Thought develops in one of three basic ways. Aside from restating a concept, you can either explain it, validate it, or apply it. For example, during my childhood years in central Illinois, I remember my parents and school teachers frequently communicating a particular concept during May and June: Our county is under a tornado warning.

The idea might require further explanation. I could ask, "What does this mean?" My mother or teacher would explain that a tornado warning means someone has spotted a funnel cloud in our region. It differs from a tornado watch in which a funnel cloud has not been seen but weather conditions are ripe for a tornado to appear. In this instance, a farmer spotted a funnel cloud about six miles east of our town. Furthermore, the warning took effect fifteen minutes ago and will continue for the next two hours.

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In addition to requesting explanation, I may demand validation. I could say, "Give me some proof. I'm not sure I believe your report that our county is under a tornado warning." My mother or teacher would then validate the idea by divulging the source of their information: they heard it on WMBD, our local radio station. They might describe how two eyewitnesses — a doctor driving home from her office and a UPS driver making his rounds east of town — corroborated the testimony of the farmer who first identified the funnel cloud.

Once I understand the idea and accept its legitimacy, then my concern will turn to applying it. I may ask, "What difference does this make? How should I respond?" My mother or school teacher would reply, "You need to go to the basement. Sit cross-legged against the east wall, tuck your head in between your knees, and cover your neck with your hands. Wait there until the radio reports that the tornado warning has been lifted."

Thought develops the same way in Bible texts and in preaching Bible texts. As a Bible expositor, you will now take the exegetical idea of your passage and submit it to three developmental or functional questions (see table 8.1) that probe the dimensions of understanding (explanation), belief (validation), and behavior (application). You will analyze both the text and your audience with these questions. You will begin by asking, Did the author develop his point by explaining, proving, or applying? Then you will ask, Will my audience respond to this idea by saying, "Explain it, validate it, or apply it"? Notice that these questions appear in sequential order since we're dealing with how thought forms. You cannot prove or validate what people do not understand. You cannot apply what people do not accept.

Table 8.1

The Three Functional Questions

1. Explanation — What does it mean?

2. Validation — Is it true? Do I believe it?

3. Application — So what? How then should I live?

The payoff for wrestling with thought at this level is understanding how the writer of an Old Testament narrative developed his thought. In telling a story, a writer communicated a point. This writer may have presented the story in a way that explained, validated, or applied the idea. He may have focused on one particular dimension or on all of them. Not only will you understand how the writer developed his thought, but you will possess a better idea of how you should develop the thought of the text in light of your particular audience. Let's look at the questions in more detail.