Aída Besançon Spencer’s The Exegetical Process offers a comprehensive, step-by-step guide to New Testament exegesis designed primarily for seminary students and undergraduate biblical studies programs. The work systematically addresses each stage of the exegetical task—from initial text selection and translation through historical-cultural analysis, grammatical-syntactical investigation, literary context, theological synthesis, and contemporary application. What distinguishes Spencer’s handbook from others in the field is its granular level of procedural detail, complete with assessment rubrics for each exegetical component, and an extensive collection of reference charts, tables, and resource lists designed to support students through every phase of research and writing.

The Exegetical Process enters a well-established field of exegetical handbooks, positioning itself alongside Gordon Fee’s now-classic New Testament Exegesis and other methodological guides that have served generations of students. Spencer, an experienced New Testament scholar and professor emerita at Gordon-Conwell Theological Seminary, brings considerable pedagogical expertise to this task. The result is a highly structured, mechanically precise guide that will prove valuable for certain learning contexts while simultaneously raising questions about its broader applicability.

The volume’s most distinctive contribution lies precisely where Spencer intends it: in its relentlessly systematic, step-by-step approach. Unlike many exegetical handbooks that describe the interpretive process in more general terms, Spencer provides exhaustive detail at each stage, breaking down complex exegetical tasks into discrete, manageable components. For instructors seeking to demystify biblical exegesis for beginning students—particularly those lacking strong backgrounds in hermeneutics or biblical languages—this granular approach offers genuine advantages.

Most notably, Spencer includes detailed grading rubrics for each component of the exegetical process. This feature distinguishes The Exegetical Process from its competitors and addresses a genuine pedagogical need. Seminary and Bible college instructors often struggle to communicate assessment expectations clearly, and students frequently complain about the opacity of grading criteria for exegesis papers. Spencer’s rubrics provide concrete standards, specifying what constitutes exemplary, adequate, or deficient work at each stage. This transparency serves both fairness and learning outcomes, helping students understand not merely what to do but how well they should do it.

Additionally, Spencer enriches the volume with numerous reference charts, graphs, and tables that function as practical tools throughout the exegetical process. These include terminological glossaries, taxonomies of grammatical and syntactical categories, lists of ancient sources (including extrabiblical Jewish and Greco-Roman literature), curated bibliographies of contemporary scholarly resources organized by exegetical topic, and visual aids for discourse analysis and semantic mapping. These reference materials transform the handbook from mere procedural guide into a portable research companion. For students unfamiliar with the landscape of New Testament scholarship or uncertain about which lexicons, commentaries, or databases to consult, these lists provide invaluable orientation. The charts on rhetorical devices, figures of speech, and argumentative structures offer quick-reference tools that students can apply directly to their textual analysis. This apparatus represents a significant practical contribution that extends the book’s utility beyond its methodological instruction.

However, the volume’s strengths paradoxically generate its most significant limitations. Spencer’s approach is markedly idiosyncratic, reflecting her particular pedagogical preferences and methodological commitments in ways that may not translate well across different institutional contexts or learning environments. While the exegetical terrain she covers substantially overlaps with Fee’s New Testament Exegesis—textual criticism, translation, historical-cultural background, lexical-syntactical analysis, theological interpretation, and contemporary application—her specific procedures and emphases often diverge in ways that seem arbitrary rather than methodologically motivated.

The step-by-step format, while initially appealing, risks fostering a mechanical, almost formulaic approach to biblical interpretation. Exegesis is fundamentally an art as much as a science, requiring interpretive judgment, synthetic thinking, and the ability to recognize which questions matter most for a given text. Spencer’s highly structured methodology may inadvertently obscure this reality, training students to follow prescribed steps rather than develop interpretive discernment. The danger is producing students who can execute exegetical procedures competently but struggle to think like exegetes—to recognize when standard approaches require modification, when certain steps deserve more or less attention, or how the various analytical stages integrate into a coherent interpretive argument.

Moreover, Spencer’s idiosyncratic details sometimes seem to reflect personal preference rather than exegetical necessity. Experienced instructors who have developed their own effective approaches may find Spencer’s specific requirements constraining rather than helpful. The risk is that the volume’s utility becomes tied too closely to adopting Spencer’s entire system rather than serving as a flexible resource that instructors can adapt to their particular contexts and emphases.

Gordon Fee’s New Testament Exegesis remains, in this reviewer’s judgment, the more helpful resource for most contexts. Now in its third edition, Fee’s handbook has proven its staying power precisely because it avoids Spencer’s level of prescriptive detail. Fee provides a clear, comprehensive overview of the exegetical task while maintaining sufficient flexibility for instructors to adapt his approach to their particular pedagogical goals and institutional contexts. His discussion is more discursive, offering methodological rationale alongside practical guidance, helping students understand not merely how to do exegesis but why particular procedures matter.

Fee also demonstrates greater sensitivity to the diversity of New Testament genres, providing genre-specific guidance that recognizes how exegetical priorities shift when moving from gospel narrative to Pauline argumentation to apocalyptic literature. Spencer’s more uniform approach, while simpler to follow, may not adequately prepare students for the genre-sensitivity that mature exegesis requires.

Furthermore, Fee’s integration of exegetical method with broader hermeneutical reflection provides students with a more robust theological framework for their interpretive work. Spencer’s focus on procedure, while pedagogically valuable, offers less guidance on the theological and hermeneutical questions that ultimately shape how one approaches the biblical text.

This is not to suggest that The Exegetical Process lacks value. For specific contexts—particularly undergraduate Bible programs, introductory seminary courses, or institutions where students arrive with minimal interpretive training—Spencer’s detailed scaffolding and explicit assessment rubrics may prove extremely beneficial. The volume could serve effectively as a supplementary text alongside Fee or other handbooks, with instructors selectively utilizing Spencer’s rubrics and detailed guidance for particular exegetical components while drawing on other resources for broader methodological perspective.

Spencer has produced a conscientious, pedagogically motivated handbook that reflects deep teaching experience and genuine concern for student learning. Her commitment to assessment clarity addresses a real need in biblical studies education. However, the volume’s idiosyncratic character and methodologically prescriptive approach limit its broader utility. Instructors should carefully evaluate whether Spencer’s specific system aligns with their pedagogical goals and institutional context before adopting it wholesale.

For most seminary and graduate programs seeking a comprehensive, methodologically sound, and pedagogically flexible exegetical handbook, Gordon Fee’s New Testament Exegesis remains the superior choice. Spencer’s The Exegetical Process offers a valuable alternative for specific teaching contexts but seems unlikely to displace Fee as the standard reference in the field.

Reviewed by Rick Wadholm Jr

Publisher’s page: https://www.kregel.com/biblical-studies/the-exegetical-process/

PneumaReview.com invites you to interact with this academic paper by Pastor Adeboye Godwin.

Abstract

Today it is most difficult to teach or write about the Holy Spirit. This is because there are several arguments, different teachings, various thoughts, different beliefs and divisions arising from the teaching on the Holy Spirit. The aspect of doctrine of Holy Spirit which has been the most controversial is the case for Spiritual Gifts. Spiritual Gifts is given to unite Christians, but it has been the major cause of conflict and ecclesiastical disunity.[1] There are two Greek words generally used to describe spiritual gifts. The first is pneumatikos, meaning “Spiritual things or things pertaining to the Spirit.” This word emphasizes the spiritual nature and origin of spiritual gifts. The other words often used to identify spiritual gifts is charisma, meaning “grace gift.” The word charisma (pl. charismata) emphasizes that a spiritual gift is a gift of God’s grace: it is not a naturally developed ability but rather a gift bestowed on a believer for God’s service (1 Cor. 12:1-7). The interpretation and discussion of the charismata have varied from the various extremes.

Pastor Adeboye Godwin

This research is purposeful. It is to remedy the misconceptions on the possession and exercise of spiritual gift in the community of believers. Nowadays, there appears to be much emphasis on the Holy Spirit, and charismata are gaining more prominence than ever before, it is expedient that Christians be taught the purpose and the appropriate use of charismata. The subject of spiritual gifts has aroused unprecedented interest in every religious circles. With almost universal appeal, the tide of charismatic theology has cut across all theological barriers and ecclesiastical institutions. This works reveals that the spiritual gifts are not given to engender pride, hierarchy and disunity in the church but for the purpose of building up the church and also that charismata are not end themselves but a means to an end, and that end is oikodomen (Building up of the body of Christ)

Introduction

The singular issue that has most divided the body of Christ today is the lopsided orientation about the proper usage and purpose of the Spiritual Gifts. The use of spiritual gifts can mar or make the church. Any casual survey of Christian bookstore and libraries will show that the subject of the Spiritual gifts is a “hot item nowadays.”[2] For the fact that 21st century christian ministry is pneumacentric (full of and centered around the manifestation of Holy Spirit) has made the issue of the Holy Spirit to be in the forefront. Over the last decades the volume of the books written on the Holy Spirit have sprang in to a large proportion. Peter Wagner’s prefatorial words affirms this current trends. He says “I need to make a good case for adding another book to the already too-long list of book on spiritual gifts.”[3] This shows that a lot has been said about the concept of Holy Spirit. Also, the Wagner’s assertion reflects that the most pneumatological concepts that has been widely discussed and demonstrated is the “Charismata.”  Some of the questions that have been raised and misunderstood are: “what are the biblical methodology for the usage of charismata? what is the intention of God in giving out the charisma to some individuals? how can these charismata be appropriately utilized in the body of Christ? Should the charismata be theocentric or anthropocentric? How can egocentric notions be removed from the usage of charismata? and which of the charismata should be given the highest preeminence in christian body? Answers to these questions are important to how united the church will be. And how united the church is will affect the extent the church will go on the Great Commission.

Open my eyes, that I may see
Wondrous things from Your law.
—Psalm 119: 18

I. Introduction

In every generation there remains a perennial concern for all conscientious pastors, teachers and Christian workers. The question arises how can we, who have been entrusted with the ministry of expounding God’s word make it clear and relevant while at the same time maintaining fidelity to the author’s original intent? Furthermore how can we, coming from the framework of a Pentecostal or Charismatic tradition, integrate our distinctives in the exegetical process? More specifically with our emphasis on the Holy Spirit, what can He be expected or not expected to do in the preparation of our messages?

To date, the task of this integration process has not always produced legitimate results. Many theological aberrations abound in our circles, which cause a great deal of heartache and confusion among our people. The suggestions that follow are an attempt to help full-gospel ministers proclaim the Word of God with greater clarity and possibly curb careless abuses from our pulpits and lecterns.

The general thesis of this article is: In order to be relevant and responsible we need to subscribe to a legitimate hermeneutic: One that maintains the integrity of the author’s meaning via grammatico-historical exegesis, while at the same time, one that elicits a real, personal and “experiential” (or “existential” some may prefer) response on the part of the reader or hearer via the illumination of the Holy Spirit. With this in mind let us explore how the Holy Spirit interacts within the matrix of the text and reader and faith and reason.

II. Interpreting I Corinthians 2:14

Basic to any discussion of the Holy Spirit’s role in illuminating the Biblical text is one’s view of inspiration. What is the nature of God’s revelation to man? Is it verbal prepositional truth embodied in the Biblical record or is it an experiential encounter with God independent of the author’s intended meaning? Does one discover God’s meaning via the grammatico-historical method or by direct illumination by the Spirit? Has God superintended the writings of Scripture to the extent that the “author’s view” is God’s view? What is the nature of Scripture itself? One’s view of the Holy Spirit’s role in the interpretive process will be greatly determined by how one answers these questions.¹