsworthy, Graeme. Gospel-Centered Hermeneutics: Foundations and Principles of

Evangelical Biblical Interpretation. Downers Grove, IL: IVP, 2006.Greidanus, Sidney. Preaching Christ from the Old Testament: A Contemporary Hermeneutical

Method. Grand Rapids: Eerdmans, 1999.Hendricks, Howard G., and William D. Hendricks. Living by the Book. Chicago: Moody, 1991.Johnson, Elliot E. Expository Hermeneutics: An Introduction. Grand Rapids: Zondervan, 1990.Kaiser, Walter C., and Moisés Silva. An Introduction to Biblical Hermeneutics. Grand Rapids:

Zondervan, 1994.Klein, William W., Craig Blomberg, and Robert L. Hubbard. Introduction to Biblical

Interpretation. Revised Edition. Dallas: Word, 2004. Köstenberger, Andreas J., and Richard D. Patterson. Invitation to Biblical Interpretation:

Exploring the Hermeneutical Triad of history, Literature, and Theology. Grand Rapids: Kregel, 2011.

Kuhatschek, Jack. Applying the Bible. Grand Rapids: Zondervan, 1996.Lundin, Roger, Clarence Walhout, and Anthony C. Thiselton. The Promise of Hermeneutics.

Grand Rapids and Cambridge: Eerdmans and Paternoster, 1999.Mickelsen, A. Berkeley, and Alvera M. Mickelsen. Understanding Scripture. Revised Edition.

Peabody, Massachusetts: Hendrickson, 1992.Morgan, Robert, and John Barton. Biblical Interpretation. Oxford: Oxford University Press,

1988.Osborne, Grant R. The Hermeneutical Spiral. Downers Grove, Illinois: InterVarsity, 1991.Porter, Stanley E., and Jason C. Robinson. Hermeneutics: An Introduction to Interpretive

Theory. Grand Rapids: Eerdmans, 2011.Ramm, Bernard. Protestant Biblical Interpretation. Grand Rapids: Baker, 1970.Strauss, Mark L. How to Read the Bible in Changing Times: Understanding and Applying God’s

Word Today. Grand Rapids: Baker, 2011.Tate, W. Randolf. Biblical Interpretation. Peabody, Massachusetts: Hendrickson, 1991.Terry, Milton. Biblical Hermeneutics. Grand Rapids: Zondervan, 1985. Thiselton, Anthony C. Hermeneutics: An Introduction. Grand Rapids: Eerdmans, 2009.Traina, Robert A. Methodical Bible Study. Wilmore, Kentucky: Robert Traina, 1952.Virkler, Henry A., and Karelynne Ayayo. Hermeneutics: Principles and Processes of Biblical

Interpretation. Grand Rapids: Baker, 2007.Wald, Oletta. The Joy of Discovery in Bible Study. Minneapolis: Augsburg, 1975.

V. GRADING

The student's final course grade will consist of the following:

Discussion questions/Writing assignments 40%Quizzes over reading 20%Exegetical paper 20%Midterm exam 10%

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Final exam 10%

Discussion Questions/Writing Assignments: These assignments constitute the heart of the course, and are extremely important. These assignments also parallel and complement the material I will be covering in class, so it is imperative that they be completed and turned in on time. No daily assignments will be dropped. Late papers will receive a 30-point penalty!

Quizzes over Reading: Approximately 8-10 unannounced quizzes will be given over the reading assignments. The lowest quiz will be dropped and the rest averaged. No makeup quizzes will be given.

Exegetical Paper: Early in the semester the student will be assigned a passage to study throughout the semester. Various daily assignments will require the student to apply certain interpretative principles to their passage. At the end of the semester the student will write an exegetical paper that will bring together applications of the principles studied and the actual investigations carried out during the semester. The paper is required to be a minimum of nine, typed, double-spaced pages. More information regarding the paper will be discussed in class. Late papers will be penalized five points per calendar day.

Attendance: This course is designed to teach methodology and is more than simply memorizing material. In addition, some of the material covered in class is not in the textbook. Attendance, therefore, is imperative. Attendance at all class sessions is strongly encouraged. For every unexcused absence over three, the student will be penalized one percentage point off of their final grade average.

Midterm and Final Exam: The midterm will cover chapters 1-8, while the final will cover chapters 9-15.

Grading Scale

A 90-100%B 80-89%C 70-79%D 60-69%F below 59%

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VI. COURSE OUTLINE For a MWF class (44 class sessions and a final exam)

Abbreviation: JGW = Journey into God’s Word, by Duvall and HaysDQ=Discussion QuestionWA=Writing Assignment

Lecture No. Lecture and Discussion Topic Reading and Assignments Due1 Introduction2 The Interpretive Journey JGW, pages 11-213 The Interpretive Journey DQ 1.14 The Interpretive Journey DQ 1.45 Serious Reading JGW, pages 23-306 Serious Reading DQ 2.17 Serious Reading WA, page 318 Keep Your Eye on the Horizon JGW, pages 32-409 Keep Your Eye on the Horizon DQ 3.110 Keep Your Eye on the Horizon WA, page 4111 What Do We Bring to the Text? JGW, pages 42-4812 What Do We Bring to the Text? WA, page 49

13 Discovering theHistorical-Cultural Context JGW, pages 50-61

14 Discovering theHistorical-Cultural Context WA, page 61

15 Discovering the Literary Context JGW, pages 62-7316 Discovering the Literary Context DQ 6.217 Discovering the Literary Context WA, page 7418 Which Bible Translation

Should I Use? JGW, pages 75-83

19 Which Bible TranslationShould I Use? WA, page 76

20 Meaning and Application JGW, pages 85-9621 Meaning and Application DQ 8.1, 8.222 Meaning and Application WA, page 9623 Midterm Exam24 New Testament-Letters JGW, pages 97-103

25 New Testament-LettersWA, page 104

(Romans 8:26-27 orI Corinthians 11:27-32)

26 New Testament-Letters WA, page 104(Galatians 5:16-17 or Colossians 3:1-4)

27 New Testament-Gospels JGW, pages 105-11428 New Testament-Gospels DQ 10.329 New Testament-Gospels WA, page 11430 New Testament-Acts JGW, pages 115-122

31 New Testament-Acts WA, page 123(Acts 2:42-27 or Acts 6:1-7)

32 New Testament-Acts WA, page 123

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(Acts 13:1-3 or Acts 15:1-21)33 New Testament-Revelation JGW, pages 124-12934 New Testament-Revelation DQ 12.335 New Testament-Revelation WA, page 12936 Old Testament-Law JGW, pages 130-13637 Old Testament-Law DQ 13.338 Old Testament-Law WA, pages 136-13739 Old Testament-Prophets JGW, pages 138-14540 Old Testament-Prophets DQ 14.241 Old Testament-Prophets WA, page 14642 Old Testament-Psalms JGW, pages 147-15243 Old Testament-Psalms DQ 15.144 Old Testament-Psalms WA, page 15345 Final Exam

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Journey into God’s WordMidterm Exam: Question Bank

Chapters 1-8

True/False (25 Questions)

1. The spiritualizing approach of interpretation shows little or no sensitivity for the biblical context. True

2. The Interpretive Journey assumes that meaning is present in the biblical text. True

3. A valid theological principle will always be bound by culture. False

4. There are numerous ways to apply a single biblical text. True

5. When making observations of the text, persons should spend a majority of their time looking for deep insights. False

6. Passive verbs often point out the things that God has done for us. True

7. The conjunction “therefore” typically introduces a conclusion based on earlier arguments. True

8. Purpose/result statements are phrases or sentences that describe the reason, the result, or the consequence of some action. True

9. The use of emotional terms tells that the Bible is primarily a book of abstract ideas. False

10. A pivot episode is the form that a story shift takes in narrative. True

11. An infinitive can be used to introduce a purpose/result statement. True

12. Familiarity with a passage often leads a person to think they know all there is to know, which makes them more prone to skip over the passage without studying it carefully. True

13. The culture a person lives in has little to no impact on the way they read Scripture. False

14. For an interpretation of any biblical text to be valid, it must be consistent with the historical-cultural context of that text. True

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15. When studying the life of a biblical writer it is of no importance to learn about the nature of the writer’s ministry. False

16. New Testament letters are situational, meaning they address specific situations faced by the earliest churches. True

17. Every genre of literature follows the same rules of communication. False

18. Give highest priority to the immediate context when determining the meaning of a passage. True

19. Chapter and verse divisions are part of Scripture’s original autographs. False

20. Topical preaching, in all cases, is an invalid approach to preaching. False

21. When it comes to the Bible, translation is unavoidable. True

22. The best translation would be a translation that translates literally, word for word, straight from the original language into English. False

23. Authorial intention assumes that the author is communicating to the reader through the text. True

24. A basic premise of the Interpretive Journey is that the reader creates meaning in the text. False

25. The application of a biblical text is specific to the life of the reader. True

Fill in the Blank (25 Questions)

26. If a student of the Bible believes a Scripture can be applied directly to their lives, then they will employ an intuitive/feels-right approach to interpretation.

27. The principlizing bridge allows the reader to cross the river of differences.

28. The parts-whole spiral determines whether or not a theological principle is consistent with the rest of Scripture.

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29. The antecedent names to whom or to what a pronoun refers.

30. A major break is the form that a story shift takes in a letter.

31. If and then are the two words that typically form the framework of a conditional clause.

32. What type of question does Paul use with frequency in Romans 6? Rhetorical

33. The words father, mother, child, son, or daughter are best identified by which observation that is described in this chapter? Emotional Terms

34. If we choose to interpret Scripture in such a way as to not conflict with culture, then our interpretation is being adversely impacted by cultural baggage.

35. Preunderstanding refers to all of our preconceived notions and understandings that we bring to the text, before we actually study the text.

36. Culture can be defined as a combination of family and national heritage.

37. Total objectivity is impossible for any reader of any text.

38. A person’s family provides them with their strongest frame of reference regarding relationships.

39. Bible handbooks begin with general articles about the Bible and the world of the Bible. They also include a brief introduction to each book of the Bible and a running commentary of the text.

40. The covenant of communication is a fixed agreement between author and reader about how to communicate.

41. If a person disregards literary context, then they can make the Bible say just about anything.

42. Expository preaching attempts to follow an author’s flow of thought through a particular text.

43. The word genre is a French word meaning “kind” or “form.”

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44. Translation is nothing more than transferring the message of one language into another language.

45. The Textus Receptus (TR) is the underlying Greek text of the King James Version.

46. When you are choosing a Bible translation, give preference to a translation that is completed by a committee.

47. A paraphrase is a restatement or explanation of a particular English translation.

48. Modern translations of the Bible make use of an eclectic Greek text.

49. The traditional approach to interpretation assumes that the author determines the meaning of a text.

50. Application describes the response of the reader to the meaning of the text.

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Multiple Choice (25 Questions)

51. What is the operative premise of the Interpretive Journey?A. The Bible is a collection of ancient wisdom.B. The Bible is an anthology of disjointed books.C. The Bible is a record of God’s communication to us and

his will for us.D. The Bible has little if anything to say to the modern world.

52. Which of the following terms best identifies the final step of the Interpretive Journey?

A. MeaningB. ApplicationC. PrincipleD. Differences

53. Which of the following conjunctions typically indicates a contrast?

A. ButB. AndC. SinceD. Therefore

54. Which observation listed below best describes this portion of Psalm 119:105: “Your word is a lamp for my feet”?

A. ListB. Cause and effectC. ContrastD. Figure of speech

55. Which answer listed below best describes the following italicized phrase: will be blessed (Genesis 12:3)?

A. Verb: active and presentB. Verb: passive and pastC. Verb: passive and futureD. Verb: active and future

56. The following example from everyday life is best an example of which observation from chapter 4? “I like dessert. I like apple pie, strawberry shortcake, chocolate ice cream, and cheesecake.”

A. DialogueB. Questions and answersC. Specific to generalD. General to specific

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57. Which of the following observations overlaps with questions and answers?

A. General to specificB. DialogueC. ToneD. Purpose/Result statements

58. Identify the result-oriented conjunction found below. This conjunction often introduces purpose/result statements.

A. ThatB. In order thatC. So thatD. All of the above

59. In the following clause taken from Romans 8:13, which phrase is best identified as the means: “but if by the Spirit you put to death the misdeeds of the body, you will live.”

A. Put to deathB. You will liveC. By the SpiritD. Of the body

60. Which of the following statements is not a foundational belief that evangelical Christians generally hold concerning the Bible?

A. The Bible is the Word of God.B. The Bible is trustworthy and true.C. God has entered into human history.D. The Bible is contradictory.

61. What is the goal of biblical interpretation?A. Total ObjectivityB. Intimate relationship with GodC. All the right answersD. Ability to silence our critics

62. Which of the following is a danger associated with studying historical-cultural context?

A. Inaccurate background informationB. Elevating the background of the text above the meaningC. Becoming nothing more than a database of historical factsD. All of the above

63. What is the best resource for finding detailed biblical maps?A. Bible handbookB. Introduction or surveyC. Commentary

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D. Bible atlas

64. Which resource provides the most up-to-date, detailed information about the historical-cultural context of a biblical book?

A. Bible handbookB. Introduction or surveyC. CommentaryD. Bible atlas

65. If you want to learn more about the topic of slavery in the ancient world, which of these resources is best suited for the task?

A. CommentaryB. Bible atlasC. Bible dictionaryD. Bible handbook

66. Which of the following genres is not found in the Old Testament?A. WisdomB. ProphecyC. LetterD. Narrative

67. Which of the following comprises the surrounding context of Romans 12:1-2?

A. Romans 12:3B. The book of RomansC. The entire BibleD. All of the above

68. When identifying how a book is divided into paragraphs or sections, which of the following observations marks a change or transition in the text?

A. ConjunctionsB. Change of topicC. Change in locationD. All of the above

69. What translation approach is sometimes labeled “literal” or “word for word”?

A. Formal approachB. Functional approachC. Forensic approachD. Paraphrase

70. What translation approach is often called “idiomatic” or “thought-for-thought”?

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A. Formal approachB. Functional approachC. Forensic approachD. Paraphrase

71. Which of the following is a barrier that separates one language from another?

A. No two words are exactly alike.B. The vocabulary of any two languages will vary in size.C. Languages have different stylistic preferences.D. All of the above

72. What is the central question asked by authorial intention?A. What does the author mean?B. Who is the author?C. What does the text mean to me?D. Who is the reader?

73. What is the central question asked by reader response?A. What does the author mean?B. Who is the author?C. What does the text mean to me?D. Who is the reader?

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Journey into God’s WordFinal Exam: Question Bank

Chapters 9-16

True/False (25 Questions)

1. Paul often used secretaries to write his letters. True

2. New Testament letters are generally shorter than other ancient letters. False

3. When identifying the literary context of a passage in a New Testament letter, focus on identifying paragraphs. True

4. The gospel writers arrange Jesus’ actions thematically. True

5. When interpreting a parable it is important that each detail of the parable stand for something. False

6. The book of Acts continues the story told in the gospel of Luke. True

7. The ascension of Jesus is only recorded in the book of Acts. False

8. The church in Acts is marked as a people of prayer. True

9. In Acts, God’s sovereignty is expressed through the spread of the gospel. True

10. Revelation is a strict chronological map of future events. False

11. The Old Testament is a key source for understanding the images found in Revelation. True

12. Students of Revelation can disregard historical context and still understand its literary meaning. False

13. Revelation contains words both of warning and encouragement. True

14. When reading Revelation always read it literally. False

15. Christians and Jews read the Old Testament with exactly the same method. False

16. The blessings of the Mosaic covenant are unconditional. False

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17. All Scripture is applicable to a New Testament believer. True

18. The Mosaic covenant is still functional for Christians. False

19. A majority of prophetic literature deals with future events. False

20. Prophetic literature is deeply emotional. True

21. The second point of the prophetic message calls the people of God to repentance. False

22. The third point of the prophetic messages promises hope to God’s people. True

23. The Psalms are a good source for developing doctrine and propositional truth. False

24. The poets of the Old Testament are attempting to communicate literal truth. True

25. When studying a psalm it is important to first make observations. True

Fill in the Blank (25 Questions)

26. Romans, Ephesians, and Hebrews are considered formal letters.

27. New Testament letters were a substitute for personal presence.

28. Since the New Testament letters are occasional (or situational) they address problems related to the author or readers.

29. Which New Testament letter was anonymously written? Hebrews

30. The Gospels are best described as christological (Christ-centered) biography.

31. Rhetorical questions are designed to make a point rather than retrieve an answer.

32. A parable is a story with two levels of meaning, where certain details in the story represent something else.

33. The gospel of Luke and Acts are both addressed to a man named Theophilus.

34. Acts is best described as God-centered history.

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35. Acts should be read as a kind of comprehensive discipleship manual.

36. A Gentile is anyone who is not an ethnic Jew.

37. To read Acts normatively means that churches of all times should imitate the experiences and practices of the early church.

38. The word revelation suggests that something once hidden is now being revealed.

39. The word “revelation” is a translation of what Greek word? apocalypsis

40. What is the main message of Revelation? God will win!

41. If the people of Israel disobey the covenant, then the blessings will become curses.

42. Old Testament law is firmly embedded in the history of ancient Israel.

43. Christians must interpret the law through the grid of New Testament teaching.

44. The prophetic books are primarily anthologies. This term describes a book that contains a collection of relatively independent, shorter units.

45. The themes of which biblical book are woven into the message of the prophets? Deuteronomy

46. By not caring for the weak and vulnerable in their midst, the people of Israel and Judah proved the validity of which prophetic indictment? Social injustice

47. Terseness means that poetry uses a minimum number of words.

48. Parallelism is the dominant structural characteristic of Old Testament poetry.

49. The Psalms give us inspired models of how to talk and sing to God.

50. Figurative imagery is the major medium that the psalms use to communicate their message.

Multiple Choice (25 Questions)

51. What is the name of Paul’s secretary who wrote the letter to the Romans?A. TimothyB. TertiusC. BarnabasD. John Mark

52. Which of the following persons is a cosender with Paul for six of his letters?

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A. TimothyB. TertiusC. BarnabasD. John Mark

53. How did Paul deliver his letters?A. Postal ServiceB. Slave LaborC. Trusted FriendD. Hand delivered by Paul

54. Which of the following is not considered one of the less formal New Testament letters?A. JamesB. 2 JohnC. 3 JohnD. Philemon

55. Which of the following is not considered one of the Synoptic Gospels?A. MatthewB. MarkC. LukeD. John

56. “You are like whitewashed tombs” (Matt. 23:27) is an example of which special literary form?

A. ExaggerationB. SimileC. ParallelismD. Parable

57. “If your right eye causes you to sin, gouge it out…” is an example of which special literary form?

A. ExaggerationB. SimileC. ParallelismD. Parable

58. The Good Samaritan is an example of which special literary form?A. ExaggerationB. SimileC. ParallelismD. Parable

59. “You are the salt of the earth” is an example of which special literary form?A. ExaggerationB. Metaphor

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C. ParallelismD. Parable

60. Who are the two primary church leaders in the book of Acts?A. Peter and PaulB. Paul and StephenC. Barnabas and SilasD. Peter and Stephen

61. When did the Holy Spirit descend upon, indwell, and empower the disciples of Jesus?A. ChristmasB. PassoverC. PentecostD. Epiphany

62. Which interpretive strategy for Acts views Acts as inspiring and valuable, but not necessarily binding?

A. NormativeB. DescriptiveC. Socio-rhetoricalD. Both-and

63. Which interpretive approach to Revelation reads its contents as map of future events?A. IdealistB. HistoricistC. FuturistD. Preterist

64. The central question of Revelation is:A. When is the end coming?B. Who is the Antichrist?C. Who is Lord?D. When will the rapture occur?

65. Which of the following biblical books does not contain Old Testament law?A. GenesisB. ExodusC. LeviticusD. Deuteronomy

66. Which of the following covenants is the context for Old Testament law?A. AbrahamicB. Noahic C. MosaicD. Davidic

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67. Which book of the Bible tells the story of Israel’s forty-year wandering in the wilderness?A. ExodusB. LeviticusC. NumbersD. Deuteronomy

68. Which word best describes Jesus’ relationship to the law with respect to contemporary Christians?

A. AbolishB. FulfillC. KeepD. Obey

69. What types of literature are found in the prophetic books?A. Short-spoken sermonsB. Visions of GodC. Symbolic actsD. All of the above

70. Which ancient empire destroyed Israel in 722 BC?A. BabylonianB. EgyptianC. AssyrianD. Persian

71. Which biblical covenant forms the foundation of the prophetic message?A. AbrahamicB. NoahicC. MosaicD. Davidic

72. Which ancient empire destroyed Judah in 587 BC?A. BabylonianB. EgyptianC. AssyrianD. Persian

73. The Psalms were written in which season of human life?A. Seasons of well-beingB. Seasons of anguishC. Seasons of surpriseD. All of the above

74. Which of the following emotions do the Psalms give us the words to express to God?A. AnguishB. Joy

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C. DespairD. All of the above

75. Which of the following is not a basic characteristic of the Psalms?A. TersenessB. Figurative imageryC. Long descriptive sentencesD. High degree of structure

Journey into God’s WordMidterm Exam: Study Guide

Chapters 1-8

For the midterm exam students should be able to: Explain the history of translation as it relates to the English Bible. Describe the strengths and weaknesses of the formal approach and the functional approach. List and describe the four steps of the Interpretive Journey. List the five criteria, which are used to prove the validity of a theological principle. Explain the importance of the part-whole spiral for the Interpretive Journey. Understand and apply the following observations: repetition of words, contrasts,

comparisons, lists, cause and effect, figures of speech, conjunctions, verbs, and pronouns. Understand and apply the following observations: general and specific, questions and

answers, dialogue, purpose/result statements, means (by which something is accomplished), conditional clauses, the actions/roles of people and the actions/roles of god, emotional terms, connections between paragraphs and episodes, story shifts: major breaks and pivots.

Explain the importance of historical-cultural context for biblical interpretation. List and describe the three basic parts, which comprise historical-cultural context. Select a proper resource for identifying either the historical-cultural context of an entire book

or the historical-cultural context of a specific passage. Explain both the formation of a reader’s preunderstanding and how preunderstanding can

negatively impact the interpretive process. Explain cultural baggage and its impact on the interpretive process. Define culture and describe its impact on the interpretative process. Distinguish between preunderstanding and presuppositions. State four foundational beliefs that evangelical Christians generally hold concerning the

Bible. Discuss the two components of literary context. Define literary genre. Identify the primary literary genres found in the Old and New Testaments. Define the phrase “covenant of communication.” Distinguish between surrounding context and immediate context. Define and distinguish between authorial intention and reader response. Define meaning, and application as they relate to biblical interpretation.

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Journey into God’s WordFinal Exam: Study Guide

Chapters 9-15

For the final exam students should be able to: State and describe the five characteristics of a New Testament letter. Compare and contrast the gospel style with ancient and modern biography. Explain why Matthew, Mark, and Luke are called Synoptic Gospels. State and apply the two interpretive questions that allow passages from the gospels to be read

rightly. Identify and describe the special literary forms found in the Gospels. What is the key to

interpreting each special literary form? Explain the relationship between Luke and Acts. Describe the significance of designating Acts as God-centered history. Distinguish between normative and descriptive interpretations of Acts. Explain why a both-

and approach is better than either of the previous strategies. Describe the literary genre of Revelation. Identify the purpose of Revelation. Explain the five interpretive approaches to Revelation. State and apply the step that is inserted into the Interpretive Journey when studying texts

from the Old Testament. Describe the role of narrative and covenant context in interpreting Old Testament law. Identify the three basic elements of the Psalms. Define the term anthology with relation to Old Testament prophets. Describe the historical-cultural and theological context of the Old Testament prophets. State the three point prophetic message. List and explain the three indictments brought

against the people of Israel.

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