CHAPTER 1: INTRODUCTION
1.6 Research methodology .1 Textual study of Romans .1 Textual study of Romans
The textual study of Romans 12-16 begins with identifying the occurrences of conflict (regardless of the nature of that conflict) and/or instruction on conflict through an exegetical study of the
77 The primary source used for translation is NA27 (the Romans text of NA28 only differs in layout).
78 This rubric is discussed in 1.4.2.4.
pericope. These conflicts will then be categorised through the process of analysis into implicit79 and explicit80 groups. These groups will be further analysed in terms of what Paul desires for the reader or hearer to learn from this discussion. Finally, an overall conversation on God’s perspective and use of conflict will hopefully emerge.
1.6.2 Significance of the Romans text
The reasoning for the selection of the Romans 12-16 text is multi-faceted. First, this pericope is about the application of the greatest of all truths – the story of the mercies of God extended to a lost and dying world. Second, this application begins with the involvement of a decision – a choice – and it is a sacrificial choice that involves transformation of a life resulting in approval by God.
That summons to a decision continues throughout the pericope providing abundant illustrations of Meyers’ definition of conflict. Third, throughout the pericope are multiple references to the OT which begin to demonstrate the agenda-setting81 characteristic of biblical theology. And finally, practical and varied scenarios are employed throughout the pericope, illustrating the benefit of a right understanding of conflict in practice and not just theory. Smith (2016:148) has advanced an exegetical process that uses a particular text as an anchor text for further expansion, as seen in Figure 1-1. A modified application of Smith’s methodology is adopted in the use of Romans 12- 16 as a focus82 text.83
Figure 1-1: Smith’s anchor text design
79 Implicit conflict is described as conflict that is implied by the instruction or results from the obedience to the principled instruction.
80 Explicit conflict is described as a conflict that is pointedly addressed by the instruction or actual results from the obedience to the specific instruction. For example, much of 1 Corinthians instruction is explicit.
81 This is an example of the use of the simplistic definition of biblical theology as seen in Table 1-3.
82 The distinction is explained in note 72.
83 Much of Smith’s plan is incorporated throughout the entire thesis, rather than limited to the specific chapters on Romans.
1.6.3 Qualitative study of “conflict”
1.6.3.1 Preliminary work
In anticipation of the study, this researcher spent 2018 reading through the entire Lexham English Bible (LEB)84 text examining all of the conflicts in the Bible. Such a choice for translation may be out of the ordinary, but the LEB was useful to this researcher as it most closely mimics his own translation methodology. The goal for this researcher in translation has never been to make it simply readable or marketable, but to make it representative of the nuances and peculiarities of the Greek text. In other words, the translation is for personal use and not for public consumption.
Obviously, Lexham Press also has a desire to sell their product, but their goal is stated in the Preface, and the result is a translation specifically for ease of use in comparison with the original text.85
The reading of the Bible was completed using Meyers’ definition of conflict (see 1.3.3.1) as the rubric, and the first question considered was: Is someone experiencing a struggle over something or a situation? (See expanded definition in 1.3.3.1.) That struggle was identified and highlighted.
The second question considered was: Is there a solution, resolution, or is it left unresolved? If there was a solution or resolution, then that too was distinguished in its highlighting.
Since this is an NT study, as part of the examination of the entire NT, the added component considered was the identification of theologies. Using the distinctions stated in Table 1-3, the various theologies listed were highlighted distinctly as well. In addition, one category was added and then subdivided further (owing to its distinct variables), and that category was observing when something was revealed from God, whether for the first time or as a previously not understood aspect of a biblical author’s argument or discussion. Those occasions were categorised as revelatory theology (RT) and separated into five emphases: God, heaven, man, prophecy, and Satan. So, the following categories of theology were explored in the NT study: biblical, historical, practical, revelatory, and systematic.
In essence, the methodology followed for this additional NT study was as follows. When another pericope of Scripture was quoted or summarised as part of the argument or presentation, then it
84 The source is found in the bibliography under Harris et al., eds.
85 Their goal is twofold: 1) “unparalleled level of transparency with the original language text because the LEB had as its starting point the Lexham Hebrew–English Interlinear Bible and the Lexham Greek–
English Interlinear New Testament. It was produced with the specific purpose of being used alongside the original language text of the Bible”, and 2) “designed from the beginning to make extensive use of the most up-to-date lexical reference works available”.
was designated as biblical theology.86 When reference was made to how others had previously interpreted or understood the concept being discussed, that was historical theology. When thoughts were brought together to make a point, that was considered systematic theology. When application was made to the truth being presented, then that was considered practical theology.
And finally, when something was stated that was new, clarified, and/or previously misunderstood, then it was considered revelatory theology and subcategorised as previously stated. An example of this (Romans 2:1-28) is provided in Figure 1-2, with the key as an inset.
For this particular study, only the conclusions of Romans were used in the qualitative study, although the discoveries from other books of the Bible were used to supplement the data and help draw conclusions for developing a BTOC.
Figure 1-2: Romans 2:1-28 text analysis
86 The thinking here is that the insertion of a quotation of another passage of Scripture was providing God’s inspired understanding (via the author) of this particular text in this particular setting. In so doing, it provides a connection to the development of God’s story. That perspective may inform the other theologies as well.
Key for categories
1.6.3.2 Software
As this study develops, those highlighted and marked texts (from the previous reading of Romans) are entered into Atlas.ti software87 for a qualitative study of the findings. An additional feature supplements the process, and it is seen in the example of Jonah and its inset key in Figure 1-3.88 That added feature is an observation of the response to the conflict. Does the text or narrative point to a positive response, a negative response, or a neutral response? Does that response result in further complications? Is there a potential resolution listed? These observations are important considerations, not only in the development of the narrative, but also in understanding the author’s purpose in relating the narrative.89 While Romans does not have the same breadth of examples of response, there are helpful insights gained from this exploration.
Figure 1-3: Jonah example of responses and complications
87 Version 8 of Atlas.ti is used by the kind permission of NWU.
88 Jonah is used for an example of the additional feature as Chapter 1 covers the whole gamut of responses – actual and potential. Obviously, a narrative is more suitable to see this spectrum than the discourse of Romans.
89 Jeal (2008), Tolmie (1999), and Petersen (1985) provide important insights into this process of narratology.
Key to conflict responses