Methodical Principles
IMPROVING
Methodical Principles
IMPROVING
“I have trouble making observations and asking questions. How can I improve? Are there some definite things for which I should look?”
Problems
When trying to complete the study of James 3:6‑12, did you have trouble asking yourself questions and making specific observations?
If so, you’re normal.
It’s not easy to concentrate. Most of us are not used to doing our own thinking. We like someone else to do our thinking so we can just agree or disagree. Many of us become frightened when faced with the prospect of creating ideas of our own.
The experience of learning how to think might be compared with the experience of learning how to swim. When first getting into the water you may become frightened. You don’t know how to stay afloat and find it virtually impossible to trust the water to hold you up. But your fear leaves as you begin to learn certain skills that enable you to stay afloat.
So it is with observation. At first you have troubles because you don’t know what to look for. Through these lessons we hope to help you acquire some simple skills that will increase your powers of observation and concentration. By learning to focus your mind on some definite things you can learn to discipline your mind.
Anyone can be a lazy thinker. It takes effort to become a creative thinker. But it is worth it – satisfying; gratifying.
Focus on the Writer and Readers – seek to discover the writer and his purpose
Whenever you read a portion of the Bible, remember that the author had a reason for writing what he did. He had ideas, experiences, or convictions that he wanted others to know.
When you read a Scriptural passage, try to picture the person who wrote it. In your mind, try to re‑create what he had experienced and was experiencing at the time he was writing. What had he seen? How was he feeling (concern, anger, joy, etc.)? What had he heard? Because of all of these experiences, what were his convictions? What was his purpose for writing what he did?
Examples:
1. Re‑read James 3. From this chapter what do you learn about James, the author? How would you describe him? What verses reveal deep feeling and concern?
2. Read the whole book of James and make a list of the writer’s characteristics, convictions and concerns. How do these reveal his purpose for writing?
3. What do you learn about the authors in the following references: Philippians 1:3‑11; 2 Peter 1:16‑21; 1 John 2:1‑14?
Seek to discover who the readers were
In some cases the Biblical authors had specific readers in mind. This is especially true of those who wrote the prophetical books and the epistles. Try to discover what kind of persons the author had in mind when he wrote his book. You can draw conclusions regarding the problems and characteristics of the readers by the things the author says and the advice he gives.
Examples:
1. Again study the 3rd chapter of James. What seemed to be the problems of those to whom James was writing? What does the address “my brethren,” reveal about them? Read the whole book of James and note the way James addresses the readers. What do you learn about the actions and attitudes of the readers?
2. What do you learn about the readers in the following references: Philippians 1:3‑11; 1 Peter 1:13‑21; 1 John 1:5‑10?
Focus Your Thoughts on the Way the Author Writes
Whether writing or speaking, when we want to convey ideas, thoughts, convictions, and experiences we use many ways to try to make ourselves clear. We’ll make comparisons and contrasts, repeat ideas, show relationships, give illustrations, and pronounce warnings – all in the hopes of trying to convince others that what we say or write has value.
Our powers of observation can be increased if we deliberately look for these methods used in writing and speaking.
Make note of things compared
It is natural to describe an object or idea by comparing it with something similar or by giving an illustration. Make note of such comparisons and illustrations and determine how they bring out the author’s message.
Examples:
1. Note in James 3:6‑12 how the tongue is compared to a fire and to an unrighteous world. Note the illustrations James used in verses 11 and 12. Also note how James used comparisons to bring out his message in these passages: James 1:5‑8; 9‑11.
2. How do comparisons bring out the message in the following references: Matthew 18:1‑6; Luke 12:22‑30; 1 Corinthians 13?
Make note of things contrasted
Contrast is the association of opposites. We are told that our minds can recall contrasts better than comparisons. The connective word “but” often introduces a contrast.
Examples:
1. We have a significant contrast in James 3:7‑8 in which James contrasted the ability of man to tame animals but not his own tongue; also in James 3:9‑12 in which he contrasted the inconsistency of man with the consistency of nature. Note contrasts in James 1:5‑8; 22‑25; 26‑27.
2. How do contrasts bring out the message in these references: 1 Corinthians 13; Matthew 5:21‑48; Galatians 5:16‑24?
Make note of things that are repeated
In order to impress his readers, an author will often repeat words, phrases or ideas. These should be carefully noted.
Examples:
1. Note how James used repetition of words and statements in James 2:14‑26.
2. How does repetition bring out the message in these passages: Matthew 5:21‑48; 1 Corinthians 13?
Make note of logical relationships
Whether writing or speaking, we often give commands, advice, and warnings, backing them up with reasons, purposes, proofs or results. Make special note of such admonitions because they are often the key to understanding a passage.
Make note of cause and effect relationships. Sometimes the author will set forth a warning and then show the effects if the warning is not heeded. Or he may describe a condition and then give the reason for the condition.
Train yourself to observe key connectives:
1. “Because” or “for” – These words often introduce a reason or result
2. “In order that” – This phrase often sets forth a purpose
3. “Therefor” – This word often introduces a summary of ideas, a result, or a conclusion
4. “If” – This conjunction introduces a condition that requires action or sets forth a cause that will bring forth certain results. “If this is true . . . then this will or should happen.”
Examples:
1. Note the advice given in James 3:1 and the reasons listed. Note the conditional statements in James 3:3, 14. What warnings and advice, followed by reasons, are given in James 1:2‑3? How is the message brought out through the use of cause and effect relationships in James 1:12? Through the use of conditional statements in James 1:5?
2. How did Biblical writers use logical relationships to bring out their message in these passages: Philippians 2:12‑18; 1 John 1:5‑10; 1 Peter 2:18‑25?
Make note of generalizations
Noting the arrangement of material is important. Sometimes the author makes a general statement and then explains it with a particular example or illustration. Or he may list a series of ideas and then summarize them with a general statement.
Examples:
1. Note how material is arranged in James 1:22‑25.
2. How is material arranged in these passages: Matthew 5:21‑48; Luke 12:22‑10?
Make note of progressions in thought
Take special note of lists of items. Authors have reasons for both the listing of what they do as well as in the series order. You should study the series to see if there is progression in thought. Compare the first and last items in a series searching for any significant difference.
There can be progression in thought patterns as well as in a series of items. One idea can grow out of another. Also an author may arrange his material so that the ideas progress toward a climax, building one idea on another until presenting his greatest challenge at the end.
Examples:
1. How is the message brought out through a series of items in James 3:17? Through progression of thought in James 1:13‑15?
2. How would you describe the arrangement of material in these passages: 1 Corinthians 13; Job 28; 2 Peter 1:5‑10; Romans 10:14‑17; 5:3‑5?
Make note of the use of questions
Always be on watch for the use of a question. An author may use it to introduce a problem or as a summary challenge.
Examples:
1. How did James make use of the question in the following references: James 3:13‑18; 2:14‑17?
2. What is the value of the question in these references: Romans 6:1‑4; 15‑19; 7:1‑3; 7‑11?
Make note of grammatical constructions
The term grammar may frighten you, but even so it is important to make note of grammatical constructions. Let’s not forget that some of our Christian beliefs have been determined by the grammatical use of verb tenses, singular nouns and little prepositions such as “in” and “through.”
Observe the subjects in the sentence, the verbs and their tenses, the objects of the verbs, the adjectives and adverbs which describe other words.
Observe phrases and clauses that describe other words, phrases and clauses. Make use of the questions who, when, where, what, why and how when observing.
Be mindful of key prepositions (in, through, with, by, to, of) and their significance in the passage.
Be on the alert for important connectives: because, therefore, yet, however, likewise. Make note of emphatic connectives such as truly, verily, behold, indeed, finally, especially, last of all.
If you have trouble identifying parts of speech and grammatical constructions, be sure and make note of your key words.
Make note of literary form and atmosphere
Always keep in mind the literary form used by the author – discoursive, narrative, poetic, parabolic, apocalyptic. Also make note whether the author is using literal or figurative terms and determine the reason for his use. In the 3rd chapter of James we find many figurative terms: “the tongue is a fire . . . a restless evil, full of deadly poison . . .” These must be considered figuratively when interpreting them.
Note the general tone of a passage. It may be characterized by the mood of joy, thanksgiving, concern, humility, zeal, or despair. Note how the atmosphere in the book of James varies. We can sense how the writer feels by the way he addresses his readers (Note James 2:5; 3:10; 5:1).
Consider the Kinds of Questions to Ask Yourself
Remember the purpose for asking questions
Often at first, students see little sense in asking themselves questions. More than likely they will think that it a waste of time to ask oneself questions about words and ideas whose meanings seem so apparent. But such is a mistaken attitude, revealing a lack of understanding of the purpose.
The main purpose for asking questions is to make ourselves think more seriously about the meanings, implications and relationships of words, phrases, clauses, sentences, paragraphs, chapters and books. We are trying to determine what the author meant or implied by the words he used.
For instance, when we note the statement, “And the tongue is a fire,” we should say to ourselves, “I wonder why James called the tongue a fire? What characteristics of fire did James have in mind that caused him to use this comparison? Is James implying that all tongues are fire? Does the present tense of the verb imply that tongues are always fire?”
By asking yourself these questions, you automatically do more serious thinking about the statement James made. Do not stop to answer your questions. Continue making your observations until thoroughly acquainted with the passage you are studying. Not until you have observed the whole passage, are you ready to interpret. Don’t cheat yourself of discoveries by jumping into interpretation too soon.
Make note of the many kinds to ask
1. Explanatory – What does the term mean? How can it be defined? Characteristics? Is there a deeper meaning in the idea than appears on the surface?
2. Reason – What is the reason for the term or idea? Why has the author used these particular terms? Would it make any difference if this idea were left out? Or stated differently? Could another term be used instead of this one? Would it change the meaning? Why is this term used in this particular place?
3. Implication – What is involved in the ideas presented? What do the various terms imply? What is the importance of the terms used or of the combination of ideas? What is the significance of the verb tenses, connectives, and grammatical constructions? Significance of the literary patterns used such as comparisons, contrasts, logical arrangements?
4. Relationship – What is the relationship of words to other words? One part of the verse with other parts? Verses with verses? Paragraphs with paragraphs? Chapters with chapters? Relationship of the beginning and the ending of a chapter or section?
5. Progression – Is there progression in the thought pattern Does it move toward a climax? Is one idea built on another? Is there any significance in the order of a series of words or ideas?
Learn to ask significant questions
When first beginning to ask questions, you are likely to ask questions that are not helpful. Try to avoid the following types:
1. Questions that are irrelevant: How many tongues is James thinking about?
2. Questions that lead away from the meaning of the passage: How many kinds of fire are there? Was Jesus' tongue a fire?
3. Questions that relate to application: Is my tongue a fire? This is a question you might ask yourself when you come to application, but not when in the process of observing facts and obtaining insight into meanings.
