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Xenos Christian Fellowship Christian Principles Unit 3: Provisions for Spiritual Growth Inductive Study Workshop 1: Inductive Overview & Paragraph Study for Epistles

By Gary DeLashmutt , Jeff Gordon, Doug Patch, Mike Sullivan, and Patrice McCormac

Overview

• Inductive Study: Epistles
• Inductive Examples

Inductive Study: Epistles

Overview: (Instructors: review the inductive overview of Titus with your students. The overview is not included here because it's an assignment.)

1. Paragraph titles: Read the book all the way through, writing down titles for each paragraph. This reveals the general thought development of the book. Titles should meet the following requirements:

• The titles should be short. No sentences are allowed. A phrase of a few words is the maximum length. This will force us to get the main idea clearly fixed in our minds.
• The titles should cover all of the significant content in the paragraph. If there is subject matter that is not covered in your title, you need revision.
• Decide how you will determine where the paragraph divisions belong. If studying with a study group, it is probably best to stay with the existing paragraphs. However, if convenient, it is often correct to divide the paragraphs in a different location than those used in any particular version. Feel free to discuss where the divisions should be, and why. (Remember that they are not inspired, and are different from one version to another).

2. Identity and situation of the author, audience, and 3rd parties: Compile all the references to the author, audience and key 3rd parties. This is usually done by drawing three columns on a sheet of paper-- one for the author, one for the audience, and one for others. The data should be referenced with the chapter and verse, and marked with an asterisk if the insight is implied rather than directly stated. The implied data are less conclusive in reconstructing the historical situation. Once all the data is gathered, write a one paragraph summary of the historical situation of the author, audience and any third parties.

3. Major themes: Review your paragraph titles and note repeated ideas, words, and themes. What are the major issues/themes that the author is addressing?

4. Why was the letter written? Record your conclusions about the author's reason(s) for writing the book.

Paragraph Study:

Paragraph study is broken into three parts:

1. Structure (skeleton): Clarify the author's thought development or argument.

2. Theology (muscle): Understand the content and meaning of the paragraph.

3. Application (skin): Understand what to do based on the meaning of the paragraph.

Begin by carefully reading the paragraph. As you read, make the following observations:

1. Structure (skeleton): Clarify the author's thought development or argument

a. Identify the main point (claim) of the paragraph

Hints:

• Imperatives
• Connective words such as: thus, so, therefore, then…
• Overarching, controlling idea—big picture statement, context, repeated terms
• Independent clause expressing a complete thought
• Note: Sometimes there is more than one main point.

b. Identify the supporting points

Supporting points are the bases for the main claim and explain how and why the main point is true or should be acted upon. Supporting points often answer these questions:

Why is the main point true?

Why we should do it?

How we should do it?

List supporting points as individual summary phrases. Note the verse number where each supporting point is located.

Hints:

• Indicative statements
• Connective words: since, because, for, if…
• Dependent clauses
• Illustration or example

c. Literary/theological context

Main point of the paragraph before:

Main point of the paragraph after: (Hint: Simply copy the main point you determined for the prior paragraph. For the following paragraph do a quick read-through, identify the clause that appears likely to represent the main point, and note it here.)

State how the paragraph fits into the argument of the section:

2. Theology (muscle): Understand the content and the meaning of the paragraph.

a. Identify and define unfamiliar, historically significant, and key words; note use of Old Testament passages.

b. State theological meaning of claim and supporting points, including how the theology of supporting points relate to the main claim. For example, what does this passage teach about God, man, sin, salvation, the church, ministry, etc.

c. What other passages might bear on your interpretation?

3. Application (skin): Understand what to do based on the meaning of the paragraph.

a. How is the argument of the paragraph intended to affect the original audience in terms of actions, attitudes, convictions? Application should center on the main point, not on supporting points.

b. How is the argument of this passage relevant to me/my group/our culture?

Practice identifying main and supporting points:

"Always do right. This will gratify some people and astonish the rest." - Mark Twain

Main point: Always do right.

Supporting points:

Why? This will gratify some people.

Why? This will astonish the rest.

"7 Be patient, then, brothers, until the Lord's coming. See how the farmer waits for the land to yield its valuable crop and how patient he is for the autumn and spring rains. 8 You too, be patient and stand firm, because the Lord's coming is near." - James 5:7-8

Main point: Be patient. (v. 7)

Supporting points:

How? Until the Lord comes.

How? Like a farmer waiting for his crops to come in.

Why? Because the Lord's coming is near.

"2 Devote yourselves to prayer, keeping alert in it with an attitude of thanksgiving; 3 praying at the same time for us as well, that God may open up to us a door for the word, so that we may speak forth the mystery of Christ, for which I have also been imprisoned; 4 in order that I may make it clear in the way I ought to speak." Col. 4:2-4

Main point: Devote yourselves to prayer (vs. 2)

Supporting points:

How? Keeping alert in it with and attitude of thanksgiving. (v. 2)

How? Praying that God may open up a door for the word. (v. 3)

Why? So that I may make it clear. (Vs. 4)

"5 I have been reminded of your sincere faith, which first lived in your grandmother Lois and in your mother Eunice and, I am persuaded, now lives in you also. 6 For this reason I remind you to fan into flame the gift of God, which is in you through the laying on of my hands. 7 For God did not give us a spirit of timidity, but a spirit of power, of love and of self-discipline." - 2 Tim. 1:5-7


Main point: Kindle afresh the gift of God within you (Notice that the main point is not at the beginning of the paragraph). (v. 6)

Supporting points:

Why? Because Paul is reminded of Timothy's sincere faith, as well as that of his grandmother and mother. (Vs. 5)

Which gift? The one that is in you through the laying on of my hands. (Vs. 6)

Why? Because God did not give us a spirit of timidity... (v. 7)

Note to instructors: Need to explain the difference between independent and dependent clauses, and indicative/imperative in this section or when you are going over the paragraph study at the beginning of the lecture.

Paragraph study: Colossians 1:15-17

1. Structure (skeleton): Clarify the author's thought development or argument.

   a. Main point (claim)

   He is the image of the invisible God, the first-born of all creation. (Vs. 15)

   b. Supporting points

   Why? Because all things were created by him. (Vs. 16)

   Why? Because he is before all things (v. 17)

   Why? Because he holds all things together (v. 17)

   c. Literary/theological context—what is the main point of paragraph before and after?

   Main point of the paragraph before: 

   Paul prays that the Colossians might grow & walk in a manner worthy of Christ.

   Main point of the paragraph after: 

   You once were alienated [from God] but now you're reconciled to him through Christ.

   How does this paragraph fit into the argument of this section of the book?

   The Colossians need an accurate picture of who Christ is in order to walk in a manner worthy of the Lord and to appreciate what he did for them on the cross.

    

2. Theology (muscle): Understand the content and meaning of the paragraph.

   1. Identify and define unfamiliar, historically significant, and key words; note use of Old Testament passages.

   First born - If Christ is a created being (literally "born") then he would not be God. Word studies from Vine's and Colin-Brown reveal that this term identifies Jesus as the "rightful heir" and not the first born in the sense of a physical birth.

   2. State the theological meaning of claim and supporting points, including how the theology of supporting points relates to the claim. For example, what does this passage teach about God, man, sin, salvation, the church, ministry, etc.

   Jesus is God and the rightful owner of the creation because he created it, predates it and sustains it.

   3. What other passages might bear on your interpretation?

      Hebrews 1, John 14:29, John 8:48-59, John 1:1,14

3. Application (skin): Understand what to do based on the meaning of the paragraph.

   1. How is the argument of the paragraph intended to affect the original audience in terms of actions, attitudes, convictions?

   Paul instructs the audience about the correct view of Jesus and expects them to correct the false teacher's view of Christ. Christ is not a lesser spiritual being but the creator, owner, and sustainer of the creation.

   2. How is the argument of this passage relevant to me/my group?

      Given the spiritual climate of our culture, there is wide range of application for this passage.  Does the new Christian understand who Christ is and the significance of his identity? He is not just another spiritual guide, or good man but the creator of the universe.  Has our culture's understanding of Christ begun to influence our understanding of Christ?  Are we equipped to interact with our culture on its understanding of the identity of Christ?

    

Paragraph study: Titus 1:5-9

1. Structure (skeleton):

1. Identify the main point (claim) of the paragraph .

Set in order what remains and appoint elders in every city. - v. 5

2. Supporting points—Supporting points are the bases for the main claim and explain how and why the main point is true or should be acted upon. List supporting points as individual summary phrases. Note the verse number where each supporting point is located.

   How? What kind of elders? Above reproach in family matters. (Vs. 6)

   The husband of one wife

   Having children who believe

   Not accused of dissipation or rebellion.

   How? What kind of elders? Above reproach as God's steward. (V. 7-9)

   Not self-willed

   Not quick-tempered

   Not addicted to wine

   Not pugnacious

   Not fond of sordid gain

   Hospitable

   Loving what is good

   Sensible

   Just

   Devout

   Self-controlled

   Holding fast the faithful word which is in accordance with the teaching, that he may be able both to:

   Exhort in sound doctrine

   Refute those who contradict.

3. Literary/theological context—what is the main point of paragraph before and after?

   Main point of the paragraph before: The importance of the "knowledge of the truth."

   Main point of the paragraph after: "Reprove them severely that they may be sound in the faith." (Vs. 13)

   How does this paragraph fit into the argument of this section of the book? The churches in Crete need moral leadership, consistent with sound doctrine.

2. Theology (muscle)—understand the content of the paragraph

   1. Identify and define unfamiliar, historically significant, and key words; note use of Old Testament passages.

      Note: elder (presbuteros) and overseer (episkopos) are synonymous for the same office. "Elder" points to their relative spiritual maturity (who he is) and "overseer" points to their function (what he does).

      Above reproach - (anegkletos) not to be called to account; unreprovable.

   2. State theological meaning of claim and supporting points, including how the theology of supporting points relates to the main claim. For example, what does this passage teach about God, man, sin, salvation, the church, ministry, etc.

      Qualified spiritual leaders are crucial to the health of a local church. Church leaders must have unimpeachable/exemplary character and sound working knowledge of scripture.

   3. What other passages might bear on your interpretation?

      1. Acts 14:23 And when they had appointed elders for them in every church, having prayed with fasting, they commended them to the Lord in whom they had believed.

      2. 1 Timothy 3 - requirements for elders given

      3. 1 Timothy 5:17 Let the elders who rule well be considered worthy of double honor, especially those who work hard at preaching and teaching. 18 For the Scripture says, "YOU SHALL NOT MUZZLE THE OX WHILE HE IS THRESHING," and "The laborer is worthy of his wages."19 Do not receive an accusation against an elder except on the basis of two or three witnesses. 20 Those who continue in sin, rebuke in the presence of all, so that the rest also may be fearful of sinning.

3.   Application (skin): Understand what to do based on the meaning of the paragraph.

   1. How is the argument of the paragraph intended to affect the original audience in terms of actions, attitudes, convictions? Hint: Draw on your overview of the book to identify how the main point of this paragraph is relevant to the situation of his audience.

   Paul wanted Titus to select elders for the local churches that had the character qualities and knowledge to lead well.  

   2. How is the argument of this passage relevant to me/my group? Hint: It may help to think about the antithesis of the main point - what is the opposite of doing this/believing this? How would your group suffer if they didn't do/believe this?

   1. In the church we face the issues of choosing leadership. Today we find many elderships consisting of those who have been successful in the world, but have very little knowledge of doctrine (and in many cases, lacking character). As a result, churches may take a wrong turn in their ministry.

   2. We need to continue to emphasize training in Xenos to equip our future leaders. This includes depth of Biblical knowledge and of opposing world views so that our leaders will be able to exhort and refute.

   3. Since these qualities are a profile of spiritual maturity, I should strive to gain them in myself.

   4. As I work with younger Christians, am I helping them work toward maturity as defined in this passage?

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