The Big Idea
The major goal of all Scripture reading should be to foster a love and commitment to Christ and His word. Yet in its simplicity, this goal is very lofty in its true aspirations.
With this in mind, most Bible classes generally have two formats:
- The teacher stands up front and walks the class through what they should know about the text.
- A group sits around and discusses the text unusually following some sort of curriculum.
Both of these forms are good and have their individual strengths and weaknesses. But one of the skills we rarely teach or practice together is HOW to study and dig deeper into a text without it being handed on a silver platter. What are the nitty gritty methods of study, memory, interpretation and meditation? What is the shape of my life and mind in regards to Scripture?
Related Notes: Early Lutheran Loci or Commonplaces Being Pulled Along by a Question Classical_Notes_Complete_Set.pdf Teach With Method Trivium Learning
These types of harder questions are difficult to approach in the above mentioned formats. Therefore, I have undertaken to explore and try out additional formats for bringing the truth of Scripture into our midst. The basic form of this new class will be one of “Study With” or “Study Together.” We will embark on the full process of study from opening tasks of familiarity to deep integration.
Luther Says, Vol 1. p. 79
You should diligently learn the Word of God and by no means imagine that you know it. What
The Learning Cycle: Everything begins with Prayer
What Luther Says, Vol 1. p. 77
That the Holy Scriptures cannot be penetrated by study and talent is most certain. Therefore, your first duty is to begin to pray, and to pray to this effect that if it please God to accomplish something for His glory - not for yours or any other person’s - He very graciously grant you a true understanding of His words. For no master of the divine words exists except the Author of these words, as He says: “They shall be all taught of God” (John 6:45). You must, therefore, completely despair of your own industry and ability and rely solely on the inspiration of the Spirit.
Therefore to rightly order any deeper study of Scripture, we must first and foremost be oriented around prayer. Luther expands that perspective to include all of life. One way that he offers to access this kind of living and study is to follow the pattern of Psalm 119. Psalm 119 is the longest of the Psalms and has a line of poetry for almost every letter of the Hebrew alphabet. Throughout, Luther points out three main things the Psalmist does over and over with God’s word.
Oratio or Prayer - We start with prayer, we read with prayer, we return to prayer. It mingles with and is an essential part of our reading and study of Scripture. Without prayer there is no right study.
Meditatio or Meditation - This is what we most often associate with Scriptural study. And yet it is more than just the factual collection of artifacts. Instead we seek to follow the example of Mary: “Mary treasured up all these things, pondering them in her heart”( Luke 2:19). It is a joyful and expansive exploration of God’s eternal wisdom. Like Luther we seek to not be satisfied with trite or watered down treatment of God’s word: “If the Bible were a large, mighty tree and all its words were little branches, I have tapped at all the branches, eager to know what was there and what it had to offer” (What Luther Says, Vol 1. p. 83).
Tentatio or Temptation - Satan will always try to drag you down once you have learned or grown. He wants to drag you away from God and His word, but God can turn what is meant for evil as the means to drive us back to His word of truth, love and comfort. And so the stress, hardship and trials of life become the means to grow in endurance and be driven back to prayer and meditation.
This way of life is the overarching cycle within which we will seek to read, mark, learn and inwardly digest the word of God.
The Learning Tool Box
In addition to the overarching cycle, we can also think of various tools we have been given to learn and understand, namely:
Grammar - Every discipline, or area of study, has its own grammar. This grammar is more than just the core function of sentences and language structure. It is the basic vocabulary and pieces of knowledge you need in order to get around within that discipline (i.e. you need to know the parts of the body when working in medicine). Therefore taking time to become acquainted with the grammar of Scripture and Scriptural study is an important foundational tool.
Logic - Logic aims to think and use knowledge clearly and consistently. It takes time to identify and introspect the kinds of assumptions and mechanisms we use to make sense of things. In other words, it is learning how to actually use the building blocks of grammar. Therefore, logic is an important tool to evaluate and grow our thinking and how we have “put the pieces together.”
Rhetoric - Knowing the building blocks of grammar and being able to work with them using logic are both good. But if that work always remains internal, it is a waste. Therefore, being able to express and communicate using rhetorical tools is equally important. Therefore, we should seek to learn not only for ourselves but also keeping in mind our proclamation and witness of the Gospel. Afterall, the message of the gospel is not shared unless it is spoken.
Memory - None of the above tools mean anything if they cannot be retained and used when needed. Therefore, memory is the core tool by which we internalize and carry with us the words of Scripture. For example, during His temptation, Jesus did not ask the devil to wait while He looked up needed verses. He simply said: “It is written.” Luther likewise points out the importance of memory in the Large Catechism: “Know, therefore, that you must be concerned not only about hearing, but also about learning and retaining it {Scripture} in memory, and do not think that it is optional with you or of no great importance, but that it is God’s commandment, who will require of you how you have heard, learned, and honored His Word” (The Large Catechism, from the Third Commandment).
These four basic areas make up the foundational set of tools we will seek to develop as we spend time in the study of God’s word.
The Shape of Learning
Finally, a basic procedure for inhabiting the above cycle and tools of learning is as follows:
Every course of study must first begin by defining the boundaries within which the study will occur. This frames the big and small picture. Every division of Scripture from the single word all the way to whole books can be delineated based on the shape of the big picture and the flow of syntax in the small picture. Each of us naturally leans in one direction (i.e. detail oriented people vs. “dreamers” etc.). Therefore it is necessary to learn within the tension of context, shape, or big picture alongside the syntax, details, and small picture. If we neglect one we will dive off the cliff into either wild speculation or endless semantics. It is only in between both that we begin to work toward a comprehensive understanding of what is before us. For our study we will establish such a boundary in three parts: The Anchor, Shape, and Syntax.
The Anchor - What is the core section or subject of Scripture that we will consider? Is it a book, chapter, verse, or something else? This anchor will serve as the center of gravity for the rest of our study.
The Shape - What is the top layer or big picture of what we would like to study? Is it a collection of books, a single book, a section of a book, or even just a small set of verses?
The Syntax - What is the smallest layer of detail that we will address? Is it down to individual words and their grammatical relation? Or the relation of larger units like phrases and sentences?
Once these have been established we will have an idea of the desired scope of this Study.
The rest of the study will consist in walking through various forms of meditatio intentionally pulling in the various tools of learning is ways such as:
- Attending to the Text
- Finding and consulting secondary resources
- Collecting observations and insights
- Evaluating various arguments and positions
- Formulation for sharing and witness
- Intentional memorization
- Etc.
”Study With” Activities
These three areas work together in a cycle to move between things like basic memorization and familiarity, to questioning and reasoning, to clear articulation and sharing. Here is an overview of the kinds of things we will do in this class:
Grammar Activities
We will engage in grammar style learning in order to become familiar with the pieces of studying Scripture and internalize their basic shape. Activities in this domain will look like:
- Hand write out the text and start to look for things that stand out to you. Highlight, underline or circle things as you go or after you are done.
- Chart and/or divide sentences into the eight major parts of speech. Paying close attention to how the text is physically structured. a. Noun, Pronoun, Adjective (modifies nouns and pronouns) b. Verb, Adverb c. Preposition, Conjunction d. Interjection (word added for emotional expression) e. Added difficulty: 10 Deeper Parts of Speech
- Look at different translations of a text side by side. Get a sense of how they differ. Then look into why.
- Use an interlinear Bible to take a look at the original text and how it lines up with its English translation.
- Learn how to use a lexicon and basic lexical grammar. Think a bit about the original words, verbs, and grammar structures.
- Research classical resources such as the Confessions, Early Church Fathers, Luther, etc. How do they interpret the current text and why?
- Research technical resources like commentaries, concordances, and critical apparatus. How could these tools be useful to you?
Logic Activities
- Identify the shape and flow of the current text. Can you see its underlying structure? What is repeated or restated. How does it move from point a to point b?
- How does the text sit within its rings of context (Immediate, Book, Neighboring Books, Whole Scripture)?
- Where in the overall arch of Scripture does this text sit?
- What kind of genre considerations are their in reading this text?
- Are there others texts that compare or contrast to this one?
- What other texts across the Bible are connected with this one. Why and how? a. Is it through Quotations, Allusions, Common language and Metaphor, or Typology?
Rhetoric Activities
- In your own words, summarize this text.
- What difference does any of this make to your life? How would you share that with others?
- What kind of connection to personal stories or conversational elements could you bring with you out of the text into daily life?
- Who is someone in your life that needs to hear these truths. How could you tell them about it?
Memory Activities
- Building associations
- Identify what you want to remember
- Think about how to remember and structure
- Implement memory strategies
Source Articles: https://classicalconversations.com/blog/what-is-the-trivium/ https://classicalconversations.com/blog/five-core-habits-of-grammar/ https://classicalconversations.com/blog/five-common-topics-of-dialectic/ https://classicalconversations.com/blog/five-canons-of-rhetoric/