This second volume on Romans discusses Romans 9-16. Written in the same vein as Teaching Romans, Vol. 1, it also contains preaching outlines, Bible study questions, and astute observations on the latter half of Paul's epistle to the Romans.
“The governing principle seems to be that when we use a gift, we ought to use it simply in order to achieve what that gift is given for, and not in the service of some hidden self-serving agenda.” (Page 160)
“For God to be glorified means that his invisible character becomes visible to a watching world. So let’s put the question another way: what will make his character visible? The answer is when incompatible people welcome one another in Jesus Christ and so prove that God has kept his promise to Abraham, that the whole world will be blessed in him and his offspring.” (Page 195)
“God has put authorities in place ‘to punish those who do wrong and to commend those who do right’ (1 Pet. 2:14)” (Page 173)
“Paul is not just saying, ‘There’s at least one true Jew’; he is saying, ‘If God can bring such a hostile, violent and hardened Jew as me into his people, you—and especially you arrogant Gentile believers—must not give up on the hostile Jews in the synagogues in Rome. Just as my hardened state was not the end of the story, so it may be for some of them.” (Pages 111–112)
“This suggests that submission to authority is—in some way—an expression of Christian love.” (Page 169)
Personally, I found the structure of each chapter extremely helpful. After analyzing and explaining the meaning of the text, the author moves from text to teaching. In this section the basic theme and aim are clarified and pointers to application made. This is perhaps what lifts these volumes beyond the limits of a normal commentary. It is also what Bible teachers and study leaders will find most attractive about them. Applying the ancient text to the modern listener isn't always an easy thing to do. Under pressure to seem practical and relevant, preachers are often tempted to the sin of 'false application' by which the instructions they give are forced onto, rather than derived out of, the text.