They Read in the Book…and Gave the Sense
Nehemiah. 8:8
"So they read in the book in the law of God distinctly,
and gave the sense, and caused them to understand the reading." (Neh.
8:8)
The return to Jerusalem from 70 years of Babylonian captivity occurred in three
stages: 1)- Zerubbabel returns to build the temple, 2)- after a gap of 57 years
Ezra returns to reform the people and 3)- 12 years later Nehemiah returns to
rebuild the walls of the city. It was immediately following the reconstruction
of the city walls that events of Nehemiah chapter eight took place.
Nehemiah brought great energy and courage to the building of the walls. The
success of this project led to a dramatic change in the attitude of the people
of Judah. Their self-respect had been recovered by their victory over their
enemies; their awareness of God's presence had been stirred. Gathering together
to celebrate and praise God, Nehemiah put forward Ezra the scribe "to bring out
the Book of the law of Moses, which the Lord had commanded for Israel" (8:1).
All the people gathered to hear Ezra read and interpret the words. (Note: The
interpretation was necessary
because by this time the language of the people was Aramaic not the classical
Hebrew of the Old Testament documents. Ezra had to read in the original,
translate, and explain.) (The Teacher's Commentary by Larry Richards, pp.
307-08.)
Matthew Henry suggests that the activities of Neh. 8:1-8 are "an account of a
solemn religious assembly, and the good work that was done in that assembly, to
the honor of God and the edification of the church." (Commentary on the Whole
Bible, v. 2, p. 844.)
Hear what Henry has to say about verse eight.
What they read, they expounded, showed the intent and meaning of it, and what
use was to be made of it; they gave the sense in other words, that they might
cause the people to understand the reading. Note: 1)- It is requisite that those
who hear the word should understand it, else it is to them but an empty sound of
words, Mt. 24:15. 2)- It is therefore required of those that are teachers by
office that they explain the word and give the sense of
it. Understandest thou what thou readest? and, Have you understood all these
things? are good questions to be put to the hearers; but, How should we except
someone guide us? is as proper a question for them to put to their teachers,
Acts 8:30,31. Reading is good and preaching is good, but expounding brings the
reading and the teaching together and thus makes the reading the more
intelligible and the preaching more convincing. (Ibid, p. 845.)
Giving the sense is an awesome responsibility laid upon the shoulders of those
that would teach and preach the word of God. The warning given by James in
chapter three and verse one is a reminder that those of us that have chosen to
teach are under a "stricter judgment."
With all of these thoughts in mind, coupled with Paul's admonition to young
Timothy to "be diligent (study) to show yourself approved before God," how may a
person read and study the Word so that they might convey their thoughts in a way
that would "give the sense?" How can a person learn what the Bible teaches?
Check the Context
Real Estate agents say that there are only three important things to check out
when looking for a piece of property: location, location and location! Something
similar could be said as to the three most important aspects to successful Bible
study: context, context, and context. If the passage you are reading is hard to
understand, broaden you reading to the whole chapter. But, remember, the
translators added the chapter divisions, so you may have to broaden your reading
to include more than one chapter. You may have to read an entire book before you
understand the meaning of any particular verse or passage. Here is where a
topical Bible, Concordance, or chain reference Bible can come in handy. Use
these tools to find similar or parallel
passages and compare and contrast their contexts.
Ask Questions
The Ethiopian Nobleman knew he needed help, so he asked Philip to explain the
scriptures to him. We know that the first century church circulated the letters
of Paul so that more people could be exposed to his knowledge. Today we can pose
questions to one another in person, via email and written correspondence. Most
preachers allow some forum for questions concerning their sermons, as do Bible
class teachers.
Consult Reference Works and Workbooks
Sometimes an English or Bible dictionary can be of assistance (Note:
concupiscence as used in Rom. 7:8) or perhaps a modern translation of the Bible
(concupiscence = evil desire, NKJ). To help understand geography a Bible Atlas
is very helpful. A Bible Encyclopedia is worthwhile for studying concepts, as is
a topical Bible. To get the Jewish perspective on the first century world as it
pertains to the Bible lands a study of the works of Josephus might be in order.
Some students have shown an inordinate fear of reference works, especially
commentaries. The careful student can and should consult commentaries (by the
way, this magazine is a commentary), but the key is to be wary. Commentaries are
not God's word, they are someone attempting to "give the sense" of the Word.
Using anyone else's Bible materials must be done with caution. This applies to
brethren's writings as well as denominational commentators.
With that disclaimer, I must say that I gain much from listening to and reading
the thoughts of others. Whether from a commentary, a Bible dictionary, a sermon
outline, a magazine (such as The Expository Files), or from personal
correspondence, Bible scholars (living and dead, brethren and
denominationalists) have many insights that a single person would not be able to
glean in their lifetime. An approach that I have found helpful
when using a commentary is to first come to some understanding of the passage on
my own, then consult a commentary (or the preacher). Treat the commentator as
someone you are having a conversation with. The nice thing about disagreeing
with the commentator is you can slam down his book and get back to the Bible at
any moment. (Please do not try this with the preacher!) Getting out of a
conversation with a live person will take more
courtesy, time, and tact.
Many of the same tactics must be used with a Bible workbook. Find out about the
author, read the workbook thoroughly before presenting it to a class or student,
and do not be afraid to abandon the workbook if it veers to far a field. It is
important for the teacher to learn from the workbook, before presenting to the
student. If the workbook is in harmony with the Bible, the teacher can absorb
the points needed from the workbook and set
it aside. No student I have ever known received much edification from being read
to verbatim from a workbook, commentary, or even the teacher's own notes.
Use Psalms, Hymns, and Spiritual Songs
Colossians 3:16 sums this point up very nicely. "Let the word of Christ dwell in
you richly in all wisdom, teaching and admonishing one another in psalms and
hymns and spiritual songs, singing with grace in your hearts to the Lord." Doug
Yopp has prepared a series of lessons that are worth your
attention (http://www.geocities.com/cdillinger.geo/hymns/phssind.htm). In this
series Doug has examined 54 well-known hymns and outlined a study for each one.
If we are going to use hymns for their God-given purpose, then it is imperative
that we know what the hymns we are singing mean and be able to convey that
meaning to those that ask (e.g.: ebon pinion, Ebenezer, etc).
Familiarize Yourself with False Doctrines
The writings of Peter, Jude, John, and Paul, along with the words of Jesus have
much to say about our attitudes towards false teachers and how to combat their
apostasy. In your study it may be necessary to track down and study the works of
a particular false teacher or publications that preach a false doctrine to be
ready always to give an answer to every man that asketh you a reason of the hope
that is in you…(1 Pet. 3:15.)
It will be impossible to answer Calvinism without some understanding of "TULIP."
It will be hard to answer Humanism without some familiarity with the Humanist
Manifesto. For us to answer, "I do not know what the New Age Movement is but I'm
against it!" is not teaching our neighbor who asks anything beyond the scope of
our own ignorance. A more effective tactic would be to say, "let's examine the
teaching together and hold it up beside God's measuring stick (the Bible) and
see how it fares."
Conclusion
Each one of us has the responsibility to teach the Word of God (2 Tim. 4:2). We
will need to read the word distinctly and give the sense so our students can
understand what they hear. Many of our listeners today are in the same situation
as the children of Israel in Nehemiah and Ezra's time; they hear the words, but
do not get the sense of the meaning and therefore do not understand what they
hear.
Paul asked his Roman readers these questions: "How then shall they call on him
in whom they have not believed? and how shall they believe in him of whom they
have not heard? and how shall they hear without a preacher?" (Rom. 10:14) Might
we presume to ask the following: and how shall they understand if the preacher
or teacher doesn't give the sense?
One last admonition from the Apostle Paul to those that would be teachers and
preachers of the word: "Take heed unto thyself, and unto the doctrine; continue
in them: for in doing this thou shalt both save thyself, and them that hear
thee." (1 Tim. 4:16.)
By Carey Dillinger
From Expository Files 9.12; December 2002
