1. Determine the Text

2:1-10 begins with a conjunction, de, signifying in this case a division of thought flow.

2. Identify the Genre

Macro: Epistolary
Micro:

3. Determine the Structure of the Text

The main idea is given in the first verse: teach, laleo, the type of behavior that is consistent with sound doctrine. The rest of the passage is the working out of what this means to six specific people(s): older men, older women, younger women, younger men, Titus, and the slaves.

The structure of the text lays out this way:

4. Exegete the Passage

The main idea is given in the first verse: teach, laleo. The presence of an imperative with, in this case, no competing imperatives, makes this the main idea. Paul wants Titus to function like the elder who holds fast the word and teaches (v. 9). The teaching, more specifically, is to the type of behavior that leads to godliness. This working out of the faith seems tied directly to Paul’s call to “the knowledge of the truth that accords with godliness” (v. 1). Titus is to imitate him in this way.

This behavior that accords with doctrine is then explicitly applied to five groups and Titus himself.

Verse 6 is to young men. It is interesting that with all the discussion of how people should behave, the young men are only given one thing: self-control, sōphronéō, the idea behind this verb is sober-minded. It literally means in the right mind. It is implied therefore that this person will be self-controlled. (Rom. 12:3; Titus 2:6; 1 Pet. 4:7). This has wonderful application for young men.

Verses 7-8 are directed toward Titus, but there is a little bit of an exegetical question in the text. Since Titus is apparently a young man in ministry should the application of v. 6 be to young men only, and vv. 7-8 be applied to Titus only? Or, is there overlap here? It is best to see these as different applications. The reason is that how he is to teach in vv. 7-8 seems to be an extension of the fact that he will teach given in v.1. In other words vv. 7-8 are the means by which he will teach the things of vv. 1-6 and v. 9. This is really helpful for a pastor. If the pastor is to teach such strong things, he can only do this if he is himself sound in speech (v. 8).

Note that Paul requires that Titus have a good reputation with outsiders. This, at least thematically, extends the idea of being above reproach (vv. 6-7) to include with outsiders as well. The pastor has an internal call from God, the call is confirmed by a local body who see this evident in his life, and the external community is able to see it as well.

Finally notice that the bond-servant should kosmeo, adorn or dress, the Gospel (v. 10). The root of the word is to set in order, but was used more commonly for dressing or decorating. Think of the word cosmetics. This beautiful metaphor teaches us that our counter cultural life should so decorate the Gospel that the Gospel is ravishing to the outside world.

5. Let the structure of the text become the structure of the sermon
   

The structure of the text is relatively clear as noted above:

There is a lot in this unit of text and it could be broken into different sermons as long as the preacher took time to note that semantically this is one unit. All of this is working out how our doctrine should impact behavior.

There is also a great stand-alone sermon here on the work of teaching v.  1,  7, and 8. This, semantically is the logical flow: Teach people to live out what they believe (v. 1), and do it like this (vv. 7-8).