BI 5300-2

1. BI 5300-2

2. What Is Research? • Research can be defined as a method of study that, through careful investigation of all evidence bearing on a definable problem, arrives at a solution. • To research a topic is to collect, organize, evaluate, and present data. • The process cannot take place with analysis and synthesis, for research is more than a compilation of information.

3. What Is Research? • “Research is a (1) systematic search for (2) adequate information to reach (3) objective knowledge of a (4) specific topic.” --Isaac Felipe Azofeifa • 1. Systematic search • Requires effort; doesn’t just happen. • Researcher must develop and use a clear method and a logical system. • Requires time, energy, thought, effort.

4. What Is Research? • 2. Adequate information • Research seeks precise answers to the questions being asked. • Information presented must (1) be from authoritative sources, (2) speak to the problem, and (3) be duly documented.

5. What Is Research? • 2. Adequate information • Research seeks precise answers to the questions being asked. • Information presented must (1) be from authoritative sources, (2) speak to the problem, and (3) be duly documented.

6. What Is Research? • 3. Objective knowledge • To reach objective knowledge, must have prior knowledge of the topic. • To this prior knowledge, facts will be added. • Research is done with the head and not the heart.

7. What Is Research? • 4. Specific Topic • Impossible to do adequate research on a large topic. • The research paper is not an encyclopedia. • A specific, clearly delineated problem is the only one that can be solved.

8. The Research Process • In its simplest form, the process to be followed in research is to (1) identify, (2) collect, (2) evaluate, and (4) present.

9. The Research Process • Identify • Once a topic is selected, one must identify the problem or issue to be tackled. • Issue must be specific, often expressed as a research question.

10. The Research Process • Collect • After know exactly what the problem to be solved is, can begin collecting data. • Gather information from many sources. • Organize data in a way that is clear and logical to you and others.

11. The Research Process • Evaluate • After gathering information, must analyze and evaluate it. • Not all sources are equally valuable.

12. The Research Process • Present • Must draw conclusions regarding the solution of the problem. • Must write a research report that gives a clear view of the problem, of the information gathered, and of the solution reached.

13. Kinds of Research • Most of the different types of papers and assignments in theological education are listed and briefly described in Vyhmeister, pp. 3-4.

14. Kinds of Research • While all these papers are different, these general attributes are expected in any of them. • Correct English, including spelling, grammar, syntax and paragraph construction. • Clarity of expression. • Logical organization.

15. Kinds of Research • While all these papers are different, these general attributes are expected in any of them. 4. Appropriate introduction and summary. 5. Conclusions naturally derived from evidence. 6. Correct format (in most seminaries, this format is Turabian).

16. What Research Is Not • 1) Simply a compilation of quotations. • 2) Simply rewriting other people’s words and ideas into a neat description. • 3) A defense or apology of my own convictions. • 4) Polemical. • 5) The presentation of one’s own opinions. • 6) A sermon.

17. What Research Is Not • 1) Simply a compilation of quotations. • Quotations are used to document and clarify findings. • Good research and writing demonstrates that one has assimilated and synthesized the material and drawn logical conclusions.

18. What Research Is Not • 2) Simply rewriting other people’s words and ideas into a neat description. • May describe the high school done from an encyclopedia. • At college level need to analyze and organize ideas into appropriate thought boxes.

19. What Research Is Not • 3) A defense or apology of my own convictions. • May ignore unfavorable evidence. • If a position is tenable, research can defend it. • Can’t allow unsound arguments, even for a good cause.

20. What Research Is Not • 4) Polemical. • Object to clearly present truth, not to fight others’ positions. • Good research presents truth in such a logical and convincing way that there is no need for harsh language.

21. What Research Is Not • 5) The presentation of one’s own opinions. • Research demands showing facts, data, information. • The reader must be able to follow the logic and evidence to see how conclusions were reached.

22. What Research Is Not • 6) A Sermon • Research seeks to inform and convince the mind. • Research vocabulary is free of superlatives and emotional language.

23. The Value of Research • Learning to do research teaches one how to recognize a problem and how to go about solving it. • Writing a paper can teach one far more than a teacher could. • Preparing a quality research paper teaches skills of observation, analysis, synthesis and judgment.

24. The Value of Research • Finally, the preparation of a research paper gives opportunity for the development of good writing skills.

25. Choosing A Topic • VERY GENERAL • “The Divinity of Christ in the NT” • MORE SPECIFIC • “The Divinity of Christ in the Gospel of John” • MUCH BETTER • “Christ as the Bread of Life in John 6”

26. Choosing A Topic • Topic goes from • Shallow to Deep • Impossible to Feasible

27. Choosing A Topic • STEPS in choosing topic • Reading • Asking Questions • Narrowing Scope • Even when topic is assigned, following these steps can result in better topic.

28. Choosing A Topic • Reading • Textbooks • Dictionaries • Encyclopedias • Key: Move from general to specific • As read, note information on sources (to find again) • As read, take notes • Be especially attentive to questions reading brings up.

29. Choosing A Topic • Asking Questions • Of yourself • Of your peers • Of your professors • Of what you read

30. Choosing A Topic • Asking Questions • Can help you determine if you have a good topic • Can narrow the topic & focus on an issue to research

31. Choosing A Topic • Asking Questions • Concerning • Content • Feasibility

32. Choosing A Topic • Asking Questions on content • 1) Questions on organization of the topic • What are its parts? • Of what larger whole is this a part? • Sources? • Subdivisions (outline) of encyclopedia article • Table of contents of a book

33. Choosing A Topic • Asking Questions on content • 2) Questions regarding history of the topic • What has been written on this topic? • Is this a controversial topic? • Are lines already drawn between opposing sides over this topic? • What can I add to this history?

34. Choosing A Topic • Asking Questions on content • 3) Questions regarding usefulness of topic • What good is this topic? • How can I use the results of my research? • Besides me, who will benefit from my work?

35. Choosing A Topic • Asking Questions On Feasibility • 1) Do I have the necessary sources to do this research? • Heb. word—do I have lexicons, word studies? • 2) Am I qualified to do this research? • Heb. word—do I know Hebrew?

36. Choosing A Topic • Asking Questions On Feasibility • 3) Do I have enough time to complete research before the due date? • Interlibrary loan • Interviewing someone hundreds of miles away

37. Choosing A Topic • Asking Questions On Feasibility • 4) Does this research demand costs that I cannot afford? • Mailing questionnaires

38. Choosing A Topic • Narrowing The Topic • Delimitations—limits that make the topic better, clearer, more manageable • Delimiting indispensable—in good research, researcher responsible for turning up and examining every single piece of information on a topic

39. Choosing A Topic • Narrowing The Topic • Think of research as fencing off land and turning every stone. • If area is too big, don’t have time to turn all the stones.

40. Choosing A Topic • Narrowing The Topic • Types of Delimitation • 1) Time • Research project studying the chronology of kings of Judah could take years • Wiser to do chronology of Josiah • Having set the time limitation, no one will ask why you didn’t include other kings

41. Choosing A Topic • Narrowing The Topic • Types of Delimitation • 2) Sources • Divorce passages in Matthew 5 and Mark 10 • Can’t be called into question as to why didn’t include latest book on divorce

42. Choosing A Topic • Narrowing The Topic • Types of Delimitation • 3) Aspects • Paper in theology of worship—exclude contemporary music • No room for that discussion • Note—don’t go too far; make sure the delimitations make as much sense to others as to you

43. Planning Research • Define the problem • Write a proposal • Prepare tentative outline

44. Planning Research • Basic Steps • Define the problem (issue, research question) • Determine the purpose • Design a methodology

45. Planning Research • 1) Define the problem • Problem should point to • A gap in knowledge • An unclear situation • An unresolved question • A lack of information • An unknown • A specific question to be investigated

46. Planning Research • 1) Define the problem • Characteristics • Problem must be clearly stated—exactly what is to be researched • E.g., there is disagreement regarding the exact date of the death of Josiah

47. Planning Research • 1) Define the problem • Characteristics • Often problem can be expressed in a question in which a direct answer may be given • E.g., what is the relation between tithing and the receiving of God’s blessings

48. Planning Research • 2) Determining the purpose • Are you going to • Analyze? • Compare? • Reconstruct? • Synthesize? • Design a program?

49. Planning Research • 2) Determining the purpose • Purpose follows on the heels of the problem • E.g., if problem is that there is no information, purpose will be to find information • E.g., there seems to be a disagreement between two of Jesus’ sayings on peace, purpose will be to find harmony or understand the difference

50. Planning Research • 2) Determining the purpose • Examples of purposes • To reconstruct events of a given historical period • To compare two theories • To organize certain information • To determine the relation between two events