Week 2 at a Glance

Topics to be covered:
Exploring the nature of research
Vyhmeister: Chap. 1
Booth: Chap. 1

Assignments to be completed:
Assigned readings
Class participation
Due Date: August 28

Excerpts from sources used to prepare the content of the Week 2 lecture notes (for educational
purposes only; all rights reserved by the respective publishers listed below):

 Booth, W.C., Colomb G.G., Williams, J.M., Bizup, J., and Fitzgerald, W.T. 2016. The
Craft of Research. Chicago: University of Chicago Press.
 Vyhmeister, N.J. and Robertson, T.D. 2020. Quality Research Papers for Students of
Religion and Theology. Grand Rapids: Zondervan.

Week 2 Summary (based on the assigned reading)

 The assigned readings in this course introduce us to research methodologies and

approaches in graduate study.
 Our goal is not to provide an exhaustive examination of the research methods process.
Instead, our main objective is to undertake an introductory overview.
 Specifically, we explore the following areas:
o the nature and role of research in biblical, historical, and systematic theology;
o how to successfully carry out research; and,
o the importance of formally presenting completed research.
 On the one hand, we want to become familiar with the cultures of inquiry that are
associated with research. On the other hand, we seek to balance a methodologically
critical approach with a confessional Lutheran perspective.
o The above includes affirming the centrality of the Lord Jesus, the inspiration and
authority of the Judeo-Christian Scriptures, and the reliability of the Lutheran
Confessions as a faithful guide in interpreting God’s Word.
o This approach also includes affirming the truth claims of Scripture as
corresponding to reality (when correctly interpreted), while leaving room for
researchers to explore the meaning and implications of God’s Word in a
disposition of critical yet believing enquiry.
o Moreover, the preceding stance reflects the ecclesial ethos of ILT, which is
evangelical, creedal, and sacramental.
 Vyhmeister and Robertson introduce three purposes that align with the objectives of our
course:
o To foster and enhance your skills in conducting thorough and productive research.
 o To assist you in effectively communicating the findings of your research in a clear
and concise manner.
o To alleviate any concerns or apprehensions you might have about conducting
research by refining your abilities and honing your skills in this area.
 Concerning the last-named item above, for many graduate students, at first it can feel
overwhelming to undertake an MA / STM thesis or DMIN dissertation. It’s typical for
students to ask the following sorts of questions:
o How do I find a topic?
o Where do I find information on it?
o What do I do with the information even when I find it?
 Admittedly, even experienced researchers feel anxious when they tackle a new project,
especially when it’s in an area somewhat unfamiliar to them. So, whatever anxiety you
might feel, most researchers have felt the same. The difference is that experienced
researchers know what lies ahead.
o Yes, there’s hard work, yet also the pleasure of the hunt.
o Yes, there’s some frustration, yet more satisfaction.
o Yes, there’s periods of confusion, yet confidence that, in the end, it will all come
together.
 Given the above, what then is research? Vyhmeister and Robertson make the following
insightful observations:
o Research can be defined as a systematic method of studying a specific problem by
thoroughly examining all relevant evidence and arriving at a conclusive solution.
o Researching a particular topic involves the process of collecting, organizing,
evaluating, and presenting information.
o Research goes beyond merely gathering unprocessed data; analysis and synthesis
are crucial components of the investigative process.
 The pursuit of knowledge through research involves a deliberate and systematic effort to
gather relevant and reliable information on a particular subject.
o Conducting a systematic search requires active engagement and dedication. It is
not a passive process, but rather necessitates the researcher to establish a clear
method and employ a logical framework.
o Research does not aim to gather vague opinions or general ideas loosely
connected to a problem. Instead, its purpose is to seek precise and well-supported
answers to specific questions.
o The information presented in research should come from authoritative sources
that directly address the problem at hand, and it should be properly documented
and referenced.
o To attain objective knowledge, researchers must build upon existing
understanding of the topic and rely on factual evidence, rather than assumptions
or possibilities.
o It is important to acknowledge that research findings are always provisional and
subject to revision, especially as new information and perspectives emerge.
 It is impossible to do adequate research on a large topic.
o After all, the undertaking is not an exhaustive treatment about a topic, such as one
might find in an encyclopedia.
 o A specific, clearly delineated problem is the only one that can be addressed and
solved.
 The results of research must be presented clearly and concisely so that anyone can follow
the process, without having to repeat any of the steps, to see how you, the researcher,
have arrived at your conclusions. Otherwise, failing to do so could have several negative
ramifications, such as the following.
o Misunderstandings: If the results are not presented clearly, people might
misunderstand or misinterpret them, leading to confusion and even the spread of
misinformation.
o Lack of credibility: If the research is not presented in a professional and organized
manner, it might lack credibility, and people might not take it seriously.
o Limited impact: If the results are not presented concisely, people might lose
interest in the research or find it difficult to read, limiting its impact and reach.
o Ineffectiveness: If the results are not presented clearly and concisely, it might be
challenging to draw actionable conclusions or apply the research to practical
situations.
o Inability to replicate: If the research methods and results are not presented in a
clear and concise manner, it might be difficult for others to replicate the study,
hindering scientific progress and the advancement of knowledge in the field.

An opportunity for Q & A

 We are continuing to deliberate the exact nature of research. Vyhmeister and Robertson
highlight the following points:
o Research entails a multifaceted process of inquiry.
o Acquiring the ability to ask well-crafted questions is essential for obtaining
meaningful answers.
o Furthermore, we strive to gain knowledge about effective information gathering,
evidence finding, and comprehension techniques.
 The research process involves several key steps: identification, collection, evaluation, and
presentation.
o To begin, you must carefully select a well-defined and specific topic, especially
by clearly stating the problem or issue you intend to address.
o Formulate a focused research question that directly addresses the identified
problem, especially by avoiding vague or general statements.
o Once the problem is clearly defined, you can start collecting data from a variety
of reliable sources.
o Organize the collected data in a logical and coherent manner to facilitate analysis
and evaluation.
o Keep in mind that not all sources and opinions hold equal value, so it’s crucial to
assess the credibility and relevance of each.
o After gathering sufficient evidence, draw conclusions based on the collected data
to propose a solution to the problem.
o In turn, you use a predetermined format to write up your findings as a research
report—such as the MA / STM thesis or DMIN dissertation—that offers a
 compelling view of the problem, the information gathered, and the solution
reached.
 Barriers to the preceding process might include the following:
o Lack of objectivity: Failing to remain objective while evaluating the evidence.
o Carelessness and haste: Approaching the process in a hurried and imprecise
manner.
o Premature conclusions: Jumping to conclusions without fully considering all the
available evidence.
o Confirmation bias: Succumbing to the tendency of accepting only the evidence
that confirms preexisting beliefs.
 Christ-honoring research, like any form of inquiry that seeks to explore and understand
the world from a Christian perspective, necessitates extreme caution and sufficient time
for several reasons. Consider the following.
o The pursuit of truth: As Christians, our aim should be the pursuit of truth in all
areas of life, including research. We believe that God is the source of all truth, and
as such, we should approach research with a deep respect for truth. This means
being diligent in gathering accurate and reliable information, critically analyzing
sources, and ensuring that our conclusions align with biblical principles.
o Discerning worldview influences: Every researcher, whether they acknowledge it
or not, operates within a particular worldview that shapes their assumptions,
biases, and methodologies. Christ-honoring research requires careful
consideration of one’s worldview and a conscious effort to align it with the
teachings of Christ. This entails being aware of potential conflicts between secular
worldviews and Christian beliefs, and taking steps to minimize or address them.
o Ethical considerations: Research often involves ethical dilemmas and
implications. Christ-honoring research demands a high standard of ethical
conduct, including respect for human dignity, the well-being of participants, and
adherence to biblical principles of justice and fairness. It requires conducting
research with integrity, honesty, and transparency, while also being mindful of the
potential impact on individuals and communities involved.
o Biblical integration: Christ-honoring research aims to integrate biblical teachings
and principles into the research process and findings. This requires a thorough
understanding of Scripture, its context, and the theological frameworks that guide
Christian thinking. Taking the time to study and reflect on biblical truths allows
researchers to approach their work with wisdom, discernment, and humility.
o Countering cultural pressures: In an increasingly secular and pluralistic society,
conducting research from a Christ-honoring perspective might face opposition or
skepticism. It requires a firm commitment to biblical truth, even when it
contradicts popular opinions or prevailing cultural narratives. Extreme caution
and sufficient time allow researchers to anticipate potential challenges, develop
solid arguments, and ensure that their research is based on sound reasoning and
evidence.

Spiritual formation and the academic study of Scripture

An emphasis on a robust and well-rounded spiritual formation can greatly inform and
complement the academic study of the Judeo-Christian canon in several ways, as follows.

Contextual Spiritual formation involves engaging with the texts and teachings of
Understanding the Judeo-Christian tradition in a personal and experiential manner.
This deep engagement allows individuals to develop a more nuanced
understanding of the historical, cultural, and theological contexts in
which these texts were written. Such understanding enhances the
academic study of the canon by providing insights into the motivations,
beliefs, and worldview of the authors, which can shed light on the
meaning and interpretation of the texts.

Personal Spiritual formation focuses on personal growth, character development,

Transformation and the cultivation of virtues. As individuals engage with the Judeo-
Christian canon in a spiritual formation context, they are encouraged to
reflect on the teachings and principles contained within these texts and
apply them to their own lives. This transformative process can deepen
one’s understanding of the ethical dimensions of the canon, bringing it
to life in practical ways.

Integration of The academic study of the Judeo-Christian canon often emphasizes

Head and Heart critical analysis, textual interpretation, and historical context. While
these approaches are valuable, they can sometimes neglect the
emotional and experiential dimensions of faith. Spiritual formation
seeks to integrate the intellectual and emotional aspects of belief,
allowing individuals to engage with the canon of Scripture not only
through analytical reasoning, but also through personal encounters,
prayer, meditation, and worship. This holistic approach can enrich the
academic study by bringing a deeper sense of personal connection and
relevance to the ancient sacred texts.

Ethical The Judeo-Christian canon contains teachings and narratives that are
Engagement not only of historical and theological significance, but also have
implications for ethical decision-making and social engagement.
Spiritual formation encourages individuals to wrestle with these moral
dimensions, particularly by exploring how the teachings of the biblical
canon inform their understanding of justice, compassion, and social
responsibility. By incorporating spiritual formation into the academic
study of Scripture, students can develop a more comprehensive
understanding of how the ancient sacred texts relate to contemporary
issues and challenges.

Discernment Spiritual formation fosters a capacity for discernment, especially by

and Faith helping students develop the ability to reflect on and evaluate their own
Integration beliefs and interpretations. This discernment is essential when
engaging with the complexities and diverse perspectives found within
 the Judeo-Christian canon. By complementing academic study with
spiritual formation practices, students can navigate the dynamic
tensions within Scripture. In turn, they can deepen their faith
perspectives, while engaging in critical dialogue with other
conversation partners.

In summary, when students approach the academic study of Scripture with a personal and
spiritual investment, they are more likely to pay attention to the nuances of the language,
the underlying themes, and the ways in which these ancient sacred texts speak to their
own lives, as well as those of the parishioners they serve within congregational settings.

An opportunity for Q and A

 Theology is a broad field that encompasses a wide range of disciplines, including biblical
studies, church history, ethics, philosophy of religion, and systematic theology, among
others.
o Theological research refers to the systematic and rigorous investigation of topics
related to religion, God, and the study of sacred texts.
o This type of research seeks to understand, interpret, and analyze theological
concepts, practices, and beliefs using various methods, including historical,
philosophical, textual, and cultural approaches.
 Theological research is not limited to the study of a particular religion or denomination,
though it can encompass multiple faith traditions and perspectives.
o Theological research is not a process of blindly accepting religious teachings, but
rather involves critical analysis, interpretation, and reflection on theological
concepts and their relevance to contemporary issues.
o Theological research is not only an academic pursuit, but also has practical
implications for individuals and faith communities, especially as it seeks to
promote understanding and dialogue across different religious and cultural
traditions.
 Theological research can take various forms, such as empirical studies, textual analysis,
historical research, philosophical inquiry, and comparative studies.
o The methods used in theological research are often interdisciplinary and draw on
various fields of study, including anthropology, sociology, psychology, and
linguistics.
o Theological research is frequently conducted by scholars, theologians, and
religious leaders who are interested in deepening their understanding of
metaphysical beliefs and practices, as well as by individuals seeking to explore
their own spiritual and theological questions.

The nature and limitations of theological research

Theological While theological research does involve gathering information, it is

research is not not simply about amassing data. Theological research involves a deep
merely an exploration and interpretation of ancient sacred texts, traditions,
accumulation of beliefs, and practices. Theological research also seeks to understand
facts the meaning and significance of these areas of inquiry within a
specific metaphysical context. Theological research delves into the
complex and profound questions about faith, spirituality, and the
nature of God. The focus is on uncovering insights, discerning
meaning, and engaging in critical reflection.

Theological Theology is a human endeavor, and as such, it is subject to the

research is never limitations and imperfections of human understanding. Theological
pure and perfect research involves interpretation, analysis, and synthesis of diverse
sources and perspectives. Theological research is influenced by the
researcher’s background, beliefs, biases, and cultural context.
Consequently, theological conclusions are often provisional and
remain open to revision, especially as new insights and
interpretations emerge. Theology recognizes that it is an ongoing
dialogue and exploration, as well as revision and improvement, and it
acknowledges the potential for errors, biases, and limitations in its
findings.

Theological Theology encourages critical thinking and rigorous examination. It

research remains does not shy away from being scrutinized, questioned, or challenged.
open to being Theological research invites dialogue and engagement with differing
challenged and viewpoints, alternative interpretations, and even critiques from both
interrogated within and outside the religious tradition. Through this process of
scrutiny, theology seeks to refine and deepen its understanding of
religious concepts, doctrines, and practices. Theological research
recognizes that robust debate and interrogation can lead to greater
clarity and insight.

Theological Theology is inherently communal and dialogical. It is not solely the

research is never domain of individual specialists working in isolation; rather, it thrives
really a private, in a communal context of sharing ideas, engaging in conversations,
isolated and collaborating with others. Theological research benefits from the
endeavor insights and perspectives of diverse voices, including religious
leaders, specialists, and laypersons from different traditions and
disciplines. Theology is enriched through interactions, debates, and
conversations that take place in academic settings, faith communities,
and broader societal contexts, all of which provide support, feedback,
and a sounding board for one’s ideas.

Theological Theology distinguishes between its focus on values and virtues,

research never which pertain to matters of ethical and moral significance, and its
confuses an engagement with political ideologies and power structures. While
emphasis on theological research acknowledges the relevance of ethical principles
values and and values for shaping society, it recognizes the need to differentiate
virtues with that between religious teachings and political agendas. Theology explores
on politics how religious beliefs inform and incentivize moral behavior, yet aims
to maintain a critical distance from partisan politics. Theological
research seeks to guide and motivate individuals and communities to
live in virtuous ways, rather than aligning with specific political
ideologies.

Theological Theology recognizes the limitations of human understanding when it

research is comes to comprehending the full nature and mysteries of God.
limited in its Theological research acknowledges that the Creator’s existence and
ability to fathom truths transcend human intellect and comprehension. While theology
the mysteries of endeavors to explore and interpret religious doctrines, it recognizes
God that there will always be aspects of God’s nature and mysteries that
remain beyond human grasp. Theology humbly acknowledges the
limits of human knowledge and embraces a sense of awe, wonder,
and mystery in the face of the divine.

 Given the preceding observations, let’s take a few moments to clarify what is not
considered good research. For instance, as Vyhmeister and Robertson observe, research is
not simply a compilation of random quotes acting as ventriloquists for the student.
o On the one hand, quotations are used to document and clarify findings.
o On the other hand, research is not the result of an afternoon spent with scissors,
tape, glue, and photocopies.
o A good research report shows that its author has assimilated and synthesized—in
other words, deliberated and processed—the material and drawn logical
conclusions.
o It is sometimes essential and unavoidable to quote from the sources used.
o Nonetheless, it is prudent to guard against using too many quotations.
o Many and extensive quotations can detract from the readability of a document and
points to the student’s inability to render original work.
 Research is not simply rewriting other people’s words and ideas into a neat description.
o Research is also not parroting back what has been read.
o Instead, careful researchers analyze and then organize the ideas and facts into an
appropriate essay, such as an MA / STM thesis or DMIN dissertation.
 Research is not a defensive rant in which the writer opines about his or her pet
convictions.
o This type of writing too often ignores unfavorable evidence and tends to look at
one’s position through distorted lenses.
o Research seeks truth. It refuses to hide—for any reason—what might disagree
with esteemed ideas.
o If the position being maintained is tenable, research can defend it. If the position
is not based on truth, it is defended in vain.
 Research is not polemical, that is, a hostile and caustic verbal attack on others.
o Research seeks to clearly present truth, not fight others’ inane, erroneous
positions.
 o In good research, truth is presented in such a logical and convincing manner that
there is no need for harsh language.
 Research is not merely the presentation of one’s own unfiltered and unsubstantiated
opinions.
o Research demands showing facts, data, and information.
o Admittedly, the conclusions we reach are somewhat modified by our personal
opinions.
o Yet, whoever reads a good research report must be able to follow the evidence
and the logic to see how we reached our conclusions.
 Finally, research is not a sermon. Research is different in content, style, and language.
o The goal is not necessarily to move people’s hearts. Instead, research seeks to
inform and convince the mind.
o Research vocabulary is neutral, free of exaggeration, and emotional language.
o What appears in the report must stand, just as it is written, without any further
embellishment.

Contrasts between valid and invalid forms of theological research

Valid theological research is based on sound reasoning and evidence, while invalid
theological research is not. Valid theological research uses logic and reason to draw
conclusions about the nature of God and the world, and it relies on evidence from Scripture,
history, and other sources to support its claims. Invalid theological research, on the other
hand, is based on personal opinion, emotion, or prejudice, and it does not use evidence to
support its claims.

Valid theological research is open to new ideas and perspectives, while invalid theological
research is not. Valid theological research is willing to consider new ideas and perspectives,
even if they challenge existing beliefs. It is also willing to change its conclusions in light of
new evidence. Invalid theological research, on the other hand, is closed to new ideas and
perspectives, and it is unwilling to change its conclusions even in the face of overwhelming
evidence.

Valid theological research is respectful of other people’s beliefs, while invalid theological
research is not. Valid theological research is respectful of other people’s beliefs, even if they
differ from its own. It is willing to engage in dialogue with people of other faiths, and it is
open to learning from them. Invalid theological research, on the other hand, is disrespectful
and disdainful of other people’s beliefs. It often is unwilling to engage in dialogue with
people of other faiths.

An opportunity for Q & A

 According to Vyhmeister and Robertson, experienced researchers know that the endeavor
most often comes together when they have a plan, no matter how rough.
 o Admittedly, before researchers start, they might not know exactly what they are
looking for; yet, they sense in general way what they will need, how to find it, and
what it should look like when they do.
o Also, once researchers assemble their materials, they don’t just start writing, any
more than competent builders just start sawing and nailing boards. Instead, they
create a plan—maybe no more than a sketch of an outline, not even on paper.
 For example, consider the following logical steps of a research plan for exploring the
definition of grace in different theological traditions.
o Define the Scope and Objective:
 Clearly define the scope of your research, such as the specific theological
traditions you want to explore.
 Clearly state the objective of your research, which is to understand how
grace is defined in different theological traditions.
o Preliminary Background Research:
 Conduct preliminary research to gain a basic understanding of the concept
of grace in Christian theology.
 Familiarize yourself with the major theological traditions within
Christianity, such as Catholicism, Protestantism (including Lutheranism),
Eastern Orthodoxy, and various denominations.
o Identify Relevant Sources:
 Utilize scholarly resources such as academic journals, books, and
reputable theological websites to gather information.
 Identify key theological scholars or experts who have written about grace
and different theological traditions.
o Review Primary Sources:
 Identify primary theological texts associated with different theological
traditions that discuss grace, such as the Bible, key writings of church
fathers, theological treatises, and confessions of faith.
 Analyze these primary sources to understand the various perspectives and
definitions of grace within each tradition.
o Consult Secondary Sources:
 Review secondary sources, such as scholarly articles and books, written by
specialists in the field of theology.
 Look for comparative studies that examine the definitions of grace across
different theological traditions.
 Pay attention to scholarly works that offer critical analysis and
interpretations of grace in different theological contexts.
o Analyze and Compare Definitions:
 Analyze the collected information and identify the commonalities and
differences in the definitions of grace across theological traditions.
 Identify key theological concepts and themes related to grace within each
tradition.
 Note any theological nuances or distinct perspectives that may influence
the definition of grace.
o Synthesize and Organize Findings:
  Summarize the findings from each theological tradition and create an
organized framework to present the information.
 Use clear and concise language to ensure the research is easily understood
and accessible.
o Draw Conclusions and Provide Recommendations:
 Analyze the similarities and differences in the definitions of grace across
different theological traditions.
 Identify any significant theological insights or patterns that emerge from
the research.
 Provide a clear summary of the findings and offer recommendations for
further exploration or areas of potential theological dialogue.
o Document and Cite Sources:
 Keep track of all the sources used during the research process.
 Create accurate citations in the appropriate citation style (e.g. Turabian,
Chicago, and so on) to ensure proper attribution of ideas and information.
o Review and Refine:
 Review your research and ensure that you have addressed the initial
research objective.
 Refine your findings and conclusions based on any feedback or additional
research.
 The findings of one’s inquiry are presented in a standardized form called a research
report. It should have the following characteristics.
o Clarity and Coherence: The report should have a clear and coherent structure,
with a well-defined thesis statement, introduction, body, and conclusion. The
language should be precise, concise, and easy to understand, with appropriate use
of theological terminology.
o Research Methodology: The report should demonstrate a rigorous research
methodology that is appropriate for the topic under investigation. The researcher
should be able to demonstrate that the sources used are reliable and relevant, and
that the research was conducted in an ethical and responsible manner.
o Critical Analysis: A quality theological research report should provide a critical
analysis of the topic, with the researcher carefully considering different
viewpoints and engaging with relevant scholarship. The report should not simply
regurgitate existing ideas in a derivative manner, but instead offer new insights
and fresh perspectives.
o Originality: A good theological research report should be original and contribute
something distinctive to the field of study. The researcher should be able to
demonstrate that they have made a unique contribution to the topic.
o Integration of Theology and Practice: A quality theological research report should
demonstrate the ability to integrate theological ideas with practical applications.
The researcher should be able to show how the findings of the research can be
applied in real-world situations.
o Clarity of Purpose: The report should have a clear purpose. Also, the researcher
should be able to articulate why the inquiry has academic merit and what they
hope to achieve by undertaking it.
 o Professional Presentation: A quality theological research report should be well-
presented, with appropriate use of formatting, referencing, and citation styles. The
report should be free from errors and demonstrate attention to detail.
o Overall, a quality theological research report should demonstrate a high level of
academic rigor, critical thinking, and originality, while also being accessible and
relevant to practical applications in the field of theology.

An opportunity for Q & A

 Let’s take a moment to ask two candid questions, as articulated by Vyhmeister and
Robertson:
o Why do research at all?
o Also, aside from a grade in this course, what’s in it for you?
 For those new to research, there are immediate and practical benefits.
o Learning to do research will help you understand the material you cover as no
other kind of work can match.
o You can evaluate what you read most thoughtfully only when you have
experienced the uncertain and often messy process of doing your own research.
o Writing a report of your own will help you understand the kind of work that lies
behind what you find in your academic sources and what specialists have said on
a particular topic.
o Participating in research lets you experience firsthand how new knowledge
depends on which questions are asked and which aren’t.
o Participating in research also lets you experience how the standard forms for
presenting research shape the kinds of questions you ask and answers you offer.
 More distantly, the skills you learn now will be crucial when you do advanced work in
whatever field you choose to study.
o Even more distantly, the skills of research will pay off long after you finish your
studies at CST, especially in a time aptly named the “Age of Information” (or, too
often, of Misinformation).
o Sound research reported clearly has immense value now that the internet and
other media outlets flood us with more information than we can absorb, much less
evaluate, especially when so much of it is based on research that we rely on at our
peril.
o Though some might think it idealistic, a final reason for doing research is the
pleasure it offers in solving a puzzle, the satisfaction of discovering something
that no one else (presumably) knows and that contributes to the church’s wealth
of biblical knowledge and theological understanding.
 It’s important to recognize that research is not the sort of skill you learn once and for all.
o Many seasoned researchers have faced projects that forced them to take a fresh
look at how they do their work.
o Also, whenever seasoned academics addressed their research to a new scholarly
community, they’ve had to learn its principles to help them focus on what is
important to its members.
 o Yet, even then, seasoned researchers could still rely on some common principles
that all communities of inquiry follow, principles that are covered in this course.
 A word of caution is order: Doing research carefully and reporting it clearly is hard work.
o The undertaking consists of many tasks (such as those described above), often
competing for your attention at the same time.
o So, however carefully you plan, research follows a crooked path, taking
unexpected turns, even looping back on itself.
o When you can manage the parts, you can manage the whole and then look
forward to more research with greater confidence.
 Theological research, when done well, can provide a deep sense of personal satisfaction
to the researcher. Here are some reasons why.
o Intellectual Stimulation: Theological research involves exploring complex and
profound ideas, concepts, and theories that require careful analysis, critical
thinking, and reflection. This kind of intellectual stimulation can be deeply
rewarding and satisfying, especially for those who are passionate about theology
and its related disciplines.
o Deeper Understanding: Through theological research, one can gain a deeper
understanding of religious texts, traditions, and practices, as well as the historical,
cultural, and social contexts in which they originated and developed. This deeper
understanding can lead to a sense of personal fulfillment and enlightenment.
o Contribution to Knowledge: Theological research, like any other form of
scholarly inquiry, contributes to the advancement of knowledge in the field. By
conducting original research, uncovering new insights, and proposing new ideas
and theories, a researcher can make a valuable contribution to the academic
community and beyond.
o Personal Growth: Theological research can be a transformative experience for the
researcher, leading to personal growth and development. It can challenge one’s
assumptions, beliefs, and values, and help one to deepen their spirituality and
sense of purpose.
o Sharing with Others: Theological research that is well-done can be shared with
others, either through publication or through teaching and preaching. By sharing
their research findings with others, a researcher can have a positive impact on the
lives of others, motivating them to engage in their own theological inquiry and
reflection.

An opportunity for Q & A

 Vyhmeister and Robertson point out that, in the broadest terms, everyone does research:
we all gather information to answer a question that solves a problem. This is something
we do every day.
o Without trustworthy and tested published research available to all of us, we would
be locked in the opinions of the moment, either prisoners of what we alone
experience or dupes to everything we hear.
o Of course, we all want to believe that our opinions are sound; yet mistaken ideas,
even dangerous ones, flourish because too many people accept too many opinions
 on dubious evidence. Also, those who act on unsound opinions can lead
themselves, and others, to disaster.
o That’s why there is merit to be amiably skeptical about most of the research you
read and to question it, even as you realize how thoroughly you depend on it.
 There are practical reasons to take the work in this course seriously: you will learn skills
that pay off in the ministry vocations God leads you to shoulder.
o Beyond that, your MA / STM thesis or DMIN dissertation invites you to join the
oldest and most esteemed of human conversations, one that has been conducted
for millennia among theologians, philosophers, historians, and so on.
o Perhaps right now, you might feel that the conversation seems one-sided, that you
should listen more than you can speak, and that in any event you have little to
contribute.
o Yet, this course is an opportunity for you to join a conversation that, at its best,
can help you and your faith community free yourselves from ignorance, prejudice,
misunderstanding, and the half-baked ideas that charlatans try to impose on us.
o When done well, research can be crucial to improve every facet of our lives.
o It is no exaggeration to say that your research and reports of it can improve the
members of your faith community.
 Here are some of the transferable professional skills arising from rigorous theological
research (observations that we will revisit and discuss further in the upcoming weeks of
class):
o Critical thinking: Theological research requires students to think critically about
complex issues and to evaluate different sources of information. This skill is
essential in many different professional fields, such as law, business, and
journalism.
o Communication: Theological research requires students to communicate their
findings clearly and effectively. This skill is essential in any field where
professionals need to share their ideas with others, such as teaching, writing, and
public speaking.
o Research skills: Theological research requires students to be able to conduct
investigations effectively. This skill is essential in any field where professionals
need to find and evaluate information, such as librarianship, social work, and
government.
o Interpersonal skills: Theological research often involves working with others,
such as professors, classmates, and religious leaders. This skill is essential in any
field where professionals need to collaborate with others, such as human
resources, marketing, and customer service.
o Problem-solving skills: Theological research often involves solving complex
problems. This skill is essential in any field where professionals need to find
creative solutions to challenges, such as engineering, medicine, and law.
 In addition to the preceding specific skills, theological research can also help students
develop a number of other valuable qualities, such as the following.
o Intellectual curiosity: As noted above, theological research requires students to be
open to new ideas and to be willing to question their assumptions. This quality is
essential for success in any field where professionals need to stay up-to-date on
new information and to be able to think outside the box.
 o Ethical awareness: Theological research often involves exploring complex ethical
issues. This can help students develop a strong sense of ethics and a commitment
to doing what is right.
o Insight: Theological research can help students develop a deep understanding of
human nature and the world around them. This can be a valuable asset in any field
where professionals need to understand people and to make decisions that have a
positive impact on the world.
o In summary, theological research can provide students with a number of valuable
skills and qualities that can be applied to a wide range of professional fields.
 With respect to intellectual curiosity, it plays a pivotal role when conducting theological
research for several reasons, as follows.
o Exploration of Knowledge: Theological research involves the study of religious
beliefs, doctrines, practices, and their historical and cultural contexts. Intellectual
curiosity drives researchers to explore these areas with a receptive mind, seeking
to uncover fresh insights, perspectives, and connections. It motivates them to
delve deeper into the vast body of theological knowledge and engage in critical
thinking.
o Questioning and Inquiry: Intellectual curiosity encourages researchers to question
established beliefs, doctrines, and interpretations. It prompts them to inquire,
investigate, and challenge assumptions, leading to a more thorough understanding
of theological concepts. By embracing curiosity, researchers can avoid
complacency and engage in a continuous process of seeking answers and
exploring new avenues.
o Interdisciplinary Engagement: Theological research often involves
interdisciplinary engagement, drawing insights from fields such as philosophy,
history, anthropology, sociology, psychology, and more. Intellectual curiosity
enables researchers to venture beyond the boundaries of theology, seeking diverse
perspectives and integrating knowledge from various disciplines. This
multidisciplinary approach enriches their research and facilitates a broader
understanding of complex theological issues.
o Interpretation and Contextualization: Theological texts, religious traditions, and
time-honored views often require interpretation and contextualization. Intellectual
curiosity motivates researchers to explore the historical, cultural, and linguistic
contexts surrounding their faith tradition, enabling a more nuanced understanding
of their meanings. By being curious, researchers can examine multiple
interpretations, evaluate different theological frameworks, and grasp the
significance of varying perspectives.
o Creativity and Innovation: Intellectual curiosity fosters creativity and innovation
in theological research. It encourages researchers to think outside the box, explore
unconventional ideas, and propose fresh approaches to longstanding theological
questions. Curiosity motivates researchers to consider alternative viewpoints,
challenge orthodoxies, and contribute to the ongoing development of theological
thought.
o Personal and Spiritual Growth: Intellectual curiosity in theological research is not
solely driven by academic pursuits. It also nurtures personal and spiritual growth.
Curiosity allows researchers to deepen their own faith and understanding,
 encouraging a more profound connection with the subject matter. It fosters a
sense of wonder, awe, and reverence for the mysteries and complexities of
theology, leading to a more profound engagement with religious and spiritual
practices.

An opportunity for Q & A

 Booth and others have observed that on the surface, the invitation to join the conversation
of research might still seem easy for you to decline.
o After all, if you undertake it, you will face demanding tasks in finding a good
question, searching for sound data, arriving at and supporting a good answer, and
then writing it all up.
o Even if you turn out a first-rate MA / STM thesis or DMIN dissertation, it will
likely be read not by an eager world, but only by your faculty advisor and
academic committee.
o Besides, you may think, my advisor knows all about my topic. If he or she just
told me the answers or pointed me to the right books, I could concentrate on
learning what’s in them. What do I gain from writing up my research, other than
proving I can do it?
 Here are some answers to the preceding questions:
o First, researchers write up what they find just to remember it.
 A few lucky people can retain information without recording it, but most
of us get lost when we think about what we read.
 Most researchers can plan and conduct their project only with the help of
writing—by listing sources, assembling research summaries, making
outlines, and so on.
 What you don’t write down you are likely to forget or, worse, to
misremember.
 That’s why careful researchers don’t wait until they’ve gathered all their
data to start writing. They write preliminary, interim drafts from the
beginning of their project so that they can hold as much of it in their minds
as clearly as they can.
o A second reason for writing is to understand.
 When you arrange and rearrange the results of your research in new ways,
you discover new connections, contrasts, complications, and implications.
 Even if you could hold in mind everything you found, you would need
help to line up arguments that pull in different directions, plot out
complicated relationships, and sort out disagreements among experts.
 Writing supports thinking, not only by helping you understand better what
you have found, but also by helping you find in it larger patterns of
meaning.
o A third reason for writing is to get your thoughts out of your head and onto
paper, where you can see them in the clearer light of print, a light that is always
brighter and usually less flattering.
  Just about all of us, students and professors alike, think our ideas are more
coherent in the cloistered recesses of our minds than they turn out to be in
the cold light of day.
 You improve your thinking when you encourage it with notes, outlines,
summaries, commentary, and other forms of thinking.
 Yet, you can’t know what you really can think until you separate specific
ideas from the swift and muddy flow of thought and fix them in an
organized, coherent form.
o In short, you should write so that you can remember more accurately, understand
better, and see what you think more clearly.
 Booth stresses the importance from the start of taking stock of your anticipated readers,
by addressing the following open-ended questions:
o Who will read my report?
 Academic specialists?
 Well-informed general readers?
 Uninformed general readers?
o What does my audience expect me to do?
 Follow every academic convention, including using a standard format?
 Provide new factual knowledge?
 Solve a practical, real-world problem?
o How much can I expect my audience to know in advance?
 What do my readers know about my topic?
 Is the problem one my readers already recognize?
 Is the problem one my readers haven’t yet recognized?
 Is the problem one my readers consider having academic merit?
 How much of an effort is required to convince my readers that the issue I
want to explore really matters?
o How might my audience respond to the solution / answer in my major claim?
 Will the solution / answer contradict what my readers already think?
 Will my readers make standard arguments against my solution / answer?
 Will my readers want to see the steps that led me to my solution / answer?
 Even if you agree that writing is an important part of learning, thinking, and
understanding, you might still wonder why you can’t write it your own way, why you
must satisfy the formal constraints imposed by a research community, particularly one
that you may not yet belong to.
o Admittedly, the constraints imposed by writing for others often vex students who
believe they have no reason to conform to the practices of a conversation they did
nothing to create.
o I don’t see why I should adopt language and forms that are not mine. What’s
wrong with my own language? Aren’t you just trying to turn me into an academic
like yourself? If I write as my professors expect me to, I risk losing my own
identity!
 The preceding concerns seem legitimate. Still, it would be a feeble education that did not
change you at all, and the deeper your education, the more it will change what you think
you are or want to be.
o Therefore, it is important to choose carefully what you study and with whom.
 o Yet, it would be a mistake to think that learning to write sound research reports
must threaten your true identity.
o Learning to do research will not turn you into a clone of your professors. Instead,
it will change the way you think, especially by giving you more and potentially
better ways of thinking.
 Perhaps the most important reason for learning to report research in ways readers expect
is that you learn more about your ideas and about yourself by testing them against the
standards and values of others.
o Writing for others demands more from you than writing for yourself.
o By the time you fix your ideas in writing, they are so familiar to you that you need
help to see them not for what you want them to be but for what they really are.
o You reach that end only by imagining, and then meeting, the needs and
expectations of others.
 That’s why traditional forms and plans are more than empty vessels into which you pour
your findings.
o Those forms have evolved to help writers see their ideas in the brighter light of
their readers’ expectations and understanding.
o You will understand your own work better when you explicitly try to anticipate
your readers’ questions:
 How have you evaluated your evidence? Why do you think it is relevant?
 How do your claims add up? What ideas have you considered but
rejected?
 How can you respond to your readers’ predictable questions, reservations,
and objections?
o All researchers can recall a moment when writing to meet their readers’
expectations revealed a flaw or a blunder, or even a great opportunity that escaped
them in a first draft written for themselves.
 Traditional forms embody the shared practices and values of a research community,
matters that contribute to the identity not only of that community, but also of each of its
members.
o In this case, the community we’re referring to is the body of Christ.
o Even here, you’ll be expected to show that you understand its practices by
reporting your research in ways that have developed to communicate it.
o Once you know the standard forms, you’ll have a better idea about your faith
community’s predictable questions and understand better what its members care
about, and why.
o If you learn to do research well now, you gain an immense advantage, regardless
of the kind of research you will do later.

An opportunity for Q & A

 To synthesize the broad contours of this week’ presentation, theological research is a

systematic and rigorous investigation of theological concepts, practices, and beliefs using
various methods and interdisciplinary approaches.
 o Theological research is a critical and reflective process that seeks to deepen our
understanding of religion and its role in society, promote interfaith dialogue and
understanding, and inform practical applications in the areas of ethics, spirituality,
and social justice.
o Theological disciplines, like other academic disciplines, involve a process of
inquiry that seeks to understand and explain various aspects of human experience.
o Nonetheless, there are also some significant differences between theological
disciplines and other comparable academic disciplines, such as the following.
 Similarities:
o Research: Theological disciplines, like other academic disciplines, involve
research. Scholars in theological disciplines engage in research to understand the
nature of God, the human condition, and the relationship between the two. They
might use a variety of research methods, including historical analysis, textual
criticism, philosophical analysis, and empirical studies.
o Rigor: Theological disciplines require a rigorous approach to research and
scholarship. Scholars must demonstrate a high degree of critical thinking,
analytical ability, and attention to detail in their work.
o Methodology: Theological disciplines share many of the same methodological
approaches as other academic disciplines. For example, scholars may use
hermeneutics, literary analysis, or historical-critical methods to interpret sacred
texts.
 Differences:
o Subject matter: Theological disciplines focus on the study of religion and
religious beliefs, while other academic disciplines focus on other subjects. For
example, a historian might study the history of a particular period or culture,
while a theologian might study the religious beliefs of that culture.
o Epistemology: Theological disciplines often use a different epistemology than
other academic disciplines. While empirical evidence is important in some
theological disciplines, others rely on revelation, intuition, or faith as sources of
knowledge.
o Purpose: Theological disciplines often have a different purpose than other
academic disciplines. The goal of theological research is often to deepen religious
faith, provide guidance for religious practices, or explore the relationship between
God and humanity. Other academic disciplines may have different goals, such as
advancing scientific knowledge or improving public policy.
o Scope: Theological disciplines can often be broader in scope than other academic
disciplines. For example, a theologian might study the beliefs of multiple
religions or explore the relationship between religion and politics.

Theological Disciples vs. Other Academic Disciplines

Similarities Differences

Both theological and other academic Theological research is often more

disciplines are concerned with the concerned with questions of meaning and
 pursuit of knowledge. In both cases, value than other academic disciplines. This
researchers use a variety of methods to is because theology is ultimately concerned
collect and analyze data, and they strive with the relationship between human beings
to produce findings that are objective and the Divine.
and credible.

Both theological and other academic Theological research is often more

disciplines are subject to peer review. interdisciplinary than other academic
This means that researchers’ work is disciplines. This is because theology draws
subject to scrutiny by other experts in on a variety of sources, including
the field, who help to ensure that the philosophy, history, and the natural
findings are sound. sciences.

Both theological and other academic Theological research is often more

disciplines are committed to the controversial than other academic
dissemination of knowledge. disciplines. This is because theology deals
Researchers in both fields publish their with issues that are deeply personal and
findings in academic journals and often contested.
books, and they may also present their
work at conferences and other forums.

 To reiterate previous observations, theological research is a complex and multifaceted

field that involves the study of religious beliefs, practices, and texts.
 Like any field of research, theological research presents its own set of challenges and
opportunities, such as the following.
 Challenges:
o Diversity of religious beliefs: Theological research involves studying various
religious traditions, each with its unique set of beliefs, practices, and texts. This
diversity can make it challenging to find a common ground for research and to
avoid misunderstandings and misrepresentations.
o Complexity of theological concepts: Theological concepts can be complex and
abstract, making them challenging to define and understand. For example, the
concept of God is central to many religious traditions, yet it is a complex concept
that can be difficult to study and comprehend.
o Limited availability of primary sources: Many religious texts are ancient, and the
original manuscripts might no longer exist or might be difficult to access. This
can make it challenging for researchers to study primary sources and may require
them to rely on translations and secondary sources.
o Ethical considerations: Theological research often involves studying sensitive
topics that are central to people’s beliefs and identities. Researchers must navigate
ethical considerations related to informed consent, confidentiality, and the
potential impact of their research on participants.
 Opportunities:
 o Interdisciplinary approach: Theological research presents an opportunity for
interdisciplinary collaboration, as it involves exploring the intersection of religion
with various fields such as philosophy, sociology, anthropology, and history.
o Engagement with diverse communities: Theological research can provide
opportunities for researchers to engage with diverse religious communities and to
gain a deeper understanding of their beliefs, practices, and values.
o Application to real-world issues: Theological research can be applied to real-
world issues such as social justice, ethics, and interfaith dialogue, providing
opportunities for researchers to make a meaningful impact in the world.
o Innovative research methods: Theological research presents an opportunity for
researchers to explore innovative research methods, such as textual analysis,
fieldwork, and digital humanities, to enhance their understanding of religious
beliefs and practices.

Challenges and opportunities involving theological research

Challenges Opportunities

Theology is a vast and complex field. There Theological research can help us to
are many different theological traditions, understand the world around us. By
each with its own set of beliefs and studying the history of religion, the
practices. This can make it difficult to keep development of different theological
track of all the different perspectives and to traditions, and the role of religion in society,
find the resources you need to conduct your we can gain a better understanding of the
research. world we live in.

Theological research can be controversial. Theological research can help us to make

Religious beliefs are often deeply held, and sense of our own lives. By reflecting on the
people can be passionate about defending meaning of life, the nature of God, and the
their beliefs. This can make it difficult to purpose of our existence, we can gain a
conduct research that is fair and objective, deeper understanding of ourselves and our
and it can be difficult to publish your place in the world.
findings in academic journals.

Theological research can be expensive. Theological research can help us to build

Travel to libraries and archives, access to bridges between different cultures and
primary sources, and the cost of publishing religions. By studying different religious
can all be significant costs. This can make it traditions, we can learn about the beliefs
difficult for theological researchers to get and practices of others, and we can develop
their work done, especially if they are not a greater appreciation for the diversity of
affiliated with a university or other human experience.
institution that can provide funding.