You’ve probably heard a teacher, pastor or preacher say something to the effect “and then God told me.”  What’s up with that? What role does personal experience and/or personal revelation play in Bible study?

For me, the bottom line is: Scripture takes precedence over emotions and experience. Teachers ought to strive for accuracy and precision in their language. 

Here are the guidelines I use when teaching:

Certainty

Only say “God told me” if you are SO certain the voice is from the Lord that you would sacrifice your first born if that voice commanded it.

The command to sacrifice Isaac must have struck Abraham as wrong on face value.  Everything he knew about the Lord suggested that the Lord abhorred the child sacrifices practiced by the pagan religions of the day. Yet, Abraham was so certain that command to offer Issac came from the Lord, that he obeyed up to the point of the Lord stopping his hand (Genesis 22).

So far, I’ve never “heard” a voice that came with that kind of certainty. 

Further, no teacher I’ve met who used the phrase “and then God told me” has claimed the kind of certainty that Abraham had. Instead, they have talked (rightly) about applying some kind of discernment to evaluate whether their personal revelation is actually a word from God.

Scripture

Scripture trumps experience, desires, emotions, the counsel of fellow believers and “voices.”

In 1Samuel 24, David spares Saul’s life because David knows Scripture. David and his men are hiding in a cave when Saul comes in to relieve himself. Temporarily blinded by the contrast between the brilliant sunlight outside and the darkness of the cave, Saul is alone and extremely vulnerable.

How many times have you heard it taught that the way you determine God’s will is a combination of desire, circumstances and the counsel of godly people? We’re told that it must be God’s will if 1) you want to do something, 2) you have the opportunity to do it and 3) godly people tell you to do it.

David faced that exact situation David in the cave. David surely had the desire to kill Saul so he can end this deadly game of cat and mouse. He had a golden opportunity to do so, as he has literally caught Saul with his pants down. And he has the counsel of his trusted men saying, go for it. But instead of striking Saul down, David cuts off the edge of the Saul’s robe. 

Why did David refrain from killing Saul? Because David knew God’s word, and God’s word prohibits striking down the Lord’s anointed one.

The Word of God trumps desire, opportunity and godly counsel. You can want sin, have the opportunity to sin and godly people can unwittingly encourage you to chose it, but knowing God’s word will stop you. God’s word trumps everything else.

The same goes for claims of personal revelation.  God’s written Word as revealed in the Scriptures trumps everything, including our little voices.

It’s not about you.

Students should leave knowing more about Scripture than the speaker.

As I wrote in a previous post: The goal of bible study and sermons must always be to convey the essential meaning of a set number of verses to the listeners. To convey that meaning, we explain the concepts of Scripture in language modern ears will understand.

All stories, illustrations and explanations ought to serve that goal. Without explaining meaning, no real bible study has taken place — only pious observations, emotional exhortations and some interesting but pointless stories

In my experience, the teachers claiming divine personal revelation have often (consciously or not) made the message about them. “They received a message; God is going to do great things through them.“  The message they hear rarely seems to further an understanding of Scripture or increase our knowledge of the character of God. Rather the message tends to concern a movement, cause or program the particular teacher is spearheading. To me, that’s a red flag.

Precision

Be precise with your language. Avoid phrases like “God told me” unless you encountered a burning bush.

We often resort to the language of “and then God showed me” to describe that “aha!” moment where suddenly a passage becomes clear.  ne moment you are confused, the next moment you understand. 

Theologically speaking, that “aha” moment is the work of the Spirit opening our eyes and hearts to the truth. We understand because He has given us understanding. In many cases, teachers and preachers use language like “and then God told me” to describe that moment of clarity.

While I would not rebuke a teacher for such a figure of speech, I would recommend against it to avoid confusion. 

“Personal revelation” can be an excuse for sloppy exegesis. Sometimes we teachers are tempted to use phrases like “God told me” or “I felt led” to avoid facing challenges or questions. We believe we are in the right, but we cannot back it up from our exegesis. Yet, if we claim “God told me,” how could you possibly question us? You would sound like a skeptic or heretic if you did.

Ideally, I should put the necessary study and time to be sure.  If I can’t prove it, then I ought to think twice before saying it and at least admit it is speculation.

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Part of the Series: Bible Study 201: Learn to Teach the Bible

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Perhaps the most frequent question I get asked about teaching the Bible is: “do you write out your notes word for word or speak from an outline?” Often this question is followed by: “What does your page you look like? Do you color code or use different fonts?”

Over my 30+ years of teaching, I’ve tried every method for notes: speaking from memory, writing my talk word for word on paper and/or a tablet, using an outline, using an annotated copy of Scripture, using Powerpoint slides with and without the notes feature, and even working from old fashioned index cards.

Tips to find your style

Ultimately, how you handle your speaking notes will depend on personal preference. Here are some ideas that may help you find your style:

Only speak from a tablet when you know what the lighting will be like in the location at the time of day you are speaking. I’ve run into troubles with too much glare in the room to see the screen. It’s distracting to the audience if you’re constantly tipping and tilting the tablet to see your notes.

If you have trouble staying within your time limits, try writing out more of your speaking text. I find more text helps me stay within time limits and avoid side tracks.

The more you know the material and the more you have taught it, the less you probably need to write.  By the third or fourth time I’ve taught I passage, I find I can teach from a 1-page outline or annotated Scripture passage. But the first time I teach a passage, I want more notes.

Write enough so that you can return to the material and know what you said.  A phrase like “analogy of the soccer trip” may mean nothing to you in 10 years even though you could tell the story from memory today. Even if you don’t intend to speak from the full text, write enough content to give your future self the full picture.

If you quote someone, copy the quotes into your text so you can read it without taking time to open a book or a computer window. Remember to include the source of the quotation in your notes for future reference.

Use a method that builds your confidence. Everyone gets nervous no matter how many years they teach.  If more text on the page encourages you to relax into speaking, speak from detailed notes. If less text on the page helps you to establish rapport and a conversational speaking tone, speak form less notes.

If you use paper, remember to number your pages. This sounds silly, but you’d be surprised how many times pages numbers have saved me from disaster.

Whatever method you choose, practice with it. Before the event, do a dress rehearsal –in the location and with an audience who can give you real feedback if possible. Time your practice, make a video and/or audio recording and learn from it.

My hybrid outline style

I’ve found the method that works best for me is a hybrid outline and full text. This hybrid outline allows me to quickly scan the page for the next main point while the full text allows me to drop into reading if I get flustered or lost. I created a style set in Microsoft Word (called “Talk Style”) that contains my standard formats.

I use Arial 14-point font because it’s clean, easy to read and large enough that I don’t have to worry about lighting in the room. With this font and hybrid style, 12-15 pages is about a 30 minute talk; 15-20 pages is 45 minutes. Since my typical talk is limited to 40-45 minutes, if my notes format to over 20 pages I know I’m too long. Here are the styles I use:

NORMAL – Font: Arial, 14 pt; Left justify;  Line spacing:  single; Space After:  10 pt; Widow/Orphan control on.

I reserve this style for main points and transition statements.  If it’s crucial to understanding,  it’s on the left margin. When speaking, I can quickly glance down the left side of the page to see my next main point and/or transition. I keep this level to 1-2 short sentences, so it is easy to grasp at a glance.

Level 2- same formatting as Normal, except Indent: Left:  0.25″. 

I use Level 2 for explanations or sub-points underneath the main points. I keep these paragraphs short, with no more than one idea per paragraph. Typically the first sentence in the paragraph is the most crucial and the only one I need to read to know what I want to say. Sometimes I use the highlight feature to make me notice key words or concepts.

• If I need to run through a list, I use bullets with the Level 2 formatting.
• This helps me know where the list falls in the outline.
• I keep the bullets short so I can scan each idea

Level 3 – same formatting as normal except Indent: Left:  0.55″. 

I use Level 3 for asides, tangents, or the answer to an anticipated audience question. These paragraphs are the ones I can skip if we got started late or need to shorten the schedule. If I think this particular audience needs to hear it and we have time, I include them.  But I know I can skip them for time.

If this idea is a true aside that I know I don’t want to include, but want to remember the idea. I use Level 3 formatting with a smaller font. Typically this might be background information or technical grammatical points.

Scripture Quotes – Whenever I quote Scripture, I copy the entire text I want to read into my notes, put it on the left margin, in italic and often in a different color. This helps me easily refer to Scripture during Q&A.  Note: if you are making an audio recording of your talk, read Scripture yourself into the microphone rather than asking an audience member to read it. This practice ensures people listening to the MP3 in their cars can hear it.

I use Subheads only for the major sections like: Open, Review, Body and Conclusion.  I use subheads during preparation to remind me what still needs to be written, then I ignore them when speaking.

Preparation Schedule

I write the body of the talk first, then add the examples or analogies. The last thing I write is the open and close. My typical preparation looks like this:

First draft/Blank page – I start with the body of the talk: main points and sub-points. My goal is to get every idea from my head onto the paper. I give no thought to organization, word choice, or style. Editing is not allowed. I write and don’t look back until all the ideas are in my document. No filtering, no editing, no second-guessing at this point.

Second draft – In addition to working on the content, I also begin working on the transitions and organization. The goal here is to improve the flow of thought, clarity and word choice, add transitions, prune the extraneous and fill in the gaps.

Third draft – I call this my polishing stage. At this point I tackle the heavy editing and second guessing (Do I need this? Is this clear? What have I assumed the audience knows or doesn’t know?). This is also where I add examples, application (if not already covered in the second draft), and finally write the open and close.

Final Draft – the week of the talk I do a dress rehearsal, timing and/or taping the talk. Yes, I practice every time and no matter how many times I’ve given the talk before. This is my last chance to fix any problems in content, timing and delivery, and it makes the content fresh in my mind.

If you’re thinking “wow, that takes so much time,” you’re absolutely correct. Especially since this process starts AFTER I’ve completed an inductive study, an analytical outline, consulted commentaries, and done copious amounts of research.

When I hear pastors joke about starting their Sunday sermon on Saturday night, it mystifies me. I hope there is no truth behind these comments. I once calculated that I typically spend 12 hours in preparation for every 30 minutes I speak.

Presuming to explain the Word of God is a calling we ought to take seriously, putting in the required time, study and prayer. Besides time spent in Bible study is truly rewarding and valuable! Like any new skill, it seems overwhelming at first. But once you taste your first fruits of understanding, the joy is sweet and satisfying.

Part of the Series: Bible Study 201: Learn to teach

Photo used here under Flickr Creative Commons.

So you’d like to teach the Bible?  How do you get started?  How do you decide if Bible teaching is your calling? Here’s my advice for aspiring teachers.

You have to love to study the Word.

First, you have to love to love the word of God and enjoying studying the Bible.  And I mean LOVE studying!

For every 30 minutes I spend teaching, I spend 12-15 hours in Bible study and preparation.   It helps if you enjoy public speaking, but in terms of time spent, the private study far outweighs the public speaking.

Fortunately bible study is an acquired taste! The more you learn, the more it tastes like honey.  You don’t need to go to seminary, but you do need a voracious appetite for studying and the ability to learn independently.

Teaching is a lonely calling.

Second, be warned that Bible teaching is a lonely calling.  You spend a great deal of time alone with your books.  If you’re gregarious by nature, you may find teaching a hard road.

If you’re attracted by the glory of being up front or the appeal of others looking up to you, re-read the book of Jeremiah.

Almost all teaching offends someone.  Declare what you believe in front of others and you will take criticism.  Theology by its very nature is divisive.   Saying you believe A is true means B is false.  Your friends who believe B may choose not to remain friends.  As you grow in discernment and wisdom, it is really tempting to inappropriately judge your friends with your new found knowledge (see #3).

Being right will not make you righteous.

Finally, realize that being right does not make you righteous.   Hours of prayerful, humble Bible study will pay off in wisdom, knowledge and discernment.  You may win all the arguments with your friends because you’re just plain right, but you’ll still be a sinner in need of God’s grace.   It still takes the work of the Holy Spirit in your humble contrite heart to bring about lasting genuine change.

Ready to get started?

Improve your study skills

There are lots of good books on how to study the bible.  Pick one and dive in.  Here are some of my favorites;

Basics of Bible Interpretation, by Bob Smith – a classic! great for the beginner.  Now available FREE online, though I believe you can still buy a paper copy.

Living by the Book, (Book and Workbook) by Howard G Hendricks & William Hendricks – also available as an ebook and a video series.  Don’t be intimidated by the size of the book.  The writing is clear and engaging and you will learn a lot.

The Joy of Discovery in Bible Study, by Oletta Ward – a classic resource for small groups to work through together; teachers guide is also available. This book is great for beginners.

The Language of God: A Commonsense Approach to Understanding and Applying the Bible, by Ron Julian, J.A. Crabtree and David Crabtree — this is a GREAT book for understanding the principles, methodology and philosophy of Bible study.  I highly recommend it.

How to Read the Bible for All It’s Worth, by Gordon Fee & Douglas Stuart  – this is a must have resource; no Bible student should be without and it now comes as an e-book.  Re-read the chapter for your particular type of passage when you start a new study.

Invest in good study software.  There are several good ones. My favorite is E-Sword and its sister site BibleSupport.com  E-sword is free (though I encourage you to make a donation if you become a regular user) and it does everything.

Find a mentor

As you improve your study skills, find a great Bible teacher and attach yourself to him/her.  In fact find a few.  Even if you can’t formally mentor with your chosen teacher, attend every time she speaks and study both her content and her presentation.  Notice how he organizes the material, how he matches application to the audience and especially how he arrives at his conclusions. Thanks to the internet, you can “study under” many teachers online without ever meeting face-to-face.  I haven’t seen some of my mentors in 20 years, but I rarely miss their teaching.

If you can formally mentor with a teacher, pick a passage with the goal of teaching it and then practice teach it to your mentor.  Or find a small group who is willing to give you honest feedback.  Then be willing to listen to it.

Hone your theology

Take a Old or New Testament survey class or a class on systematic theology.   Study church history, the biblical languages and any other gaps in your knowledge.  Read, research and read some more.  There is always more to learn! For example:

The Holiness of God by R.C. Sproul — a must-read book, especially for new believers

Foundations: An Overview of Systematic Theology (DVD series) by RC Sproul; This is a DVD series of 60 23-minute lessons; the small time chunks make it easy to fit into busy schedules. You can buy the DVD or sign up to take it as a course online with a study guide.

Study 1 Corinthians 1-4 and take it to heart.

Study.  Practice. Teach.  Repeat.  Before you know it you’ll be a Bible teacher.

Part of the Series: Bible Study 201: Learn to teach

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One of today’s most popular sermon outlines is:

• tell a story
• read the passage
• make 3 points
• finish the story.

After all everyone loves a good story.  Stores are memorable and everyone relates to them.

But stories in sermons also have a downside: people tend to remember the story rather than the meaning of the passage. In my 25+ years as a bible teacher, I’ve had students joyfully remind me of a personal story I told years in the past. Never once have they also been able to recall the passage of Scripture the story was intended to illustrate — which defeats the purpose of telling the story.

Should we throw out stories altogether? No. When used wisely, stories in sermons and lectures have a positive place.

Here are my rules of thumb for when and when not to include a story in a lecture.

Listeners should leave knowing more about Scripture than the speaker.

The goal of bible study and sermons must always be to convey the essential meaning of a set number of verses to the listeners. To convey that meaning, we explain the concepts of Scripture in language modern ears will understand.

All stories, illustrations and explanations ought to serve that goal. Without explaining meaning, no real bible study has taken place — only pious observations, emotional exhortations and some interesting but pointless stories.

Make sure your stories serve the goal of furthering understanding of the meaning of the text. Be ruthlessly honest with yourself, realizing that we all love to talk about ourselves. Strip the story to its essential elements to make sure it furthers understanding rather than distracts.

I listened to an MP3 of a 26-minute sermon and 16 minutes in the pastor was still telling a personal life story. While that type of personal reflection *might* be warranted on rare occasions between a pastor and his flock, it ought to be the exception to the rule. Using almost half your allotted time to talk about yourself practically guarantees listeners will remember you rather than Scripture.

When the text is a story, it is the illustration.

When teaching one of the many narrative passages of Scripture, the story in the text is the point. We are to learn from the lives of Abraham, Jacob, Moses, David, etc. Their lives are the example.

If you are teaching from 1Samuel for example, David’s life story is the illustration of the meaning of the text. Explain his story, not your own.

However, when the text provides no story (Proverbs, for example), illustrations from your own life often serve the goal of conveying the essential meaning of the text.

In the end, students ought to leave knowing more about what the passage means and who God is rather than about the personal life of the speaker.

Part of the Series: Bible Study 201: Learn to teach

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