Reflection on Exegetical Methods - Paper Example

Introduction

Enrolling for this course has given me proof of purpose in education research being contributing towards practical improvement, policy information and nurturing knowledge development. Interacting with previous scholarly works appreciate the role of scholarly research in informing action through the deeper understanding of the idea, process, and concept (Rennie, 2012; (Harris, 2016). Beyond finding answers to Parker (2011) question why scholarly research is essential today, the course has introduced me to variants of research designs including descriptive, exploratory and exploratory Cunliffe (2011) found to satisfy the research purpose. Besides, I have learned to differentiate the research type such as survey and content analysis in descriptive research affirming Arnold (2012) position on associational interpretations through causal-comparative and correlational research. The exposure has expanded my knowledge beyond experimental, action and quasi-intervention studies. I acknowledge the course platform for orienting me to different analysis techniques and exegetical methods helpful to gaining insights into educational research.

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The exposure to exegetical methods has taught me that education research involves critical, creative and sensitive of context to gain profound insights argued by Yeates (2009) as fundamental to unexpected situations and areas of interest. Fanwar (2012) quadrant approach has taught me to remain open to gaining insights from unlikely sources. The interaction with exegetical approach informed me it involves metaphoric reading evident in Hamilton & Jaaniste (2009) as attainable by applying the insights obtained in a single situation to finding the newer interpretation of another. I view the application of exegetical approach a process that places inquisitive element when reading the text or supporting Smith (2014) recommendations around the research idea. My encounter on exegesis reveals the need for a disciplined activity beyond arbitral conclusion and emotive appeal of the context. Instead, it involves critical interpretation of the circumstance that Runesson (2010) considered applicable in scripture explanation.

The utilization of exegesis approach involves examination aligned to understanding the constructs of the specific scripture. I find it useful for its staircase approach considered by Philips (2014) to shift the focus of the researcher from a generalized point to more specific elements of the study work (Phillips, 2014). I affirm that its use in the course readings imposes an inquisitive platform in me to question the content to question the context. Its use in educational research seeks answers on what is the content and why say it in such context (Kim, 2012). Knowing the general steps in the exegesis methods has designed me to get started to move beyond the rudimentary level of exploring the course materials. Notably, the stepwise approach proved by Stuart (2009) and Vanhoozer (2009) to establish the context, and historical setting allows me to analyze beyond the content by understanding the context. I find this useful to contribute to knowledge development given that it informs the context backed Craig (2016) and whose insights feed into creatively navigating the project through exploratory design.

The compatibility of exegetical procedure in qualitatively designed research remains unparalleled by eliminating incidences of imposing one's ideas on the text. I find it essential in my future studies to avoid bending the respondents' position, but instead, let the feedback guide my interpretation. Byrne and Ragin (2009) demonstrate such use as suitable in expositing the scripture is informative as a tool helping interpreters listen to the work and avoid imposing inappropriate notions on it. Like other analytical techniques, I support Bernard (2011) assertion that the step-by-step element makes exegesis time consuming to learn its application. At first, I found its use in Laniak (2006), and Osborne (2006) works seemed awkward for its time-intensive approach. However, the ease of understanding the demonstrated its application by questioning the content and context makes it worth to learn. For that reason, I acknowledge the step-by-step approach worth to master since it has allowed me to check my impressions on the text.

The place of exegetical methods in qualitative research leads other analytical approaches such as associational tools. Its application in interpreting the previous study and reading texts proved to retain two questions: What new does one know about the text? What questions has the text still failed to answer? Such justifies the position of mixed research to capture the quantitative and qualitative extremes in humanities. Its ability to eliminate one's imposition in the study is essential to consider the presence of multiple perspectives and positions in the humanities field. Malina (2011) shows its use in the course readings makes it a unifying tool in qualitative research elucidating credibility. It illustrates the implicit usage of the hermeneutic circle to articulate the meaning of the text. According to Barentsen (2011), emphasis on induction enables it to overcome the rhetoric of the study through demonstrative interpretations that enhance the researchers' reflex to judge the standpoints of the text and circumstances. I find the exegetical approach beyond generality by enhancing conversational and thematic analysis aligned to Peirce's inference theory.

Conclusion

Learning the step-by-step approach of exegetical has changed my view of scholarly research as a platform to explore the significant movements of the studied idea and circumstances. Its illustrated application blends informative and performative analytical approaches in qualitative research design. I view this preserving the discovery-orientation evident in qualitative design hence able to retain the fundamental logical operations in studying organizational leadership. In my opinion, the emphasis of step-by-step analysis to generate insights in exegetical method eliminates guesses that weaken the conclusions reached in studies. I find the capability to eradicate one's impositions significant in studying organizational leadership, mainly to ensure theorematic deduction and discovery orientation. Future studies should evaluate how exegesis enhances methodical interpretation. Besides, future studies should determine where one should start to criticize and test the researcher's guesses.

References

Arnold, J. (2012). Practice Led Research: Creative Activity, Academic Debate, and Intellectual Rigour. Higher Education Studies, 2(2), 9-24.

Barentsen, J. (2011). Emerging Leadership in the Pauline Mission: A Social Identity Perspective on Local Leadership Development in Corinth and Ephesus. Pickwick Publications.

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Craig, R. T. (2016). The International Encyclopedia of Communication Theory and Philosophy (Vol. 4). Wiley-Blackwell.

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Fanwar, W. (2012). True to the Word: Four Quadrants Approach to Bible Study. Catalyst, 7(1), 1-15.

Hamilton, J. G., & Jaaniste, L. O. (2009). Content, structure and orientations of the practice-led exegesis . In Art Media Design Writing Intersections (pp. 18-19 ). Melbourne: Swinburne University.

Harris, A. M. (2016). Video as Method. Oxford : Oxford University Press.

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Laniak, T. (2006). Shepherds after my own heart: Pastoral Traditions and Leadership in the Bible (New Studies in Biblical Theology). InterVarsity Press.

Malina, B. J. (2011). The New Testament World: Insights from Cultural Anthropology (3 ed.). Westminster John Knox Press.

Osborne, G. R. (2006). The Hermeneutical Spiral: A Comprehensive Introduction to Biblical Interpretation. IVP Academic.

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Runesson, A. (2010). Exegesis in the Making: Postcolonialism and New Testament Studies. Biggleswade: Extenza Turpin.

Smith, K. G. (2014). How to do an exegetical study. 1-10.

Stuart, D. (2009). Old Testament Exegesis, Fourth Edition: A Handbook for Students and Pastors. Louisville, Kentucky: Westminster John Knox Press.

Vanhoozer, K. J. (2009). Is there a meaning in this text?: The Bible, the reader and the morality of literary knowledge. Zondervan.

Yeates, H. L. (2009). Embedded engagements : the challenge of creative practice research to the humanities. The International Journal of the Humanities, 7(1), 139-147.