ECCLESIASTES:

Exegesis and Exposition

OT632X

Prepared by R. Brian Rickett, M.Div., Th.M.

The Baptist Missionary Association Theological Seminary
Conway, Arkansas
Spring 2012
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ECCLESIASTES:
Exegesis and Exposition
OT632X

Professor: R. Brian Rickett Spring Semester 2012

brian@bcbeebe.org Thur. 6:00-9:00 P.M.
501-259-6959

Course Description
Ecclesiastes (OT632X) is an expository study of the Book of Ecclesiastes based
on the original language Hebrew text. The course is designed to allow English only
readers opportunity to grapple with the major features of the book while providing
opportunity for those with facility in biblical Hebrew to perform exegesis on the original
language text. These two approaches will be offered as Track A and Track B. Since the
majority of students will likely select the English track (Track A), it will be given
preference. However, much technical material will be expounded and explained in the
classroom.
The present study will be multi-faceted reflecting the unusual characteristics of
the Book of Ecclesiastes. However, special attention will be given to: 1.) the historical,
political, social, and religious background of the book and authorship issues; 2.)
exposition of the content of the book; 3.) the unique contribution Ecclesiastes makes to
worldview studies; and 4.) the implications Ecclesiastes has for biblical counseling.

Course Rationale
Ecclesiastes is a complex book that addresses the biggest philosophical questions
that man faces. At the same time, however, it is arguably the most debated book in the
biblical canon, the most difficult to interpret, and one of the harder to translate. Further,
the profundity, both in depth and breadth, of its content warrants intense analysis.
Classroom study and discussion will provide an opportunity to look at the full
historical, social, and linguistic contexts of the book, as well as its philosophical outlook,
and its relevance to the lives of NT believers.
The choice of the Book of Ecclesiastes for an exposition course is particularly
suited for a study of: 1.) Text and Exposition; 2.) Worldview Study and Analysis; and 3.)
Counseling Implications. This multifaceted study will provide the student with
opportunity to:
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See how the text of Scripture is defended against the unargued

philosophical bias and prejudicial conjecture of deconstructionists by
employing superior exegesis based on a high view of Scripture
See how exposition occurs after careful, exegetically based study
Observe how internal features of the book provide a platform for
discussing current debates related to the inspiration, inerrancy,
sufficiency and preservation of the text of Scripture generally
Understand how literary analysis of the book involves studies of
discourse structure, genre, and linguistics which are critical for correct
interpretation

Course Objectives
Specifically, OT632X will engage the student with the text of the Ecclesiastes in
order to produce the following student learning outcomes. Having taken this course, the
student should be able:
to summarize the problems of authorship for the Book of Ecclesiastes
and convincingly argue for Solomonic authorship
to construct the historical background or setting for the Book of
Ecclesiastes
to identify and offer solutions to the primary interpretive problems in
the text of the book
to recite a basic outline for the contents of Ecclesiastes
to compare and critique Longmans commentary on Ecclesiastes with
other major commentaries and be able to provide a response to
Longman and other more critical approaches
to present a periodical bibliography of significant journal articles
having direct bearing on the interpretation or exegesis of
Ecclesiastes
to prepare sermonic, teaching, and/or counseling material from
Ecclesiastes on the basis of sound interpretation
to explain the genre of Ecclesiastes and its role in the composition of
the book

Required Textbooks

Kidner, Derek. The Wisdom of Proverbs, Job & Ecclesiastes: An Introduction to Wisdom
Literature. Downers Grove, Ill.: InterVarsity Press, 1985.
Longman, Tremper III. The Book of Ecclesiastes. The New International Commentary
on the Old Testament. Grand Rapids, Mich.: Eerdmans Publishing Company,
1998.
Wright, J. Stafford. Ecclesiastes. In The Expositors Bible Commentary. Ed. by Frank
E. Gaebelein, 5:1134-1200. Grand Rapids, Mich.: Zondervan, Publishing House,
1991.

Recommended Textbooks
Adams, Jay E. Life Under the Son. N.p.: Timeless Texts, 1999.
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Abbreviated Bibliography
The student is encouraged to use discernment in the use of some of the below
materials as some occasionally reflect presuppositions that are inconsistent with a
thoroughly Christian view of the inerrancy and sufficiency of the Scriptures:

A Time To Mourn And A Time To Dance: The Message Of Ecclesiastes, Derek

Kidner, InterVarsity Press: Downers Grove, Illinois, ISBN #0-87784-647-2
An Analysis Of The Book of Ecclesiastes : With Reference To The Hebrew
Grammar Of Gesenius, And With Notes Critical And Explanatory, Lloyd, J.,
London : Samuel Bagster and Sons, 1874.
A Commentary On Ecclesiastes, Hengstenberg, Ernst Wilhelm, 1802-1869,
Minneapolis: James and Klock Christian Publishing Co., 1977.
A Commentary On Ecclesiastes, Bridges, Charles, 1794-1869, Edinburgh ;
Carlisle, PA : Banner of Truth Trust, 1961.
A Critical And Exegetical Commentary On The Book Of Ecclesiastes, Barton,
George A. (George Aaron), 1859-1942, Edinburgh, T. & T. Clark, 1908.
The Tyndale Old Testament Commentaries ; 16, Ecclesiastes: An Introduction
And Commentary, Eaton, Michael A., 1942-, Leicester, England ; Downers
Grove, Ill., U.S.A.: InterVarsity Press, 1983.
Ecclesiastes, C. L. Seow, Anchor Bible. New York: Doubleday, 1997.
Ecclesiastes, James L. Crenshaw, Old Testament Library. Philadelphia:
Westminster, c1987.
Ecclesiastes : Bible Study Commentary, Goldberg, Louis, 1923-, Grand Rapids,
Mich. : Zondervan Pub. House, c1983.
Ecclesiastes, J.A. Loader ; translated by John Vriend., Grand Rapids, Mich. :
W.B. Eerdmans Pub. Co., c1986.
Ecclesiastes and Song of Songs, Iain Provan, NIV Application Commentary.
Grand Rapids: Zondervan, 2001.
Ecclesiastes: Or, The Confessions Of An Adventurous Soul: A Practical
Application Of The Book Of Koheleth Called "Ecclesiastes", Devine, Minos,
1871-1937, London : Macmillan, 1916.
Ecclesiastes; Or, The Preacher, With Notes And Introduction, Plumptre, E. H.
(Edward Hayes), 1821-1891, Cambridge: University Press, 1888.
Ecclesiastes, R. N. Whybray. New Century Bible. Grand Rapids: Eerdmans,
1988.
Word Bible Commentaries: Ecclesiastes, Murphy, Roland Edmund, 1917-,
Dallas, Tex : Word Books, 1992.
Ecclesiastes: Total Life, Kaiser, Walter C., Chicago : Moody Press, c1979.
Is This All There Is To Life?, Stedman, Ray C., Portland, Or. : Multnomah Press,
1987.
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Koheleth, The Man And His world, Gordis, Robert, 1908-, New York, Published
for the Jewish Theological Seminary of America by Bloch Pub.Co., 1955.

Class Procedure
The goals of the class will be accomplished through lectures, class discussion,
the study of the text of Ecclesiastes, reading assignments, annotated bibliography,
a major paper and an exam.

1. Class Attendance
Each student is expected not only to be faithful in class, but to be familiar
with the syllabus and to bring the appropriate textbooks to class each session.
The NASB, ESV, or KJV Bible must be brought to each class session. Other
translations must receive prior approval from the professor. Note: for Track B
students, the BHS edition of the Hebrew Bible and lexicon (Holladay) must
be present in all classes unless otherwise stated. The seminary attendance
policies will be adhered to in this class.

2. Quizzes Exams
Because of the research based structure of the course, there will no quizzes
or a midterm. However, at the end of the semester there will be a final exam.
It will be comprehensive in nature covering all the material presented in the
course. A study guide will be distributed 3 weeks in advance of the exam.
The class period immediately prior to the exam will be utilized for in-class
review. However, the professor will give tips throughout the semester
regarding the final exam.

3. Class Assignments
The assignment schedule, which includes all assignments, e.g. reading,
annotated bibliography and final paper with their due dates, may be found
below. All assignments should be completed by the beginning of the class
period on the day they are due and must be handed in by the end of that class
period. All assignments will be graded in accordance with the school grading
policy.

3.1 Reading assignments.

Track A. Bible Reading: English Base Text
The student choosing the English based track will be required to perform a
semester reading project on the book of Ecclesiastes using three different
translationsthe NASB, ESV and one other literal style translation of his
choosing. A list of significant differences between the translations must be kept
and must be arranged based on the chapter and verse divisions of the English text.
The student must also note and record where the professors translation differs
from these. At the end of each chapter, a separate section of observations and
questions must be included. Note major transitions and thematic shifts in each
chapter. This work will serve as the basis for the students in class participation
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and participation grade. NOTE: EACH CHAPTER MUST BE COMPLETED

BY THE CLASS IN WHICH THE CHAPTER IS TO BE COVERED.

OR
Track B. Bible Reading (& translation): Hebrew Base Text
(1) Hebrew Text Reading. Students choosing Track B must read
through the Hebrew text of the chapter to be covered in the upcoming class in
advance. A translation is not required and the student may use an English
translation such as the NASB to assist in the reading or even a readers lexicon
to help. However, students must be familiar enough with the Hebrew text to
make significant class contribution.
(2) Translation. The student choosing the Hebrew based exegesis
track will be required to translate 4 key chapters of Ecclesiastes. Chapters 1-3
of Ecclesiastes will be required and one other chapter of the students choosing
(must be reported by week 3). The student will also be invited to offer
relevant original language input and ask questions in class as part of their class
participation score.
Students must be prepared with the written translation of the assigned
chapter at the beginning of the class period of the day that chapter is to be
covered in class. Additionally, these students will be expected to contribute to
the discussion based on their original language reading and translation. As the
passages are covered, the student will have the opportunity to make
changes/corrections on his assignments but must do so in a different color or
different writing medium clearly distinguishable from the original.
Assignments whose corrections cannot be distinguished from the original work
will not be accepted. Translation assignments will be expected to incorporate
the principles covered in Hebrew Exegesis. Translations are graded on a
pass/fail basis. I.e. assignments satisfactorily completed will receive a check
mark indicating credit. Assignments not completed or unsatisfactorily
completed will be handed back to the student to complete and turn in the
following class period.

i. Textbooks. The textbooks must be read completely and thoroughly.

This reading is testable though an overall grade will be assigned
based on percentage completed. The student will be asked to give
account for the percentage of completed reading on the final exam
(see assignment schedule for reading assignments).

ii. Additional Reading/Annotated Bibliography. Journal and

periodical reading will be required with a minimum of 25 pages.
All periodical articles are to be critiqued and 2 copies submitted by
Week 10 (1 paper copy, 1 electronic). This must be typed, single-
space. The report is to include the following:
(1) Full bibliographic reference.
(2) A 1-paragraph summation of the major thesis.
(3) Identification (if possible) of authors theological stance.
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(4) Contribution the author made to your knowledge of the

Book of Ecclesiastes. How would you rate its value?
NOTE: See samples in the appendix.

3.2 Semester Paper. The student will have the opportunity to write a research
paper as follows:
A research paper (exegetical paper for Track B) of 10-30 pages, typed
in thesis form (use Kate L. Turabian, A Manual for Writers of Term Papers,
Theses, and Dissertations, [latest edition]) will be required in three stages:

Stage 1: Abstract/Proposal (Week 3)

To begin the project, the student will be asked to identify a
crucial area of study from the book of Ecclesiastes that is of
particular interest to him. The student must submit a one page
single spaced abstract/proposal, by the due date, explaining the
importance of his proposed study citing commentaries and
other relevant sources in order to gain approval for his paper.
See Appendix B for a sample abstract.

Stage 2: First Draft (Week 7) 2 copies of the first draft of the

paper must be submitted (Track B: include a structural/logical
diagram in Hebrew)

Stage 3: Final Draft (Week 14) The final draft of the research
paper must be submitted.

4.1 All projects/papers must be submitted on the date due. 10% will be
deducted from the assignment for each class hour it is past due. (For
example: A paper due on a given date will be reduced 10% if submitted
the same day, but after the class. An additional 10% will be subtracted at
the beginning of the next weeks class.)

4.2 The professor reserves the right to refuse any paper that has not been
written in accord with the principles of sound Christian scholarship:
(1) Graduate level research.
(2) Honest use of sources.
(3) Original thought and expression.
(4) Consistent logic.
(5) Scriptural methods of interpretation.
(6) Sensible choice of problem passages.

5. Class Participation
The student will be expected to contribute to the class in the following
ways:
(1) Class study/translation of schedule passages.
(2) Class discussion of schedule passages.
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(3) Class discussion of assigned textbook readings.

(4) Contributions from commentary reading outside of the required
textbook reading.

6. Grading
The grading for the course will proceed as follows:
Textbook reading assignments 15%
Annotated Bibliography and Review 15%
Semester reading project/translations 15%
Exegetical PaperFirst Draft: 10%
Exegetical PaperFinal Draft: 20%
Class Participation 5%
Final Exam: 20%
100%
Note: The professor reserves the right to weight grading to best reflect the
students strengths.

5. Exams and Quizzes

A final exam will be administered. It will be comprehensive in
nature, covering all the material presented in the course. A study guide
will be distributed 3 weeks in advance of the exam.

C O U R S E S C H E D U L E

Wk DATE TOPIC _____ASSIGNMENTS DUE

1 02/02 Syllabus/Class Intro.
2 02/09 Authorship/Genre/Bacground

3 02/16 Ecc.1 Due : Chap. 1 Assign. ; Abstract

4 02/23 Ecc. 2 Due : Chap. 2 Assign.

5 03/01 Ecc. 3 Due : Chap. 3 Assign.
6 03/08 Ecc.4 Due : Chap. 4 Assign.

7 03/15 Ecc. 5 Due: Chap. 5 Assign. ; Paper

First Draft

8 03/22 Ecc. 6 Due : Chap. 6 Assign.

9 03/29 Ecc. 7 Due : Chap. 7 Assign.

10 04/05 Ecc. 8 Due: Chap. 8 Assign. ; Annotated

Bibliography

11 04/12 Ecc. 9 Due : Chap. 9 Assign.

12 04/19 Ecc. 10 Due : Chap. 10 Assign.
13 04/26 Ecc. 11 Due : Chap. 11 Assign.

14 05/03 Ecc. 12 Due: Chap. 12 Assign. ; Paper

Final Draft
15 05/10 FINAL EXAM DUE: Final Exam and final date for
reading
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Appendix A
Sample of Annotated Bibliographies

Alden, Robert L. Chiastic Psalms. A Study in the Mechanics of Semitic

Poetry in Psalms 1-50. Journal of the Evangelical Theological
Society. 17/1 (1974): 11-28. 17 pages

Alden surveys the first 50 psalms of the Psalter in an effort to identify and
illustrate the occurrence of chiasm in each. Aldens article is detailed and begins by
explaining the origin and meaning of the nomenclature as well as chiastic theory (12).
He then provides several examples of chiasm moving from the more simple to the more
complex. In each, he shows how the chiastic structure should be diagrammed. Alden is
insightful and alerts the reader to the interplay between chiasm and other poetical devices
(15). In some cases the chiastic arrangements seem a bit strained and the outlines a bit
forced (Psalm 7, Psalm 19, p. 15). However, Aldens work at points is nothing less than
brilliant (Psalm 12, p. 17). On pages 12-13, Alden discusses verses within psalms, on
14ff. he discusses psalms whose entire structure is arranged chiastically.
Alden is obviously a scholar but one who is writing in an effort to broaden the
mind and pique the interest of Bible students (13). As a result, he demonstrates
Christian scholarship at its best, that is, academia for the glory of Christ. His work though
scholarly comes across as devotional and he even ends his article in a devotional manner
stating, Gods Word is like a garden, with flowers bright and fair, and everyone who
seeks may pluck a lovely cluster there.
I rate the article: 10

Anderson, R. Dean, Jr. The Division and Order of the Psalms.

Westminster Theological Journal 56/2 (Fall 1994): 219-41. 21 Pages

Andersons purpose is to first consider the basic textual evidence of the Psalter
together in addition to the issues related to the evidence. He then discusses the 5 basic
divisions of the Psalter and subsequently discusses the arrangement of the psalms in each.
Anderson raises the interesting idea that there may have been canonical psalms
that are no longer extent. However, he believes the 11QPsa represents a tradition that
developed parallel to that of the MT. It should be noted that the Qumran text cited
contains the same psalms as the MT, but in different order and with additions in books 4-
5.
With regard to Andersons thesis, one wonders how, if the Qumran sect began at
c. 150 BC, and the council of Jamnia ratified the canon well over a hundred years prior to
the Qumran compiling activities, how could the two traditions be parallel? Also, if the
Psalter of the Qumran sect developed at a time significantly after Jamnia, then its Psalter
would have been outside mainstream Judaism and after the OT canon had been closed.
Any hope of lending it credibility would therefore be lost.
Additionally, the LXX presumably represents the beliefs of Jews in that period
and its divisions correspond to those of the MT. It also contains 150 psalms, even though
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they are not always in the same order. Andersons thesis, though interesting, has more
explaining to do in order to be convincing. Anderson also makes assumptions that are
not quite warranted such as his assumption that Psalms 9 and 10 are a unity.
My rating: 7 (This rating because of interesting material that warrants further
consideration from the reader).

Baker, A. Parallelism: Englands Contribution to Biblical Studies.

Catholic Biblical Quarterly 35 (1973): 429-40.

In Bakers article, he provides the history of the concept of parallelism as first

coined by Lowth. Baker discusses the etymology (429-30) of the term parallelism
based on Lowths use of parallelismus membrorum. Baker then goes on to eulogize
Lowth discussing the mans scholarly achievements and distinctions. Over the next few
pages Baker discusses the debate over who really discovered parallelism, which seems
to point to rabbinical literature. Baker moves on to discuss how the Semitic poetical
device is couched in Greek rhetoric.
In the end, Baker concludes that indeed Lowth was innovative, but not to original
and not isolated in his ideas. However, concludes Baker, the fact that Lowth in fact was
the popularizer of the idea of parallelism makes him all the more special.
The article is helpful for the purpose of introducing the uninitiated to parallelism
in Hebrew poetry and for some interesting details about Lowth. Therefore, I rate the
article: 7

Bateman, Herbert W. IV. Psalm 110:1 and the New Testament.

Bibliotheca Sacra 149/596 (Oct-Dec 1992): 438-53.

Bateman provides the three views concerning the date of the psalm and delineates
the arguments use for each. He says that there are three positions taken: pre-Israelite,
postexilic, or preexilic. He quickly discards the first position based on lack of evidence.
He subsequently discards the second, listing some 6 reasons why it is fallacious which
leaves him holding to the third view, that is a preexilic composition written during the
days of the monarchy. Bateman then seeks to narrow the dating of the psalm and
considers arguments that hold to a preexilic position but seek to be more specific. The
first of these positions are exotic and Bateman eventually dismisses them. In the end he
resorts to the radical position that David himself composed the psalm as the
superscription indicates and provides the three most potent arguments for his position (for
arguments used to support Davidic authorship, see pgs. 443-5).
In the end, Bateman concludes that David composed the hymn and he did so for
the occasion of Solomons second coronation in 971 BC.
I rate the article: 8
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Hauser, Alan J. Judges 5: Parataxis in Hebrew Poetry. Journal of Biblical

Literature 99/1, (1980): 23-41.

Hauser, in his article warns the reader against forcing the text to fit any
preconceived notions about literary style. This is particularly true when it comes to
meter, and its true concerning parataxis. Parataxis, explains Hauser is the placing side
by side of words, images, clauses, or scenes without connectives that directly and
immediately coordinate the parts with one another.
Hauser also notes that paratactic structures employ a variety of rhythmic
techniques without presenting a consistent metrical structure.
Hauser wisely and discerningly approaches the text as seen in his statement,
Rather than trying to emend the obscure sections, it seems best to assume that they point
more to our lack of knowledge of ancient Hebrew vocabulary than to problems of textual
corruption. Hausers article was refreshing, encouraging, and informative.
I rate this article: 9.
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Appendix B: Sample Abstract

Title: THE IMPLICATIONS OF PSALM 19

FOR PRESUPPOSITIONAL APOLOGETICS
Author: R. Brian Rickett
Degree: Master of Theology
Date: May, 2003
Adviser: William D. Barrick

Throughout church history there has been an unfortunate tendency to develop

apologetic strategies and methodologies detached from the text of Scripture. As a result
of an over emphasis on the autonomous use of philosophy and an under emphasis on
rigorous biblical analysis, apologetic methods tend to be less than biblically consistent in
both theory and praxis. As a result, great need exists to reexamine apologetic methods in
the light of sound exegetical study.
Presuppositional apologetics is unique in that its developers were primarily
concerned with the authority of Scripture in formulating their apologetic method. For
the most part, however, they relied on the exegetical study of others and so failed to show
how the system is directly supported by exegesis. Furthermore, key proponents of the
system have passed on with few arising to continue their work. As a result, relatively
little material is being produced to further the development of presuppositionalism and to
demonstrate its superiority over alternative approaches.
Key to presuppositional apologetics are natural and special revelation. Further,
Psalm 19 is unique in its importance for understanding both natural and special
revelation. Its first main division discusses the nature of general revelation while the
second division directly explains the nature of special revelation. Although a proper
understanding of both types of revelation is important to theology in general, the issue
has particular importance to the disciplines of apologetics and metapologetics
Further, ones view of revelation greatly impacts ones apologetic method as is
especially seen in regard to the presuppositional/evidential debate in apologetics.
Furthermore, ones view of revelation, or of how people are able to know God, has direct
implications for apologetic methodology. This study seeks to explore the message of
Psalm 19 with particular attention given to its presentation of the way in which God is
made known to lost humanity. Further, it will examine the importance of the psalms
implications for apologetic method, most specifically presuppositionalism. This study
will proceed by explaining the importance of the study, then by explicating the key
distinctives of the presuppositional system while at the same time offering a corrective to
a previously unaddressed problem. Then, an exegetical analysis will be performed with
special attention paid to syntactical, contextual, lexical and literary analyses of the
passage. Finally, the results of the exegesis will be applied to the presuppositional
system.
While the psalm is not meant to be a manual on general or special revelation, or
on apologetic methodology or epistemology, it does provide a conceptual framework in
which the psalmist understood and discussed general and special revelation respectively.
As a result, a study of Psalm 19 will no doubt be valuable in establishing the exegetical
foundation of relevant aspects of presuppositional apologetics.
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Appendix C
TRACK B: EXEGTICAL PROCEDURE
R. Brian Rickett

Utilize the syllabus from Hebrew Exegetical Methodology, but follow this
guideline for your paper.

STEP 1: TEXT
Familiarize yourself with the passage
Read the passage aloud in Hebrew to gain a feel for the passage as a unit. Make
sure to read in accord with the masoretic accents. Saturate yourself with the
passage until you are sufficiently familiar with its essentials to be able to keep in
mind its contents, grammatical/syntactical features, flow, style and thought, etc.

STEP 2: TRANSLATE
Perform a preliminary translation (below).
Having read until saturation, delimit the pericope for study and then perform your
preliminary translation (Note: the best sermons are generally limited to only a few
verses that are well treated; a good average is about 3-6 vv. per message). As you
translate, ask questions attempting to be comprehensive yet detailed in your
investigation. Remember, I had 6 good friends who taught me all I knew. Their
names are: What? Where? When? How? Why? and Who? Give special attention
to details.

STEP 3: IDENTIFY
1. Identify grammar, syntax, and semantics.
Identify more specifically the relationships of every word, phrase, clause,
sentence, and paragraph. How and why are they related? Perform a structural
diagram of the pericope paying close attention to both content and grammatical
elements. Identify emphasis and the most prominent elements. Note word order
and the use of thematic (key) or emphatic words or word roots.

2. Next, identify the literary form, i.e. genre (use resources suggested). Then,
identify literary devices such as chiasmus, repetition, inclusion, assonance,
parallelism, paronomasia, etc. List elements by verse below.
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STEP 4: EXAMINE
Look at the passage in context
Examine the contexts of the passage (immediate and remote) including the
external setting (i.e., ancient near eastern cultural, historical, political, economic,
spiritual, and geographical settings) as well as any parallel passages. Note both
similarities and dissimilarities. Next, list key ideas that are important for your
understanding of the text thus far and which would be helpful to mention to your
audience. Include those items that, if left out, would make you feel cheated as a
listener. List those below.

STEP 5: RESOLVE
Resolve interpretive problems
Make a list of all potential solutions for each significant interpretative problem.
One by one, provide a list of pros and cons for each possible solution. Then,
select the solution that seems to have the best support and seems to best resolve
the interpretive difficulty.

STEP 6: THEMATIZE, PRINCIPLIZE, and OUTLINE

Identify and state the theme, key principle, or argument of the passage in one
sentence (this will be done by examining the collective points the author has
made). Next, perform a provisional outline of your passage making sure to be
faithful to the text. Be sure to identify the outline already present in the text
(rather than creating your own!). Carefully word each of your points in such a
way as to capture precisely the thought the author was conveying. When done
 15

correctly, each point should support the main principle. This is your exegetical
outline. Understand that this outline will be modified as you continue to work.

Theme:
_____________________________________________________________

____________________________________________________________
_

List Main Points with verse numbers below:

STEP 7: CONFER & REEVALUATE

Confer with others to ensure your work
Now that you have allowed your creative juices to flow, confer with
commentaries and make sure to identify differences in interpretations. Allow the
commentaries to stimulate your thinking and adjust your interpretation taking into
account valid points made. If you have done good work, the best commentaries
will support your exegesis so that you should not have to make major
modifications to your outline. Be sure to glean any relevant discussions or
illustrations that have potential for sermon application.

STEP 8: SERMON OUTLINE

Overview of sermon outline,
A. Observe the Flow of the Passage
B. Identify the main principles present in the passage
C. Compose tentative, terse, one line expressions/statements for each of the key
principles identified (these serve as the main points of your exegetical outline)
D. Identify and state the one main theme of the passage (this will serve as the
basis for your sermon proposition); restate the main theme/principle/argument
of the passage to directly relate to your audience
E. Restate the points of your tentative outline to better reflect/support the main
theme and to form better parallelism
F. Insert transitional devices/sent. to clearly and easily move from one point to
the next
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G. Put together a list of practical ways your principles can be applied by your
audience and plan for when to appeal your audience (i.e. Application after
each point? Reserved for the end of the message?)
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Appendix D
PREUSPPOSITIONAL PRAXIS:
A Worksheet Guide for Implementing TAG
R. Brian Rickett

Introduction

For your dialogues (oral and in your paper), utilize the presuppositional method.
This means that you need to employ TAG (Transcendental Argument for the Existence
of God). Remember: Transcendental thinking considers what the fundamental
preconditions must be for any instance of knowledge to be possible. For example, it asks,
What are the necessary preconditions for the intelligible interpretation of reality? The
presuppositional Christian-theist argues that rationality, ethics, and in fact all of reality as
we know it, depend on the Christian God as the ultimate metaphysical precondition (i.e.
TAG). Further, he argues that this fact is revealed in Gods special revelation, but is also
self-attesting, thanks to natural revelation (Rom 1:18-32; Ps 19). The result is that in
failing to submit to the Christian God and in his attempt to be autonomous, the unbeliever
ends up irrational due to his inability to account for his knowledge or resolve the internal
tensions in his worldview.

Specifically, when we argue presuppositionally, we argue that: a. the espoused

presuppositions of the unbeliever (his articulated worldview) cannot account for reality
as we know it1 and b. reality is as our experience and knowledge demonstrates it to be
because it has its ultimate basis in the Christian God, without whom nothingincluding
reason itself, can be accounted for.2 Furthermore, c. at heart the unbeliever knows this to
be so, but sins against better knowledge by suppressing the truth about God in his
unrighteousness (though evidence for God is abundantexisting within him and without,
screaming at him from every existing fact with the result that he is culpable for his
disbelief and without excuse). Finally, d. as explained in Scripture, the unbelievers
irrationality is fundamentally immoral and must be confronted with the gospel.3 Only by
1
Our ultimate presuppositions, both believers and unbelievers are revealed more by how we live
than what we say. As expressed by Sire, It is important to note that our own worldview may not be what
we think it is. It is rather what we show it to be by our words and actions. Our worldview generally lies so
deeply embedded in our subconscious that unless we have reflected long and hard, we are unaware of what
it is. Even when we think we know what it is and lay it out clearly in neat propositions and clear stories,
we may well be wrong. Our very actions may belie our self-understandings (James Sire, The Universe
Next Door, p. 19).
2
The unbelievers most fundamental presuppositions will always be at odds with the propositions
of his espoused worldview. Presuppositionalists seek to expose the tensions inherent within the
unbelievers world and life view and then to show the unbeliever how his irrationality is immoral due to his
failure to acknowledge the Christian God in his thinking and living. This internal tension may be referred
to as the rational/irrational dialectic.
3
The gospel is presented as the only means via which the unbeliever may ever hope to stand in a
right relationship to God. It may also be noted, however, that without the gospel, the unbeliever is
hopelessly irrational. Note: his irrationality is not always apparent. In fact, he can make sense out of most
things, but this is just the point. It is when he thinks about, discusses, and works from his espoused
presuppositions that his irrationality becomes apparent. For, in the normal course of life, since his
espoused worldview is incapable of providing the necessary preconditions for the intelligible interpretation
of reality, he is inconsistent (hypocritical and arbitrary) and regularly lays his worldview aside when
 18

accepting the gospel can the unbeliever have his spiritual blindness removed, stand in
right relationship to God, and begin to reason correctly. In the end, Jesus Christ is his
only hope.

Transcendental Critique

During the course of an exchange with your unbelieving friend, work through the
4 steps of the transcendental (presuppositional) critique.4 Remember, your apologetic is
person variable, so it is important to find out what he really believes, not simply to
identify the label he uses to describe himself.
Step 1: Identify the opponents crucial presuppositions5. Do this by asking key
worldview questions.6 Then, once you have done the necessary data collecting, proceed
to step 2.7 Step 2: Criticize the autonomous attitude that arises from a failure to honor
the Creator-creature distinction. That is, call the unbeliever to account for his attempt to
operate out from under the authority of God and in accord with his own reasoning. Step
3: Expose the internal and destructive philosophical tensions that attend autonomy. That
is, perform an internal critique (transcendental critique) of his worldview. Demonstrate
to him how his worldview is unable to provide the necessary preconditions for the
intelligible interpretation of reality, i.e. expose the rationalirrational dialectic in his
thinking. Be sure to demonstrate to him how his professed world and life views

convenient. When this happens, the unbeliever unwittingly borrows the Christians worldview in order to
make sense of the facts of the universe and assumes that things are as both believer and unbeliever know
them to be.
4
The following 4 steps are borrowed with some alteration from Bahnsens summary of VanTils
presuppositional critique. Cf. Greg Bahnsen, VanTils Apologetic: Readings & Analysis, p. 10.
5
The following steps are expressed in overly technical language. Another way to express these would be:
1.) Identify what the unbeliever believes or thinks; 2.) rebuke your friend for his failure to submit to God;
3) Show your friend how his espoused worldview is contrived and makes no sense based on what he has
said; 4.) Present the Gospel as the solution to his folly and call him to repent.
6
Use the seven worldview questions from Sire. As a practical matter, it is very
helpful to summarize in your own words the unbelievers answer to each of your
questions asking him if you correctly understand his view. Eg. Do I understand you to
be saying that ? Remember, custom formulate these to be appropriate for the
individual(s) with whom you are interacting. The point is that you want to identify the
distinguishing features of his worldview so that you can challenge the ability of his
worldview to provide the necessary preconditions for the intelligible interpretation of
reality. Then you will want to provide the Christian worldview as the only viable
alternative. Sires questions are: 1.) What is prime realitythe really real? 2.) What is
the nature of external reality, that is the world around us? 3.) What is a human being? 4.)
What happens to a person at death? 5.) Why is it possible to know anything at all? 6.)
How do we know what is right and wrong? 7.) What is the meaning of human history?
Cf. Sire, p. 20. Note: In your paper dialogue, the unbeliever should provide you with
answers to each of the seven worldview questions. This must happen either because the
Christian has asked him the relevant questions or because the interlocutor has voluntarily
provided you with his answers.
7
For logical flow and potency of argumentation, I often save this step for last and argue that it is
due to the unbelievers sin that he is in the state argued for in the other steps.
 19

contradict his ultimate presuppositions and render rationality impossible. Step 4: Set
forth the only viable alternative. Expound the Christian position by providing him with
the biblical answer to the tensions you have uncovered in his worldview and specifically
show him how Christian-theism provides the fundamental preconditions for the
intelligible interpretation of reality.

Application
Fill out the worksheet below by answering each question as clearly and succinctly
as possible.

Step 1: Identify the opponents crucial presuppositions

Question 1: ___________________________________________________________________
______________________________________________________________________________________

Question 2:
______________________________________________________________________________________

______________________________________________________________________________________

Question 3:
__________________________________________________________________________ ___________

______________________________________________________________________________________

Question 4:
__________________________________________________________________________ ___________

______________________________________________________________________________________

Question 5:
______________________________________________________________________________________

______________________________________________________________________________________

Question 6:
__________________________________________________________________________ ___________

______________________________________________________________________________________

Question 7:
__________________________________________________________________________ ___________

______________________________________________________________________________________

Identify Worldview (to the extent appropriate, label the unbelievers worldview, not
merely his religion, but his worldview, i.e. pantheist, panentheist, etc.):
_______________________
 20

Step 2: Criticize the autonomous attitude that arises from a failure to honor the Creator-
creature distinction.
In the space below, write out your criticism.

Step 3: Expose the internal and destructive philosophical tensions that attend autonomy.
Below, list all of the tensions that you can identify. It is helpful to divide these between
those that are metaphysical, epistemological and ethical in nature.

Metaphysical (Clearly list all of the tensions that you can identify in your friends view of
reality):
1.)_____________________________________________________________________________

2.)_____________________________________________________________________________

3.)_____________________________________________________________________________

4.)_____________________________________________________________________________

Epistemological (Clearly list all of the tensions that you can identify in your friends view
of the nature and limits of knowledge):
1.)_____________________________________________________________________________

2.)_____________________________________________________________________________

3.)_____________________________________________________________________________

4.)_____________________________________________________________________________

Ethical (Clearly list all of the tensions that you can identify in your friends view of
morality/value theory):
1.) ____________________________________________________________________________

2.)_____________________________________________________________________________

3.)_____________________________________________________________________________
 21

4.)_____________________________________________________________________________

Other (Clearly list all additional tensions/problems that you can identify in your friends
view that you identified from asking worldview questions or as a result of your dialogue
e.g. Do you recognize a specific problem with his teleology, etc.? )
1.)_____________________________________________________________________________

2.)_____________________________________________________________________________

3.)_____________________________________________________________________________

4.)_____________________________________________________________________________

Step 4: Set forth the only viable alternative. In phase 1, provide the Christian
solution/answer to each of the points of tension you identified above8 (i.e. list the
Christian solution to each point of tension above):

Phase 1
1.) ___________________________________________________________________________

2.) ____________________________________________________________________________

3.) ____________________________________________________________________________

4.) ____________________________________________________________________________

8
Reference distinguishing features of your worldview. Be sure to support your claims with
applicable Scripture. Sires propositions are: 1.) God is infinite and personal (triune), transcendent and
immanent, omniscient, sovereign and good. 2.) God created the cosmos ex nihilo to operate with a
uniformity of cause and effect in an open system. 3.) Human beings are created in the image of God and
thus possess personality, self-transcendence, intelligence, morality, gregariousness and creativity. 4.)
Human beings can know both the world around them and God himself because God has built into them the
capacity to do so and because he takes an active role in communicating with them. 5.) Human beings were
created good, but through the Fall the image of God became defaced. Through the work of Christ, God
began the process of redeeming humanity and of restoring people to goodness, though any given person
may choose to reject that redemption [modified from Sire]. 6.) For each person death is either the gate to
life with God and His people or the gate to eternal separation from the only thing that will ultimately fulfill
human aspirations. 7.) Ethics is transcendent and is based on the character of God as good (holy and
loving). 8.) History is linear, a meaningful sequence of events leading to the fulfillment of Gods purposes
for humanity (Cf. Sire pp. 26-44).
 22

Phase 2
Gospel (Present the gospel as the final and ultimate solution to your friends spiritual
blindnessprovide the key points of a gospel presentation below):

Problems: (Below list challenges to your worldview that your friend offered that you
need to research or think about as well as aspects of his worldview that you are
unfamiliar with or had a hard time answering. Later, type out your answers to these items
and place them in a file for later reference):
1.) ___________________________________________________________________________

2.) ____________________________________________________________________________

3.) ____________________________________________________________________________

4.) ____________________________________________________________________________