Stage 2 – Passage Study

Getting to Grips with a Genealogy

/ Peter Mead / Leave a comment

What do you do when you are preaching through a book and there is a genealogy? I have faced this a few times, although I don’t claim to have a ‘one-size-fits-all’ solution to the challenge. Here are a few tips:

1. Study the function of the genealogy. The author included it for a reason. How does it fit with the flow of thought in the book? It is easy to get caught up in the details of the list, but miss the function of it.

2. Select the preaching passage carefully. If you are able to divide the preaching passages, do not assume lots of verses in a genealogy mean lots of preaching material. It may be that the genealogy can be summarized briefly, leaving plenty of time for an adjoining text.

3. Survey the framing of the genealogy. What does the author write as a lead in, and what are the first comments leading out of the genealogy? Consider, for example, Luke 3:21-23 and 4:1-3.

4. See if any pattern is broken. Sometimes there is a pattern in the way the text is written, which can become quite rhythmic to the ear. Be sure to check for any breaks in that pattern that might suggest a place of emphasis. For example, consider the change in pattern for Enoch in Genesis 5:24.

5. Scrutinize the places of emphasis. Be sure to consider carefully the first and last names in the list. Often a genealogy is a bridge through time linking one place in history with another. For example, see Ruth 4:18-22.

6. Scan for misfits. In light of the apparent function of the genealogy, are there individuals whose inclusion might be considered surprising? For example, the presence of, and similarities between the women, in Matthew 1:1-17. Be careful not to allow an interesting observation to overwhelm the rest of the genealogy. This example in Matthew has more than one interesting feature!

7. Search for every clue to the author’s intent. Your goal is not to preach random details from a list, nor to exhaust listeners with exhaustive historical details, but to search diligently for the author’s intent when he wrote and/or included the genealogy. This is a repeat of the first point, but this is worthy of restatement in this final position of emphasis!

Tell the Story, but Preach the Text

/ Peter Mead / 2 Comments

I believe in vivid description during preaching. It takes time for an idea to form in the minds and hearts of listeners. It takes specific detail for listeners to “see” a Biblical story and to feel its tension. But the solution is not simply to add and embellish freely.

1. Preach the text, not the event. The writer made choices. He chose to selectively include limited detail and was inspired in the choice of each word. So while it is tempting to fill out the details, be careful not to lose the point the writer is making. For example, in the gospels, each writer is writing historically accurate accounts, but is doing so theologically. A writer may include or omit specific details in order to make his point. If we simply harmonize all four gospels and preach the resulting composite story, we will be preaching the event rather than the text. It is a good idea to consult a harmony of the gospels to make sure your description is historically accurate, but preach your specific text. The event is historically true, but the text is inspired.

2. Preach the text, not added detail. There is a constant danger that in telling a story well, we might preach an idea born out of the added (uninspired) detail. Therefore, it is critical to do solid exegetical work in the text before working on how to tell the story. Work on the passage must come before work on the message. Then if you decide to add some detail, you can do so carefully, seeking to honor the emphasis and detail of the text.

Preaching Parables – Two Thoughts

/ Peter Mead / 2 Comments

Last Sunday I preached from Luke 18, where there are two parables at the start of the chapter. A couple of thoughts about preaching parables:

Jesus told stories that packed a punch, don’t deaden the force – Of course the preacher’s role includes the need to explain the story, but we also need to preach the story in such a way as to achieve a similar effect as Jesus intended. For example, as I preached on the Pharisee and the Tax Collector, how could I help the listeners today to feel the force of that story in the way that Jesus’ listeners felt it? Well, I couldn’t just read the text. Nor could I just tell the story as it stands. As Jesus set the scene in verse 10, “Two men went up to the temple to pray, one a Pharisee, and the other a tax collector,” his listeners would immediately have significant emotional reaction. One was a good guy, the other a very bad guy. But for my churched listeners, their emotional reaction would be muted at best, the exact opposite at worse. For churched folk listening today, one is a bad guy (the one who typically opposed Jesus and ultimately got Him crucified) and the other is probably ok (the one who Jesus would hang out with, the one who might be like the other former tax collector that gave us our favorite Christmas readings in a Gospel). This is the opposite emotional reaction than Jesus intended. So, I chose to tell a contemporary story, in some ways equivalent to the parable, but not a forced equivalency. Having felt the force, we were ready to go back, read the text and have it explained. When it comes to preaching stories it is easy to kill the specimen by dissecting it. Stories are best observed alive, rather than cut up.

Incidentally, I could have chosen to do the same thing with Luke 18:1-8, but chose not to. I felt that story would work with a more straightforward “read a bit and then explain” approach, while maintaining the flow of the story. On another occasion I might use a contemporary version first.

The Gospel writers recorded stories in carefully packaged contexts, don’t rip them out – Whenever I preach from a Gospel passage, I am very aware of the double context. There’s the original historical context when Jesus spoke the words to the people around him. Then there’s the written context when Luke arranged, edited, commented on and put together the Gospel (different audience, different point in time, sometimes with different purpose). So when preaching a parable of Jesus, I am not dealing simply with a story Jesus told, but with a story Jesus told in a context Luke put together. So it is important to recognize the blending of both contexts. In the case of Luke 18, I focused primarily on the stories as Jesus told them (as presented by Luke), but was careful to notice the written contexts stretching back into chapter 17 for 18:1-8, and then on through the next two stories for 18:9-14.

Preaching a Text with a List

/ Peter Mead / 3 Comments

What should you do when your passage includes a long list? For example, I recently preached 2nd Timothy 3:1-9, which includes a list of almost twenty elements in verses 2-4. With a list this length, to preach through it one element at a time would probably border on torture for the listener; “And my sixteenth sub-point is that people will be…treacherous.” Somehow the list needs to summarized effectively:

Firstly, it is important to keep a clear view of the purpose of the list. Don’t get so stuck into the exegesis of the terms that you lose sight of why the author put them there. The purpose will be determined by context. The context of the section, as well as the context of the whole book. A list is not typically dropped into a text without some form of introduction, but notice also what follows its conclusion. What was the author’s purpose? Discern the purpose and keep it clearly in view.

Secondly, within the list, notice the places of emphasis. These are almost always the start and end, as well as the middle on some occasions (especially if the structure is clearly chiastic). Notice any repetition of terms, or clustering of concepts.

Thirdly, seek to summarize the content of the list in a way that is accurate to the content and fitting with the author’s purpose. Using some form of summary or selective emphasis is important because you do not want the sheer volume of content in the list to overwhelm the main idea of the whole passage.

Finally, make sure that your summary and teaching based on that list demonstrates clear connection to the text. It would be both wasteful and dangerous to present summary and teaching on a list that bears no resemblance to the text the listeners are looking at!

So in reference to 2Tim.3:2-4? I decided to preach the list by highlighting the first two and last two elements. In this case they form an inclusio (bookends) that gives shape and meaning to the other elements: “lovers of self, lovers of money . . . lovers of pleasure rather than lovers of God.” So the spiritually dangerous characters to avoid are discerned by their character in these first five verses; they are motivated by misdirected affections (vv2-4) and marked by missing authenticity (v5).

Preaching Psalms

/ Peter Mead / 10 Comments

The other day I preached a Psalm in a University Bible study. A young lady came up afterwards and said, “I always expect to get something from the Gospels or Epistles, but I don’t expect much from the Psalms, but you brought that to life!” Now obviously I didn’t “bring it to life” since the Word of God is very much alive without needing my medical attention, but it raised an issue in my mind. What are some key points to remember in preaching a psalm?

1. Don’t let the outline kill the sermon – Often the work in the study is brought into the pulpit in the form of an outline which dominates the message. This has a tendency to make an emotive piece of writing (almost all psalms) into a source of intellectual thought and didactic material. With the possible exception of some wisdom psalms, you are not preaching a carefully constructed and tightly argued piece of thought. You are preaching the outpouring of a writer’s heart with all the emotion, reaction to God and circumstances, as well as theological perspective and so on. (This does not deny that Psalms are usually extremely carefully constructed, just that they often go beyond reasoned arguments, cognitive understanding of facts and propositional thought.)

2. If possible, go with the flow – I’m amazed how quickly some preachers resort to rearranging material. There can be good reasons to do this, but the default approach should be to study the flow of thought and preach that flow. Many psalms, when studied with reference to flow, have an almost narrative quality to them. This is where the outline helps you as the preacher move effectively through the text.

3. Take advantage of the great asset of poetic literature…imagery! – Many psalms are full of powerful imagery. With a little clarification, imagination or description, the images built in to a psalm will often add vivid colour to a sermon. Be careful not to just explain imagery so that it remains sitting on the page before your congregation – words understood are not as effective as images felt or experienced. What was it like for Asaph to come to God’s sanctuary again in Psalm 73. The constant pursuit by goodness and mercy is a deeply moving truth in Psalm 23. The barren woman given children goes through intense extremes of emotion in the space of a few words in Psalm 113. It is easy to present analysis of imagery, but develop the skill to tell it so it is both felt and understood.

4. Recreate mood, not just meaning – Since Psalms are poetic or hymnic, they do not merely convey information, but also they stir feelings, they convey a mood. In fact, many Psalms are built around the shift in tone or mood between one section and the next. It is not fair to David to preach the desperation of Psalm 22 without the confident trust of the last dozen verses. Psalm 73 turns completely on one verse. Often we preach both parts of a psalm with the same “mood” or lack of it. Or we turn a psalm of celebratory praise into a serious exhortation to worship. Think about how to enter in to, and recreate in some way for your hearers, the mood inherent in the psalm. A psalm that is felt and understood will make a far deeper impression than a psalm that is merely analysed and understood. In fact, you have to question whether analysis alone can lead to understanding poetic literature.

5. Carefully present relevance continually – The literature is written in a form that is foreign to our understanding of poetry, in a culture that is several millennia away from our own. Be careful to relate the text to our own experience whenever appropriate. A study of David’s experience through a psalm, ending with brief points of application only at the end, is likely to be a flat sermon. It is better to share that experience through the psalm, moving back and forth between 1000BC and 2007AD throughout.

(Peter has also commented on this post)

Preaching OT – one more tip

/ Mike Roth / 2 Comments

Fantastic jump into a pool of muddy water Peter! It seems as though many preaching practitioners prefer the easy way out when it comes to communicating the Old Testament through homily. Short-cuts of allegorizing, spiritualizing, exhortation to imitate characters, moralizing or, with OT texts, jumping to Jesus is common and simultaneously disastrous. Your tips are a wonderful beginning point. They are helpful in assisting the preacher to think bigger and better!

Here is another tip that relates to preaching OT narrative and other biblical genres as well. Sidney Greidanus gives voice to this tip in his book, The Modern Preacher and The Ancient Text. In it, he introduces a theocentric versus anthropocentric hermeneutic for homiletics. Though this is nothing new, and has certainly been addressed in homiletic/literary circles before by Ryken, Von Rad and the like, the central idea is fundamental to consider when preaching OT narrative.

According to Greidanus, God is the central character and not any other – Saul, David, Elijah, Nehemiah are all secondary. More than this, Greidanus argues that narrative (to be clear, all of Scripture) is making a theocentric point not an anthropocentric point. Now, I am not convinced that this is the case all of the time, in every pericope of Scripture. However, it is fodder for thought.

When considering the point of narrative, it is not enough to simply consider the characters. It is not enough to consider plot – background, inciting incident, rising action, climax and denouement. All of these aspects of narrative are necessary to interpretation, however, without consideration of God, his role, interaction, characterization, etc. narrative becomes nothing more than human-driven moralizing. Certainly, we hold Scripture to a higher standard than this. It is why we refer to Scripture as Revelation, not Humanities 101.

So, enough pontificating in my first post! Here is a summary:

– When working at preaching an OT narrative, do not forget to consider God.
– Ask, what is being said about God?
– Think about how the narrative and its characters depict God.
– Wrestle with how the points being made about God within the narrative contour and give shape to what the secondary characters value and how they live.
– Finally, being that we are all characters similar to Saul, David, Elijah and Nehemiah – a part of the same biblical story, how do we relate to this God?

One tip for preaching narrative (ok, two tips!)

/ Peter Mead / Leave a comment

Have been thinking about the issue of preaching narratives (stories) from the Old Testament. Actually, much of this would also apply to preaching from the gospels or Acts as well. It is tempting to take the short-cuts of allegorizing, spiritualizing, exhortation to imitate characters, moralizing or, with OT texts, jumping to Jesus. Maybe each of these terms need to be considered on their own. But here’s a thought that is helpful to me. It is easy when studying a passage to focus entirely on the text itself (the characters, plot, tension, problem, resolution, etc.)

Tip one, study three contexts. To understand the author’s intention in a specific story, it is important to understand it in the context of the section and the context of the whole book. Biblical writers wove stories (and other forms of writing) together for a larger purpose, there is no random collection of narratives. So be sure to think about the writer’s purpose by considering the story itself, the section it’s in, and the whole book.

This leads to tip two, the one I was thinking of when I started this post! When thinking about how your audience relates to the text, don’t compare them primarily with the characters in the story (although that can be fruitful), but rather compare them with the original audience for the text. How much is your audience this Sunday like the original recipients of the biblical text and in need of the same message?

What to do with an Old Testament story?

/ Peter Mead / Leave a comment

Last Sunday I preached in a small church not far from us. I was assigned a passage that I would never choose for myself, at least not as a one-off message. The raising of the Shunammite’s son by Elisha (2Kings 4:8-37). There are always short-cuts when preaching an Old Testament narrative, but I’m not comfortable with them. For example it is easy to tell a story and then jump to Jesus (and preach a New Testament message). But the story stood as inspired long before the New Testament was added. Or it is easy to tell the story, ignore the theological context/content and then draw out some human-level moral principle – “so let’s be like person X.” Again, that usually is not the point of the narrative. The challenge is to avoid the short-cuts and preach the intended truth of the passage in its context with the full theological implication, but to also be sure to apply the message specifically to the listener today. On one hand, it is easy to do a historical lecture, but leave your listeners untouched by the truth of the passage. On the other hand, it is easy to springboard from a story to all sorts of possible applications that do not honor the meaning and purpose of the passage. And if there can be a third hand, then it is also relatively easy to force Jesus and the New Testament back into the Old Testament and end up preaching a different passage. So how to avoid the easy options and instead preach the passage itself?