Inductive Bible Study

by LeRoy Bartel

At what point in your teaching preparation do you pick up your Bible? Tragically, many who teach children rarely actually study the Bible. They spend almost all of their preparation time reading the lesson guide. In fact, when they teach their lesson they often hold their lesson guide—not the Bible. Yet in Sunday School we claim to teach the Bible. And, indeed, it should be our primary textbook!

That’s why we, as Sunday School teachers, should use the inductive method of Bible study as we prepare to teach.

Why use the inductive method?

An inductive approach to Bible study is important because it places emphasis on the Bible itself. Although teachers who use the inductive method of Bible study recognize the value of commentaries and other books about the Bible, they study the Bible first—even before their teacher guide.

A teacher who practices inductive Bible study begins with the Bible. Once he knows the Bible passage that a particular lesson is based on, he seeks to lay aside all preconceived notions about what a passage teaches and come to it with innocence of eye—looking at it as though he were seeing it for the very first time.

What are the stages of inductive Bible study? How can those who teach children use it to enrich and give direction to their teaching?

Observation— Look at the passage

In observation, the first stage of inductive study, we look closely at a Bible passage and seek to answer some fundamental questions: What does the passage say? How does it say it? How does the passage fit in its Bible context?

What is the main focus of the Bible

passage? To answer this question, the teacher recognizes that a passage teaches one primary truth—one “big idea”—and then seeks to find that truth in the words used in the Bible text.

The “big idea” is usually a word or phrase in the Bible text itself that summarizes the emphasis of the passage. The teacher assumes that although there may be several supplementary truths, there is only one major, central truth.

How is the main truth developed in the

passage? The second thing a teacher does is pay attention to how this “big idea” is developed in the Bible passage. This calls for analysis— evaluating how the biblical writer makes his point.

In the great stories of the Bible this is usually expressed in a series of scenes or episodes— snapshots, if you please. In the Epistles we try to follow the writer’s train of thought—his chain of logic.

How does the passage fit into a wider

context? At this stage we also pay attention to how the passage we’re studying fits into the broader context before and after the passage.

A wise and effective teacher will be sure her teaching focuses on the central truth emphasized in the passage. She will try to find creative ways to get her students to learn what the Bible actually teaches. She wants them to explore the Bible passage, not a story told about that passage.

Interpretation— Look back in time

At this stage, the teacher looks for clues in the passage that tell what was happening back then and there. What was the situation? What were the circumstances? What did Bible people feel? What human problems did they face?

What was the Bible context? The clues to answer these questions are to be found in the passage itself or in the broader context around the passage. The teacher then looks at what the passage says against this backdrop. In doing this, what the passage teaches often comes to life!

How can I help children experience the

world of the Bible passage? This is such an important stage for those who teach children! The teacher will seek to move children back to the world of “then and there.”

She will seek to let them hear the sounds, smell the odors, taste the food, feel the emotions, and wrestle with the problems Bible characters faced. She will try to find creative ways to let students hear God’s Word and experience His power.

Application—Look ahead

In application, a teacher asks, “How does this passage apply to my students, here and now?” She seeks to identify situations and circumstances in the passage that are similar to the ones children face every day.

How does this Bible passage relate to

my students? Did a Bible character face an impossible problem? What seems impossible to children today? How did God solve the Bible story problem? How might He solve a modern problem?

How can I enhance life application

How can I enhance life application

in my class? Once the questions above are answered, a teacher should select appropriate life application stories and/or activities to story problem? How might He solve a modern problem?

in my class? Once the questions above are answered, a teacher should select appropriate life application stories and/or activities to

Response—Look within

During response time the effective teacher attempts to lead the children to personally respond to the truth of the Bible passage. The key question is, “What does God want us to do as a result of what this passage teaches?”

It is at this stage that the intended meaning of the passage becomes personally real to the children. During response time the child experiences the power and authority of the Bible in his life. He hears God speaking to him personally through His Word! It is at this point that God’s Word changes and transforms children’s lives.

The Bible is central

We must never simply teach about the Bible. We must teach the Bible itself. As valuable and helpful as teaching materials are, we cannot afford to let children think we simply teach the lesson manual. We must clearly and evidently teach the Bible to them.

An inductive approach to Bible study best prepares a teacher of children to teach God’s Word so it results in changes in the children’s lives.

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