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Thursday, July 29, 2010

Inductive bible study method

1. Select a Passage (Usually 3-10 verses, dealing with the same topic.)
Why do you want to study this passage?
2. Observe the passage by asking questions
  • Who is writing or speaking and to whom?
  • What is the passage about?
  • When does this take place?
  • Where does this take place?
  • Why does the author write what he does?
  • What problems were the recipients facing? How does this passage ?
  • How does this passage fit in with the context? (What goes before and after?)
Additional Questions to Ask:
  • What are the commands?
  • What are the promises?
  • What are the cause/effect relationships?
  • What are the repeated words and ideas?
  • What do I learn about God?
  • What do I learn about Jesus?
  • What do I learn about the Holy Spirit?
  • What do I learn about myself (or mankind)?
  • Write out any additional observations including contrasts, lists, comparisons, etc.
3. What is the "big idea" of the passage-your theme?
This can most readily be identified from the commands and the repeated words and ideas. Often there will be one command in the passage with several motivations. In one phrase, sum up the main thought of the passage.
4. Ask the natural question that arises from the "big idea." This will usually be "how," "why," or "what."
5. Answer the question you have raised from the passage. Put your answers in the form of an outline. These answers form principles of life and ministry. A principle is defined as a timeless lesson in the way God works, how you should live or in thinking God's way. To develop each principle (each point in your outline), you will want to explain it (interpretation), illustrate it (from the Bible or personal examples of how this principle is worked out), and apply it.
Steps to interpreting the passage. Use as many of the following questions as you need, progressing downward.
  1. What are the meanings of the words?
  2. What does the immediate context suggest?
  3. What does the broader context suggest?
  4. What do cross-references suggest?
  5. What is the cultural meaning? (That is, What did it mean to those to whom it was originally addressed?)
  6. What do commentaries suggest?
6. Application
This is where you purpose to do what God has taught you in your time with Him. (Ref: James 1:21-25, Matthew 7:24-27) It is through applying the Word that God changes out lives. Application does not happen by osmosis but by intent. God enlightens us from the Word, we apply what we've learned with our wills, and the Holy Spirit empowers us to carry out these choices. It is usually best to concentrate on applying one principle at a time. The goal of all application is to glorify God by becoming more like Jesus.
2 Timothy 3:16: "All Scripture is inspired by God and is profitable for."
  • Teaching. What did I learn?
  • Reproof. Where do I fall short? Why do I fall short?
  • Correction. What will I do about it?
  • Training in righteousness. How can I make this principle a consistent part of my life?


Source: http://www.godsquad.com/discipleship/inductive.htm

Ways to get information

There are many ways to get information. The most common research methods are: literature searches, talking with people, focus groups, personal interviews, telephone surveys, mail surveys, email surveys, and internet surveys.  A literature search involves reviewing all readily available materials. These materials can include internal company information, relevant trade publications, newspapers, magazines, annual reports, company literature, on-line data bases, and any other published materials. It is a very inexpensive method of gathering information, although it often does not yield timely information. Literature searches over the web are the fastest, while library literature searches can take between one and eight weeks.  Talking with people is a good way to get information during the initial stages of a research project. It can be used to gather information that is not publicly available, or that is too new to be found in the literature. Examples might include meetings with prospects, customers, suppliers, and other types of business conversations at trade shows, seminars, and association meetings. Although often valuable, the information has questionable validity because it is highly subjective and might not be representative of the population.  A focus group is used as a preliminary research technique to explore peoples ideas and attitudes. It is often used to test new approaches (such as products or advertising), and to discover customer concerns. A group of 6 to 20 people meet in a conference-room-like setting with a trained moderator. The room usually contains a one-way mirror for viewing, including audio and video capabilities. The moderator leads the group's discussion and keeps the focus on the areas you want to explore. Focus groups can be conducted within a couple of weeks and cost between two and three thousand dollars. Their disadvantage is that the sample is small and may not be representative of the population in general.  Personal interviews are a way to get in-depth and comprehensive information. They involve one person interviewing another person for personal or detailed information. Personal interviews are very expensive because of the one-to-one nature of the interview ($50+ per interview). Typically, an interviewer will ask questions from a written questionnaire and record the answers verbatim. Sometimes, the questionnaire is simply a list of topics that the research wants to discuss with an industry expert. Personal interviews (because of their expense) are generally used only when subjects are not likely to respond to other survey methods.  Telephone surveys are the fastest method of gathering information from a relatively large sample (100-400 respondents). The interviewer follows a prepared script that is essentially the same as a written questionnaire. However, unlike a mail survey, the telephone survey allows the opportunity for some opinion probing. Telephone surveys generally last less than ten minutes. Typical costs are between four and six thousand dollars, and they can be completed in two to four weeks.  Mail surveys are a cost effective method of gathering information. They are ideal for large sample sizes, or when the sample comes from a wide geographic area. They cost a little less than telephone interviews, however, they take over twice as long to complete (eight to twelve weeks). Because there is no interviewer, there is no possibility of interviewer bias. The main disadvantage is the inability to probe respondents for more detailed information.  Email and internet surveys are relatively new and little is known about the effect of sampling bias in internet surveys. While it is clearly the most cost effective and fastest method of distributing a survey, the demographic profile of the internet user does not represent the general population, although this is changing. Before doing an email or internet survey, carefully consider the effect that this bias might have on the results.

Overview of Learning Styles


 
Many people recognize that each person prefers different learning styles and techniques. Learning styles group common ways that people learn. Everyone has a mix of learning styles. Some people may find that they have a dominant style of learning, with far less use of the other styles. Others may find that they use different styles in different circumstances. There is no right mix. Nor are your styles fixed. You can develop ability in less dominant styles, as well as further develop styles that you already use well.
Using multiple learning styles and “multiple intelligences” for learning is a relatively new approach. This approach is one that educators have only recently started to recognize. Traditional schooling used (and continues to use) mainly linguistic and logical teaching methods. It also uses a limited range of learning and teaching techniques. Many schools still rely on classroom and book-based teaching, much repetition, and pressured exams for reinforcement and review. A result is that we often label those who use these learning styles and techniques as “bright.” Those who use less favored learning styles often find themselves in lower classes, with various not-so-complimentary labels and sometimes lower quality teaching. This can create positive and negative spirals that reinforce the belief that one is “smart” or “dumb.”
By recognizing and understanding your own learning styles, you can use techniques better suited to you. This improves the speed and quality of your learning.
The learning styles are:

Why Learning Styles? Understand the basis of learning styles.

Your learning styles have more influence than you may realize. Your preferred styles guide the way you learn. They also change the way you internally represent experiences, the way you recall information, and even the words you choose. We explore more of these features in this chapter.
Research shows us that each learning style uses different parts of the brain. By involving more of the brain during learning, we remember more of what we learn. Researchers using brain-imaging technologies have been able to find out the key areas of the brain responsible for each learning style. For example:
  • Visual. The occipital lobes at the back of the brain manage the visual sense. Both the occipital and parietal lobes manage spatial orientation.
  • Aural. The temporal lobes handle aural content. The right temporal lobe is especially important for music.
  • Verbal. The temporal and frontal lobes, especially two specialized areas called Broca’s and Wernicke’s areas (in the left hemisphere of these two lobes).
  • Physical. The cerebellum and the motor cortex (at the back of the frontal lobe) handle much of our physical movement.
  • Logical. The parietal lobes, especially the left side, drive our logical thinking.
  • Social. The frontal and temporal lobes handle much of our social activities. The limbic system (not shown apart from the hippocampus) also influences both the social and solitary styles. The limbic system has a lot to do with emotions, moods and aggression.
  • Solitary. The frontal and parietal lobes, and the limbic system, are also active with this style.