CHAPTER THREE:
“HOW DO I
STUDY?
LET ME
COUNT THE WAYS!”
Perhaps pupils thought this chapter
would be first. Students recognize we “laid the foundation” upon which
to build our skills of study! (1 Corinthians 3:11) Nonetheless, this chapter
comes to the point of “How do I study?” We do not intend to change anyone’s
“method” of study unless that “method doesn’t work! As we stated, it is not our
intention to change workable habits. It is our intention to form habits that
work!
Within that very statement the first “key”
to “how to study” is FORM A HABIT. We discussed the fact of needing TIME
to study. Among the examples written for our learning (Romans 15:4) are the
great men of the Bible who set specific TIMES for prayer. These examples
work well for study! We are a people of schedules and usually keep these
schedules rather rigid. We eat at a certain TIME. We work at a certain TIME.
Folks know some of us will be assembling with the saints at a specific TIME.
(Hebrews 10:25) If our priorities are set as they must be
(Matthew 6:33; Colossians 1:18) then we should set a specific TIME to
study!
Remember, however, there is no “magic
pill” to teach you how to study. Various secular
books relate “how to” and some schools have classes in which they teach the
subject of “study.” This course is not as “professional” as those means, yet
perhaps just as effective. The reason: STUDY IS SELF-MOTIVATED!
The dictionary defines STUDY as: 1. Effort to learn by reading or thinking. 2. A careful examination; investigation. 3. Earnest effort, of the object of endeavor or effort. 4. Deep thought. Though the last two are redundant statements, they emphasize the point that study requires EFFORT and THINKING. From that premise, let us examine the scriptures to prove whether the definition is correct.
1 Timothy
4:13 Till I come, give attendance to reading, to exhortation, to doctrine. We
could use other passages, but this is enough to prove the necessity of
Philippians 4:8 Finally, brethren, whatsoever things are true,
whatsoever things are honest, whatsoever things are just, whatsoever things are
pure, whatsoever things are lovely, whatsoever things are of good report; if
there be any virtue, and if there be any praise, think on these things.
Once again, we could site several other passages to prove our need to THINK,
but this one suffices. Thinking is a “lost art” in many ways. Most of us aged
fifty or more never brought a calculator into a math class with the intention
of receiving permission to use it! Most of us aged fifty or more never had the
benefit of “spell checker” when writing compositions. We never had “Internet”
to quickly access data of any kind. We quite frankly were at the mercy of
hundreds of books, “stuffed shirt” librarians and/or teachers, paper and pencil
and our minds! We had to THINK! Interestingly, a group of
teachers once studied the imaginations of children in the sixth grade. To half
the group they gave books with stories and no pictures. To the other half, they
gave the same storybooks with pictures. Then they asked each student to
describe what they read. Not so surprisingly, the students who read books with
pictures varied very little in their descriptions. Those without pictures,
however, described some of the most eloquent and thought provoking descriptions
of the same stories, and with much greater detail! The difference was the “forced”
creativity of thought! Instead of someone doing their thinking for them,
those who READ and THOUGHT gained the greater portion of
understanding. Additionally, this latter group RETAINED more
knowledge of what they read and studied than their peers. The process of
A similar study divided students into three groups of “intellectually equal” students. The first group received no books, but only listened to the lesson. The second group received books and read the lesson silently while the teacher read it aloud. Further, this group received some visual aides with the explanation of the lesson. The third group received books, read their own lessons aloud, received the same visual aides in explanation and was encouraged to participate in an open discussion of the lesson. Of the three groups, the later obviously retained the most information from what they studied. The other two groups retained some; the group reading with the teacher and seeing the visual aides in explanation of the lesson retained nearly 60% more of the material than those merely listening. The point is, reading, thinking, visually observing, and participating in discussion of the text always brings the best results!
As many
“styles” of study exist, as there are students to study! However, most
congregations of the
The most common “style” is verse-by-verse study. While this is convenient for the teacher, it is not always the most helpful for a student! This style permits us to announce, “The lesson for this Lord’s Day morning is 1 Corinthians 3:11”, and usually permits us to prepare for the following lesson without much challenge. The greatest “negative” to this style of study is that is seldom encourages the participants in the class to look much farther than the verses at hand to learn the meaning of the text. In other words, it tends to create an “I read the chapter and so I’ve studied it” attitude.
Nonetheless, there are some “positives” to this style of study. It does let the student read in context and learn well, WHO SAID IT, TO WHOM IS IT SAID AND WHY. It tends to help the reader see immediate applications to situations, but often these applications defer to “someone else” more than self (compare 2 Corinthians 13:5). Another “plus” is for the diligent student. He/she will learn with a verse-by-verse study to use marginal references, and dictionaries. Often, the student will find the reading of study of various translations helpful in the researching of the text of study. Perhaps of greater benefit is that of taking notes. When finished with a verse-by-verse study, the student essentially compiled his/her own commentary! It is interesting to review these study notes a year or so later and amaze yourself how much you learned since last studying that passage!
Another typical style of study is topical study. This class is “topical” in that is focuses on one subject: HOW TO STUDY THE BIBLE. If conducted properly, these studies are decent and orderly, and with proper planning, can fit much better into an “organized system of study” (meaning six weeks on this topic, six on another, ten on a third, etc.) Many congregations like to “rotate” teachers and classes and topical studies permit this advantage. If there are any disadvantages (i.e. negatives) to this style of study, it seems to be the time limitation. Most topics could occupy several weeks or years if we permitted. One preaching friend and I started preaching about the same time. We challenged each other to examine John 11:35 and see how many verses we could associate with it as we studied. After a few years, we stopped … we discovered nearly the whole New Testament (and most of the Old Testament) could in some fashion find association with John 11:35.
Nonetheless, the advantages are many! Students know to use the entire Bible to find various passages support each aspect of the topic. They learn to make more personal applications to their lives. They also learn to locate the various books, chapters and verses with greater ease. Perhaps the greatest “plus” is the fact this style of study generates additional study of additional topics. Nave’s Topical Bible is another very helpful “tool” to this type of study. Some publishers have included similar “topical study guides” in the Bible. The point is this is an excellent means of “diligently approving yourself to God” (2 Timothy 2:15). Remember to take copious notes … even topical studies permit room for additional learning!
Still another “style” of study is the “workbook” type. Many good “question and answer books” exist for nearly every book of the Bible. As a point of “caution” however, I strongly suggest you do not purchase this type of study material from the local bookstore! The reason is simple: most “general book stores” are only interested in selling books – not truth! Workbooks, if you choose this manner of study, are available from several brethren (ex. Truth Bookstore, C.E.I., Faith and Facts) whose interest is in teaching TRUTH. These works sometimes contain a bit of commentary, but for the most part, these materials instruct the student to read a particular text of scripture and then answer the questions. True and false questions, fill in the blank, and sometimes a few essay questions fill the pages of these study materials. They are a great benefit to babes in Christ and/or young children. However, it is my experience they seldom challenge those of full age. Remember we must grow (2 Peter 3:18) and if we stifle ourselves from this growth, we sin (James 4:17).
As an aside, the material you use right now (HOW TO STUDY THE BIBLE) obviously falls into the “workbook” style of study. Yet, a difference exists as it directs you in a certain TOPIC of study. In chapter four, WHAT ABOUT THE EXTERNALS, we will devote a little more attention to this difference and how it can benefit the diligent student.
The fourth manner of study among churches of Christ is seldom considered as “Bible study”. However, it is the most prolific of all studies! It is WORSHIP. No, I am not wishing to deplete from the reverence, spirit and understanding (1 Corinthians 14:15) required to worship God in spirit and in truth (John 4:24). Yet we cannot deny the worship services grant an abundance of opportunity to seriously study the word of God!
Sing teaches and admonishes (Colossians 3:16) and therefore, someone has to be learning in the process! Think of the songs we sing and what they teach. Jim Kennedy, now deceased, taught me to lead the singing. He insisted that I “read and study the content of the song before I lead the congregation in singing the song.” If I lead them in a song that does not agree with God’s Word, then I become guilty of teaching error and the brethren become guilty of following error (Matthew 5:17 – 20). Notice the topics of spiritual songs, the flow of scripture in many of the psalms we sing (ex. Hallelujah, Praise Jehovah), and the several addresses of hymns (ex. How Great Thou Art). A good bible study can exist with using the songbook as a “guide” to the study. You will find some songs that “test” your mind as to their scriptural agreement!
Prayer, the taking of the communion, giving, and certainly the sermon contain several aspects of good study if we take notes, listen and reason of these matters. Use the time with the saints to discuss these matters (“exhorting one another” – Hebrews 10:25; “building up in the most holy faith” – Jude 20 – 25) motivates the student to take something of value home for private study. Further, if the family discusses these matters, it usually builds a positive attitude toward worship and the brethren assembled. Be sure to discuss the BIBLE in these discussions. Critique of the preacher, song leader, and others creates only a dinner of “fried preacher and roasted brethren” and depletes all motivation to love the brethren with a pure heart fervently (1 Peter 1:18 – 25).
Perhaps in worship is the only place we actually hear the scriptures read aloud. If you study the Old Testament, you will find numerous times when Moses assembled the people to hear the law. Josiah was a King who commanded the people to assemble for hearing the word of God. In Nehemiah’s time, when the scriptures were read, the people stood up – paying attention to the words they heard. Jesus dictated to the apostle John the letters to seven congregations of His church is Asia (Revelation 2 –3). In each letter Jesus says, “He that hath ears to hear, let him hear what the Spirit sayeth to the churches.” Are we listening? Is this not additional reason to read these scriptures OUT LOUD in our own study time? We tend to listen and give greater attention to such reading when we hear it … even if we are the reader!
Not so strangely, this very simple and easily accomplished task is the principle key to increasing our concentration level and ultimately our understanding RETENTION of God’s Word. No, it is not the only element, for we have repeatedly said, “reading alone is not Bible study!” However, it does capture our attention. From this "capturing", I suggest the following to help every “style” of study:
a. PRAY --- Ask God’s blessings your work (effort of reading and thinking) that you might profit from your time well spent in study.
b. DO NOT ACCEPT INTERRUPTIONS --- In our day and time, interruptions abound! Most of us have received the telemarketer’s call just as we sit down to supper! It irritates us and we exclaim, “How rude of them!” Is there anything more important than the study of God’s Word? Even sickness and death do not exceed that importance. The fact is we can control most of the interruptions. If something distracts your attention to God’s Word, remove the distraction! Give God your attention, and realize the abundant rewards He grants in return!
c. HAVE YOUR TOOLS WITHIN REACH – Your Bible, paper and pencil, a concordance, dictionary, and if you use a “guide” should be your only “tools on the work bench.” Set your time and keep it. Enjoy the riches of reading, thinking, and gaining from the greatest Book of all the ages!
d. READ IT TWO, THREE, FOUR OR MORE TIMES – Do not be ashamed of multiple readings of the scriptures. They are like a deep well of water. Every time you let the bucket down into the well, you get water … but it is a bucket full you never had before!
Before our next study time in class, do the following exercises:
1. ESTABLISH A SET TIME EACH DAY RESERVED FOR YOUR PERSONAL BIBLE STUDY. Try establishing the habit that nothing will interfere with this time … it is reserved for you and God together in His Word.
2. ESTABILISH A “STYLE” OF STUDY BEST SUITED TO YOUR SPIRITUAL AGE. Next week, share with us what you found works for you!
3. READ THE SCRIPTURES ALOUD!
4. DURING THE ASSEMBLING WHERE YOU WORSHIP, TAKE NOTES CONCERNINGTHE TEACHING OF THE SONGS AND THE SERMON. Determine what “theme” (if any) the song leader established with his songs. Take notes on the sermon: how did those thoughts apply to you and what changes would you make to the lesson to make it more effective to you and/or others?