STUDYING A STORY/NARRATIVE

STUDYING A STORY/NARRATIVE
Everyone loves a good story, and no one can tell a good story like a good story teller. One of the greatest secular story tellers of all time was Charles Dickens. His books are listed among the classics in English literature which has helped shape our character. Only a very few English speaking people exist who have not read or watched a movie based on one of his stories. His book, A Christmas Carol, has made Ebenezer Scrooge a part of the Christmas culture of the western world. Although many people consider his books among the best books ever written, Charles Dickens had a different idea. Concerning the Bible, he said, "It is the best Book that ever was or ever will be in the world."
Dickens' opinion is shared by many other students of literature who may or may not share an evangelical view of the Scriptures as the Word of God. Students of the mystery novel in college are often introduced to the greatest mystery ever written, the Book of Job. The moving drama of Ruth or Esther captures the minds and hearts of readers. Many parts of Joshua, Judges, and the histories of the kings of Israel and Judah record stories that rival the plots of the best adventure movies ever produced. In the New Testament, the gospels and Acts are full of great stories describing the real life adventures and experiences of Jesus, the apostles, and the hosts of people that influenced history.
In another chapter, we considered how to study and teach a parable. Parables are stories which were not recollections of actual events, but were stories based on the historical events of Jesus' day. In this chapter, we will consider how to study and teach a biblical narrative. You will study real life adventure stories and personal dramas of Scripture.
Why Study Stories/Biblical Narratives?

Since all Scripture is inspired and profitable, then it includes biblical narratives. Reminding his readers about the experiences of Israel in the wilderness, Paul wrote, "Now these things became our examples, to the intent that we should not lust after evil things as they also lusted" (1 Cor. 10:6). His conclusion was not intended to be applied only to those living in the first century. He later repeated this claim noting, "Now all these things happened to them as examples, and they were written for our admonition, upon whom the ends of the ages have come" (1 Cor. 10:11). We are the ones upon "whom the ages have come."
From time to time, all of us get discouraged. One way to address the problem of discouragement is to review what God has done in the past. Considering the victories God worked at other times can encourage us in the midst of difficult times. The psalmist Asaph used this strategy to prevent "the blues" from becoming "the blahs". In the midst of an anguishing experience, he wrote, "I will remember the works of the LORD; surely I will remember Your wonders of old. I will also meditate on all Your work, and talk of Your deeds" (Ps. 77:11, 12).
The study of biblical narratives can also help Christians grow in their faith. The Jewish people were held responsible by God to tell the stories of how God worked throughout their history to their children, "that they may set their hope in God and not forget the works of God, but keep His commandments" (Ps. 78:7). Reviewing what God has done for others serves to strengthen our faith and hope in God.
The study of biblical narratives also helps us develop a spirit of thanksgiving toward God. God wants His people to be grateful (Psalm 100:4). Reviewing what God did for others helps us recognize His intervention in our life and serves as a basis for thanksgiving. In one of the Sabbath psalms of the Old Testament, the worshipper declared, "For You, LORD, have made me glad through Your work; I will triumph in the works of Your hands" (Ps. 92:4).
One of the things God looks for in His people is worship. "The Father seeketh such to worship Him" (John 4:23). Reviewing what God has done in the past causes us to celebrate Him and His mighty works. David wrote, "I will praise You, for I am fearfully and wonderfully made; marvellous are Your works, and that my soul knows very well" (Ps. 139:14). Celebrating God for His person and His works is the very essence of Christian worship.
How to Study a Biblical Narrative
Most people will find biblical narratives among the more interesting portions of Scripture. Everyone likes a story and stories are remembered better than theory or ambiguous principles. However, people's interest in stories may or may not be translated into the effort needed to study a passage in greater detail. This will be especially true if the narrative covers several chapters. As you begin studying narratives in Bible study, limit the size of the story you are studying. You will find initial attempts using this method more beneficial if you limit yourself to the account of some specific battle or event than a larger study such as the plagues of Egypt or story of Esther. Once you become more familiar with using this method, you will also find it helpful in larger studies.
Having selected the account you are studying, begin by surveying the narrative to gain a "feel" for the event being described. Ask yourself several questions to help you better understand what is taking place. First, who are the major characters in this account? Next, what is the plot which unfolds in this account? Finally, how much time passes in this narrative? As you consider these details, you will find yourself coming away with new insights on a familiar story.
Next, consider the narrative passage in its broader context. How does this passage fit into the book in which it is found? Why did the author include it in his account? How does this passage fit into the history of the people, nations and/or cause involved? What has previously happened to make this event possible? How does previous events set up the events to unfold in the story? These questions will help you see beyond the story itself and place the narrative in a meaningful context.
A third step in understanding the story itself involves setting this event in its historical and geographic context. Who were the rulers of this age? Leaders are people of influence. How do these leaders influence what is happening in the story? What special feasts and/or festivals were being celebrated in the seasons mentioned? Just as Christmas influences our society during the Christmas season, so the feasts of Israel had a similar, perhaps even stronger influence on that society. As you are looking at the story from a historical and geographic perspective, find the places mentioned in the account in a good Bible atlas.
Give careful attention to the details of the account as you read it. Remember Rudyard Kippling's advice and use his "six serving men" to probe for details: (1) Who? (2) What? (3) Where? (4) When? (5) Why? (6) How? You may want to rewrite the account as a contemporary news story reporting all the facts. Then check your story to insure you have included all the data included in the biblical account. On other occasions, you may want to lay out an analytical chart of the passage being studied that demonstrates relationships with in the text. Both of these methods will help you better understand the details of the account.
Next, look for the significant lessons implied in this narrative. Once again, asking questions will help you gain a better understanding of the passage. Do the people involve demonstrate unique character qualities that should be copied or avoided? Does the action illustrate a proverb or other biblical principle? Does the narrative account suggest a historical context in which some other part of Scripture could be better understood? Some of the psalms, sermons of Jesus and epistles of Paul are best understood in the historical context of events that are happening at the time these things were said and/or written.
Part of studying a biblical narrative involves consulting parallel accounts of this event in other parts of the Bible to get a different perspective on the story. The Chronicles retells from the perspective of priests many events found in the books of Samuel and Kings that are given from the perspective of Kings and prophets. Sometimes, new insights can be found concerning the reigns of various kings. Many events in the life of Christ are recorded in more than one gospel. Once again, one gospel writer may include details overlooked by the others. Many significant biblical events are retold by later writers, usually as part of a sermon attempting to define some specific principle. The crossing of the Red Sea may be the most familiar biblical event retold throughout the Scriptures.
As you conclude your study, look for ways the lessons can be applied to your life. The teacher must first learn the lesson before he or she can effectively teach it to others. Is there an attitude to be developed or dealt with in light of this account? Is there an action to be practised or halted in light of this account?
Principles of Interpreting A Narrative/Story
1. Determine the climate, history, geography, businesses and living conditions where the story took place.
2. Determine main characteristics of the people in the story.
3. Determine the people who acted and those who reacted.
4. Look behind the words of the conversation to the meaning of their messages.
5. Determine the positive principles in the story that can be applied and the negative
principles to be avoided.
6. What contextual conditions/promises applied only to the characters of the story and what universal principle can be applied to you today?
How to Teach a Biblical Narrative
When teaching a biblical narrative, one of your goals is to help students become involved in the drama of the event itself. You want them to become as involved in the account you are studying as they might be watching a good movie or favorite television program. The more they understand the meaning of what is happening and can feel the emotions of the primary characters in the account feel, the greater the likelihood they will learn the lesson God intended in recording this event.
Helping your students become involved in the drama begins as you tell the story. Consider creative ways to capture the interest of your students in the biblical passage. This can be done several ways. Some teachers ask a question that is embedded in the plot of the story to come. Others may use drama or period costumes to create an interest on the part of the students. Still other teachers highlight parts of the story to come to create interest on the part of the students.
Some teachers might give the conclusion of the story, then ask what conditions led up to that conclusion.
As you plan your lesson, give thought to the best way to communicate the contents of your narrative. Sometimes it is best to retell the events in a chronological order, dividing the narrative into a series of dramatic scenes. On other occasions, it may be better to begin with a dramatic climax and then resort to a flashback to explain how common events moved to such a place. Occasionally you may choose to focus on the major character in the account and teach the narrative as a partial character study. This third approach is described further in chapter two as a means of teaching a biblical biography.
One way to maintain interest in your study sessions involves using a variety of teaching methods to communicate your lesson on a biblical narrative. Variety has been called "the spice of life." Just as a good cook adds a little spice to flavor the food he or she is preparing, so a good teacher uses variety to improve the interest quotient in his or her lesson. But new teachers need to learn from good cooks before they begin tampering with their lesson plans. It is not the addition of spice to the food that makes it taste better, but rather the addition of the right spice and the right amount of spice that gives the meal a richer taste. Different foods require different spices.
How can a teacher know which new teaching methods to use in a specific teaching session? There are several factors that should be considered as this decision is being made. First, consider the uniqueness of your students. Differences in age, sex, ethnic background, and other similar factors tend to suggest teaching methods that may be more appropriate. Next, consider your own abilities as a teacher. Each teacher tends to feel more comfortable using some methods over others. While this is a very important consideration, don't use it as an excuse for expanding your horizons and moving out of your personal comfort zone. Third, consider the resources available to you. Some teaching methods such as using films, videos and audiotapes require equipment you may or may not have available. Finally, consider what you have been doing recently. Even the best teaching methods become less effective when used all the time.
As you work through the lesson, highlight the significant principles to be drawn from the event described in this narrative. Is there a negative example to avoid? Is there a positive example to imitate? Is there a guiding principle or proverb which seems to govern the course of events in this account? Remember, these things were written for us as our examples. If we fail to learn from the examples of others, we may find ourselves studying in the school of hard knocks.
As you guide those in your Bible study group toward making personal application, suggest ways this principle can be applied in their lives. As noted above, this begins with the teacher applying the lesson to his or her own life. Ask yourself some of the hard questions to identify how the principle relates to you. How does this principle affect my relationships? How does this principle change my attitudes about . . .? How should this principle change my character? How will this principle help me accomplish some worthy goal? As the lesson becomes real in your life, these same questions can be used to help it become real in the lives of those you teach.
Having identified how this principle can be applied in the lives of your Bible study group members, the next step in the application process is to encourage group members to suggest practical ways this principle can be applied in a specific and relevant contemporary setting. What aspects of our contemporary lifestyle and experiences tend to parallel the kind of things described in this narrative? How would this eternal principle of God be expressed in the kind of cultural setting where we live today? What situations are members of your Bible study group likely to face in the next two weeks where this principle could be applied? What actions need to be taken to insure group members respond correctly in a similar situation in their life?
Someone once said, "The only thing people learn from history is that people don't learn from history." That is certainly not God's intent in recording the history of His working among His people. As we teach the narrative passages of Scripture, our goal is to help others learn from His-story.

STEP ONE ON STUDYING A STORY/NARRATIVE
JOHN 21:1-14
BIBLE STUDY ON THE MIRACULOUS CATCH OF 153 FISH
1. What were the conditions of the story?
"Jesus shewed Himself again to His disciples at the Sea of Galilee" (v. 1). Read about the Sea of Galilee in a Bible dictionary. "This is now the third time Jesus showed Himself to His disciples after He was raised from the dead" (v. 14).

2. List the people in the story.
"Simon Peter, Thomas called Didymus, Nathaniel of Cana in Galilee, the sons of Zebedee, and two other of His disciples" (v. 2). "Jesus stood on the shore" (v. 4).
3. What were the two crises in the story?
"I am going fishing . . . "We are going with you . . . that night they caught nothing" (v. 3).
"Cast the net on the right side of the boat and you will find some" (v. 6).
4. What natural conditions kept the disciples from recognizing Jesus?
"When the morning had now come" (v. 4). "They were not far from land, about 100 yards"
(v. 8). "That disciple . . . said to Peter, "It is the LORD!" (v. 7).
What spiritual conditions might have kept the disciples from recognizing Jesus?
"But their eyes (2 disciples on road to Emmaus) were restrained, so that they did not know Him" (Luke 24: 16). "Then their eyes were opened and they knew Him" (Luke 24:31).
6. What are some natural and spiritual conditions that keep you from seeing Christ in your life?
7. What were the 2 different responses to Christ?
"That disciple whom Jesus loved (John) said to Peter, "It is the LORD!" When Simon Peter heard it was the Lord, he put on his outer garment . . . and plunged into the sea" (v. 7).

8. How is your faith -- insightful or impulsive?
9. How had Christ prepared for their needs?
"As soon as they were come to land, they saw a fire of coals there, and fish laid on it, and bread" (v. 9). "Come and eat breakfast" (v. 12).
10. How has Christ prepared for your needs?
11. What happened when Christ appeared to them?
"None of the disciples dare ask Him, `Who are You'?" -- knowing that it was the Lord" (v. 12).
12. How does Christ make Himself real to you?


STEP TWO ON STUDYING A STORY/NARRATIVE
1. References
2. Speaker_______________________________Date_______________________
3. Place story/narrative given
4. People in the story/narrative
5. Give other details, i.e. time, objects, conditions
6. What was the background that motivated the story/narrative?
7. Summarize the events and story line
Why was story/narrative given?
9. What is the main point of the story/narrative?
10. What would we miss if the story/narrative were not in Scripture?
11. What practical application can you apply to your life?