Hermeneutics Book Report Questions.doc

8/14/2019 Hermeneutics Book Report Questions.doc

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BOOK REPORT

HERMENEUTICS PRINCIPLES AND PROCESS

OF BIBLICAL INTERPERTATIONBY HENRY A. VIRKLER

_____________________________

PRESENTED TO

PROFESSOR STEVE P. SULLIVAN, TH. M., D. Min.

COLLEGE OF BIBLICAL STUDIES HOUSTON

_____________________________

IN PARTIAL FULFILLMENT OF THE REQUIREMENTS IN

ADVANCE BIBLICAL HERMENEUTICS

BIBL 330

_____________________________

BY

LINDA FLAGG

APRIL !, "00#

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H$%&$n$'(i)* P%in)i+$* -n P%/)$**$*

/ Bi1i)- In($%+%$(-(i/n

B2 H$n%2 A. Vi%$%

C4-+($% On$

In(%/')(i/n (/ Bi1i)- H$%&$n$'(i)*

. H/5 /$* Vi%$% $in$6 4$%&$n$'(i)*, 7$n$%- 4$%&$n$'(i)*, -n *+$)i-

4$%&$n$'(i)*8

1. Vi%$% $in$ H$%&$n$'(i)*as the science and art of biblical interpretation.Hermeneutics is considered a science because it has rules and these rules can

be classified into an orderly system. It is considered an art because

communication is flexible, and therefore a mechanical and rigid application of

rules will sometimes distort the true meaning of a communication. To be a goodinterpreter one must learn the rules of hermeneutics as well as the art of

applying those rules. (Page 16)2. Vi%$% $in$ G$n$%- H$%&$n$'(i)* as the study of those rules that govern

interpretation of the entire biblical text. It includes the topics of historical

cultural, contextual, lexical syntactical and theological analyses.(Page 16)

3. Vi%$% $in$ S+$)i- H$%&$n$'(i)* as the study of those rules that apply tospecific genres, such as parables, allegories, types, and prophecy.(Page 16)

". H/5 /$* Vi%$% $in$6 ($9('- )%i(i)i*&, 4i*(/%i)- )%i(i)i*&, $9$7$*i*, 1i1i)-

(4$//72, *2*($&-(i) (4$//728

1. Vi%$% $in$ T$9('- C%i(i)i*&6As sometimes referred to as lower criticism.

Textual criticism is the attempt to ascertain the original wording of a text.

Textual criticism is needed because we have no original manuscripts, only

many copies of the originals and these copies have variations among them.

(Page 17)2. Vi%$% $in$ Hi*(/%i)- C%i(i)i*&6As a third field of biblical study. It is also

knownas higher criticism. cholars in this field study the authorship of a book,

the date of its composition, the historical circumstances surrounding its

composition, the authenticity of its content, and its literary unity. (Page 17)

3. Vi%$% $in$ E9$7$*i*6 As the application of the principles of hermeneutics

to arrive at a correct understanding of the text. The prefix ex !"out of# or

"from#$ refers to the idea that the interpreter is attempting to derive his

understanding from the text, rather than reading his meaning into the text

!eisengesis$. (Page 18)4. Vi%$% $in$ Bi1i)- T4$//726As the study of divine revelation as it was

given throughout the %ld Testament and &ew Testament. It asks the 'uestion,

"how does this specific revelation add to the knowledge throughout the old and

new testament era. (Page 18)5. Vi%$% $in$ S2*($&-(i) T4$//726 As a system that organi(es the biblical

data in a logical rather than historical manner. It attempts to place together all

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the information on a given topic !e.g. the nature of )od, the nature of the

afterlife, the ministry of angels$ so that we may understand the totality of )od*s

revelation to us on that topic. +iblical and systematic theology is

complementary fields together they give us greater understanding than either

one would alone. (Page 18)

3. :4-( %$-*/n /$* Vi%$% 7i;$ /% (4$


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personally. 8or skills possess great importance because they give us a means of discovering

more accurately the truths we believe scripture possesses.(Page 21, 22)

?. B%i$2 i*( -n $9+-in (4$ i;$ )/n(%/;$%*i- i**'$* in )/n($&+/%-%2 4$%&$n$'(i)*.

@ -alidity in Interpretation /erhaps the most basic 'uestion in hermeneutics is, "is itpossible to say what constitutes the valid meaning of a text9# %r are there multiple meanings9

If there are more than one, are some more valid than others9 In that case, what criteria can

be used to distinguish the more valid interpretations9 To experience the important issues

raised by these 'uestions, consider the &aphtunkian*s problem. (Page 22)

@":ouble Authorship A second controversy in hermeneutics is the double author issue. The

orthodox view of scripture is one of the confluent authorship6 that is, the human and divine

authors worked !flowed together$ to produce the inspired text. This issue raises these

important 'uestions ";hat meaning did the human author intend9# ";hat meaning did the

divine author have9# ":id the intended meaning of the divine author exceed that of the

human author9#(Page 25)

@3iteral, 8igurative, and ymbolic Interpretations of cripture A third controversial issue

in contemporary hermeneutics involves the literalness with which we interpret the words of

scripture. piritual 8actors in the /erceptual /rocess A fourth controversial issue in contemporary

hermeneutics has to do with whether or not spiritual factors affect ability to perceive

accurately the truths contained in scripture. %ne school of thought maintains that if two

people are e'ually prepared intellectually to do hermeneutics !educated in the original

languages, history, culture, etc.$ they will be e'ually good interpreters. A second school of

thought holds that scripture itself teaches that spiritual commitment, or lack of it, influences

ability to perceive spiritual truth.(Page 29)

@? The =uestion of Inerrancy %f all the controversial issues with implications for

hermeneutics, probably one of the most important being debated by evangelists today is the

issue of biblical inerrancy. This issue divided evangelicals !those who stress the importance of

personal salvation through >esus


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1. An)i$n( $5i*4 E9$7$*i* >ewish @xegesis can be classified into four main types

iteral, midrashic, persher, and allegorical.ince the Israelites had probably lost their

understanding of Hebrew during the exilic period, most biblical scholars assume that

@(ra and his helpers translated the Hebrew text and read it aloud in Aramic, adding

explanations to make the meaning clear. Thus began the science and art of biblical

interpretation.(Page 49)

2. N$5 T$*(-&$n( / (4$ O T$*(-&$n( Approximately ten percent of the &ew

Testament is direct 'uotations, paraphrases, or allusions to the %ld Testament. %f the

thirty nine books of the %ld Testament, only nine are not expressly referred to in the

&ew Testament.


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describes theologians of that day as reading "the +ible by the unnatural glare of

theological hatred.(Page 67)

7. M/$%n H$%&$n$'(i)* @00 (/ (4$ P%$*$n( ationalism in philosophy laid the

basis for liberalism in theology. ;hereas in previous centuries revelation had

determined what reason ought to think, by the late 4DEE*s reason determined whatparts of revelation !if any$ were to be accepted as true. ;here in previous centuries the

divine authorship of cripture had been emphasi(ed, during this period its human

authorship was the focus. ome authors suggested that various parts of cripture

possessed various degrees of inspiration, with the lower degrees !such as historical

details$ being capable of error. (Page 70, 71)

CHAPTER THREE

Hi*(/%i)-C'('%- -n C/n($9('- An-2*i*

1. D$in$ (4$ //5in7 ($%&*6A. Hi*(/%i)-C'('%- An-2*i* considers the historical cultural milieu in which

an author wrote, in order to understand his allusions, references, and purpose.(Page 76)

B. C/n($9('- An-2*i*considers the relationship of a given passage to the whole

body of an author*s writing, for better understanding results from knowledge of the

overall thought. (Page 76)

C. L$9i)- S2n(-)(i)- An-2*i* develops an understanding of the definitions of

words !lexicology$ and their relationship to one another !syntax$ in order to

understand more accurately the meaning the author intended to convey. (Page 76)

D. T4$//7i)- An-2*i* studies the level of theological understanding at the time a

revelation was given in order to ascertain the meaning of the text for its original

recipients. Thus it takes into account related criptures, whether given before or

after the passage being studied. (Page 76)

E. Li($%-%2 An-2*i* identifies the literary form or method used in a given passage

for various forms such as historical narrative, letters, doctrinal exposition, poetry,

and apocalyptic. @ach has their uni'ue methods of expression and interpretation.

(Page 76, 77)

2. D$*)%i1$ (4$ *i9*($+ &/$ (4-( )-n 1$ '*$ (/ in($%+%$( -n2 1i1i)- ($9(.

T4$ *i9 *($+* (4-( -%$ '*$ (/ in($%+%$( -n2 1i1i)- ($9( -%$6

4. Historical cultural analysis, contextual analysis

2. exical syntactical analysis

3. Theological analysis

C. iterary analysis

B.


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In this six1step procedure steps one through three belong to general hermeneutics.

tep four constitutes special hermeneutics. tep six transmission and application of

the biblical message from one time and culture to another is not usually considered

an integral part of hermeneutics per se, but is included in this text because of its

obvious relevance for the twentieth1century believer so widely separated by both timeand culture from the original recipients of cripture.(Page 77)

3. Li*( -n $*)%i1$ (4%$$ 1-*i) *($+* in;/;$ in 4i*(/%i)-)'('%- -n )/n($9('-

-n-2*i*.

Hi*(/%i)- )'('%- -n )/n($9('- -n-2*i* )-n 1$ /n$ 12 -*in7 (4%$$ 1-*i)

'$*(i/n*, $-)4 / 54i)4 i* &/%$ *+$)ii) (4-n (4$ +%$;i/'* /n$. T4$ (4%$$ '$*(i/n*

-%$6

4. ;hat is the general historical milieu in which the writer speaks9

2. ;hat is the specific historical1cultural context and purpose of this book93. ;hat is the immediate context of the passage under consideration9(Page

79)

4. I$n(i2 (4%$$ 5-2* / i*)$%nin7 -n -'(4/%* in($n(i/n /% 5%i(in7 - *+$)ii) 1//.

. :4/ 5-* (4$ 5%i($%8 :4-( 5-* 4i* *+i%i('- 1-)7%/'n -n $9+$%i$n)$8

". T/ 54/& 5-* 4$ 5%i(in7 @$.7., 1$i$;$%*, 'n1$i$;$%*, -+/*(-($*, 1$i$;$%*

54/ 5$%$ in -n7$% / 1$)/&in7 -+/*(-($*8

3. :4-( 5-* (4$ 5%i($%* +'%+/*$ @in($n(i/n in 5%i(in7 (4i* +-%(i)'-% 1//8

(Page 81)

5. Li*( *i9 i&+/%(-n( *$)/n-%2 *($+* in;/;$ in )/n($9('- -n-2*i*.

1. 8irst, identify the ma0or blocks of material in the book and show how they fitinto a coherent whole.(Page 84)

2. econd, show how the passage fits into the flow of the author*s argument.

3. Third, determine the perspective which the author intends to communicate noumenological !the way things really are$ or phenomenological !the way

things appear$.(Page 84)

4. 8ourth, distinguish between descriptive and prescriptive truth.(Page 86)5. 8ifth, distinguish between incidental details and the teaching focus of a

passage.(Page 86)

6. 8inally, identify the person or category of persons for whom the particular

passage is intended.(Page 87)

6. S(-($ 2/'% /+ini/n -n/% )%i(i'$ / (4i* )4-+($%.

T4i* 5-* - ;$%2 in/%&-(i;$ )4-+($%. I( $'i+* - Bi1$ *('$n( (/ +%/+$%2

'n$%*(-n -n in($%+%$( -n2 1i1i)- +-**-7$. T4i* )4-+($% +%/;i$* (4$ *('$n(

5i(4 (4$ n/5$7$ / 54-( *($+* -%$ in;/;$ in 4i*(/%i)-)'('%- -n )/n($9('-

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-n-2*i*. I( +%/;i$ - 1$(($% 'n$%*(-nin7 / (4$ 4i*(/%i)-)'('%- &ii$' in

54i)4 (4$ -'(4/% 5%/($ -n( (4$ %$-*/n /% %$-*/n* 542 (4$ 1// 5-* 5%i(($n.

CHAPTER FOUR

L$9i)-S2n(-)(i)- An-2*i*

1. I$n(i2 (5/ &-J/% %$-*/n* 542 $9i)-*2n(-)(i)- -n-2*i* i* i&+/%(-n(.

@ L$9i)-*2n(-)(i)- -n-2*i* i* n$$$because we have no valid assurance that our

interpretation is the meaning )od intended to convey.(Page 95)

@" L$9i)-*2n(-)(i)- -n-2*i* i* n$$$ 1$)-'*$ 5e have no grounds for saying that

our interpretations of cripture are more valid than those of heretical groups.(Page

95)

2. Li*( (4$ *$;$n *($+* in;/;$ in $9i)-*2n(-)(i)- -n-2*i*.

a. Identify the general literary form. T4$ i($%-%2 /%& -n -'(4/% '*$* @+%/*$,+/$(%2, $(). in'$n)$* (4$ 5-2 4$ in($n* 4i* 5/%* (/ 1$ 'n$%*(//. (Page95)

b. Trace the development of the author*s theme and show how the passage under

consideration fits into the context. T4i* *($+, -%$-2 1$7'n -* +-%( /

)/n($9('- -n-2*i*, 7i;$* - n$)$**-%2 +$%*+$)(i;$ /% $($%&inin7 (4$

&$-nin7 / 5/%* -n *2n(-9. (Page 96)

c. Identify the natural divisions of the text. T4$ &-in )/n)$+('- 'ni(* -n

(%-n*i(i/n- *(-($&$n(* %$;$- (4$ -'(4/%* (4/'74( +%/)$** -n (4$%$/%$

&-$ 4i* &$-nin7 )$-%$%.(Page 96)

d. Identify the connecting words within the paragraphs and sentences.

C/nn$)(in7 5/%* @)/nJ'n)(i/n*, +%$+/*i(i/n*, %$-(i;$ +%/n/'n* *4/5 (4$

%$-(i/n*4i+ 1$(5$$n (5/ /% &/%$ (4/'74(*.(Page 96)

e. :etermine what the individual words mean. An2 5/% (4-( *'%;i;$* in --n7'-7$ 1$7in* (/ (-$ /n - ;-%i$(2 / &$-nin7* / -n)i$n( 5/%*, -n (4$n

(/ $($%&in$ 54i)4 / (4$ *$;$%- +/**i1$ &$-nin7* i* (4$ /n$ (4$ -'(4/%

in($n$ (/ )/n;$2 in - *+$)ii) )/n($9(.(Page 96)

f. Analy(e the syntax. T4$ %$-(i/n*4i+ / 5/%* (/ /n$ -n/(4$% i* $9+%$**$

(4%/'74 (4$i% 7%-&&-(i)- /%&* -n -%%-n7$&$n(.(Page 96)g. /ut the results of your lexical61syntactical analysis into nontechnical, easily

understood words that clearly convey the author*s meaning to the @nglish

reader.(Page 96)

3. I$n(i2 (4%$$ &$(4/* / $($%&inin7 (4$ &$-nin7* / -n)i$n( 5/%*, -n )/&+-%$

(4$ ;-ii(2 / $-)4 &$(4/.

The first methodis to study the ways a word was used in other ancient literature

secular literature, the eptuagint !the )reek translation of the %ld Testament made

before the time of


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" The second methodis to study synonyms, looking for points of comparison as well

as contrast. @arlier students of lexicology often drew up fairly rigid distinctions

between words that had similar but not exactly e'uivalent meaning. The trend today

seems to be toward suggesting that some synonyms generally had certain shadings of

meaning which contrast with the general usage of other words. 8or example, two ofthe )reek words for love !agapoa and phileo$ generally do have distinctive meanings

!e.g., >n. 244B14F$6 however, they occasionally also appear to have been used as

synonyms !?t. 2356 4E3F6 uke 44C36 2EC5$.(Page 100)

3 The third method for determining word meanings is to study etymology

considering the meaning of the historical roots of words. @xtensive etymological

studies are used less fre'uently today than previously because of two disadvantages

!4$ the historical roots of words are often con0ectural, and !2$ the meanings of words

often change radically with the passage of time, so that little or no apparent connection

remains between the original meaning of the root word and its meaning a few hundred

years later.

4. :4-( -%$ (4$ i;$ &$(4/* / $($%&inin7 54i)4 /n$ / (4$ *$;$%- +/**i1$

&$-nin7* / - 5/% 5-* -)('-2 in($n$ 12 -n -'(4/% in - 7i;$n )/n($9(8

4. 8irst, look at definitions or explanatory phrases that the authors themselves give.(Page 106)

2. econd, the sub0ect and predicate of a sentence may mutually explain each other.

(Page 106)3. Third, look at parallelism if it occurs within the passage.(Page 106)

C. 8ourth, determine if the word is being used as part of a figure of speech. (Page 107)

B. 8ifth, study parallel passages.(Page 109)

5. D$in$ (4$ //5in7 ($%&*6 $9i)-*2n(-)(i)- -n-2*i*, *2n(-9 $9i)//72,

$n/(-(i/n, )/nn/(-(i/n, -n i7'%$* / *+$$)4.

a. L$9i)-*2n(-)(i)- -n-2*i* is the study of the meaning of individual words

!lexicology$ and the way those words are combined !syntax$, in order to determine

more accurately the author*s intended meaning.(Page 94)

b. S2n(-9 deals with the way thoughts are expresses through grammatical forms.

@ach language has its own structure, and one of the problems that make learning

another language so difficult is that the learner must master not only the word

definitions and pronunciations of the new language, but also new ways/

arranging and showing the relationship of one word to another. (Page 109-110)c. L$9i)//72 the study of the meaning of individual words.(Page 94)

d. D$n/(-(i/n ! pecific ?eanings$The most valid method of determining word

meanings is to discover the various denotations a word possessed at the time it was

used by the writer.(Page 99)e. C/nn/(-(i/n !Additional Implications$:ords also have connotations, implied

emotional meanings not explicitly stated. To say someone is incorrigible does not

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have the same connotation as to say that he does not have the courage of his

conviction.(Page 99)

f. Fi7'%$* / *+$$)4 sometimes words or phrases are used in ways which deviatefrom simple, normal speech in order to produce a fanciful or vivid impression.

uch phrases are often called figures of speech, and are intended to have a

meaning different from the literal. If a figure persists and becomes widelyaccepted within a culture it is called an idiom. (Page 107)

. S(-($ 2/'% /+ini/n -n/% )%i(i'$ / (4i* )4-+($%.

T4i* )4-+($% /;$%54$&* 2/' 5i(4 '*$' in/%&-(i/n /n 4/5 (/ in($%+%$( (4$ Bi1$. I( 7-;$

+%-)(i)- in/%&-(i/n /n (4$ +'%+/*$ / $9i)-*2n(-)(i)- -n-2*i*. :$ n$$ (/ '*$ (4i*

&$(4/ / *('2 (/ 4$+ '* $($%&in$ &/%$ -))'%-($2 (4$ -'(4/%* in($n$ &$-nin7 -*

)$-%2 -* +/**i1$. T4$ )4-+($% 7i;$* 2/' in/%&-(i/n /n *$;$%- in* / $9i)- (//* (4-(

-%$ -;-i-1$ 54i)4 $n-1$ (4$ Bi1$ *('$n( / S)%i+('%$ (/ -*)$%(-in (4$ ;-%i/'* +/**i1$

&$-nin7* / -n)i$n( 5/%*. T4$ &/*( i&+/%(-n( in* / $9i)- (//* -%$6 A C/n)/%-n)$*

@En7i*4, H$1%$5, -n G%$$, A L$9i)/n* @Di)(i/n-%2 / H$1%$5 /% G%$$ 5/%*,T4$//7i)- :/%1//*, (4$ N$5 In($%n-(i/n- Di)(i/n-%2 / N$5 T$*(-&$n( T4$//72.

CHAPTER FIVE

T4$//7i)- An-2*i*

1. I$n(i2 i;$ *($+* in (4$ +%/)$** )-$ (4$//7i)- -n-2*i*.

:etermine your own view of the nature of )od*s relationship to man. T4i* i* (4$

)/$)(in7 / $;i$n)$, (4$ %-&in7 / '$*(i/n*, -n (4$ 'n/'1($2 1i-*$ 12 (4$

-'(4/%* )/n)$+(i/n* / - 1i1i)- ;i$5 / *-;-(i/n 4i*(/%2. (Page 153)

"Identify the implications of this view for the passage you are studying.F/% $9-&+$, -

+/*i(i/n /n (4$ n-('%$ / G/* %$-(i/n*4i+ (/ &-n (4-( i* +%i&-%i2 i*)/n(in'/'* 5i

;i$5 (4$ O T$*(-&$n( -* $** %$$;-n( /% )/n($&+/%-%2 1$i$;$% (4-n (4$ N$5

T$*(-&$n(. (Page 153)

3Assess the extent of theological knowledge available to the people of that time. :4-(

+%$;i/'* n/5$7$ 4- (4$2 1$$n 7i;$n8 G// 1i1i)- (4$//72 ($9(* &-2 +%/;$

4$+' in (4i* %$7-%. (Page 153)

>:etermine the meaning the passage possessed for its original recipients in the light of

their knowledge. (Page 153)

?Identify the additional knowledge about this topic which is available to us now because

of later revelation.T4i* i* */&$(i&$* %$$%%$ (/ in 4$%&$n$'(i)* ($9(1//* -* (4$


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conflicting with one another. They believe cripture to be man*s thoughts about )od.

(Page 121)

1:ispensational theory has been called the key to rightly dividing the criptures. &early

always orthodox in their view of inspiration, believing that any is discontinuityin the

pattern of salvation history is there because )od intended it to be there. :ispensationalists

recogni(e between four and nine dispensations6 the usual number is seven. (Page 122))utheran theory believed that for a proper understanding of cripture we must carefullydistinguish between two parallel and ever1present truths of cripture aw and )ospels

aw refers to )od in His hatred of sin, His 0udgment, and His wrath. The )ospel refers to

)od in His grace, His love, and His salvation. (Page 128)


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4. S(-($ 2/'% )%i(i'$ / +-7$ ?>.

T4$ )4-%( /n +-7$ ?> i* -n $9)$$n( 5-2 (/ 4$+ 2/' in($%+%$( S)%i+('%$. I( i* - 7%$-(

(// (/ )/+2, +-)$ in 2/'% Bi1$, -n $$+ in %/n( / 2/' 54i$ 2/' -%$ *('2in7 (4$

:/% / G/. I( 5i 4$+ 2/' 'n$%*(-n (4$ S)%i+('%$* 1$(($% '*in7 Hi*(/%i)-C'('%- -n C/n($9('- An-2*i*, L$9i)-S2n(-)(i)- An-2*i*, -n T4$//7i)-

An-2*i*.

CHAPTER SI

S+$)i- Li($%-%2 M$(4/*

1. D$*)%i1$ (4$ /n$ (/ (4%$$ *$n($n)$* $-)4 / (4$ i($%-%2 ($%&* &$n(i/n$ in (4$)4-+($% (i($.

A simile is simply and expressed comparison it typically uses the words like or as !"the

kingdom of heaven is likeG#$. The emphasis is on some point of similarity between two

ideas groups, action etc.It is used to stress a single point.(Page 158)

A metaphor is an unexpressed comparison it does not use the words like or as. The

sub0ect and the thing with which it is being compared are intertwined rather than kept

separate.Although the sub0ect and its comparison are identified as one, the author does

not intend his words to be taken literally. >esus said, "I am the bread of life,# and "ou

are the light of the world.#


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CHAPTER SEVEN

S+$)i- Li($%-%2 M$(4/*

1. D$in$ (2+$ -n -n(i(2+$.

Type is a preordained representative relationship, which certain persons, events, and

institutions bear to corresponding persons, events, and institutions occurring at a later

time in salvation history. The prefigurement is called the type6 the fulfillment is called the

antitype. @xample >esus says, ">ust as ?oseslifted up the snake in the desert, so the on

of ?an must be lifted up, that everyone who believes in him may have eternal life.# >esus

pointed out two corresponding resemblances !4$ the lifting upon the serpent and of

Himself, and !2$ life for those who responded to the ob0ect lifted up. !Antitype is called the

fulfillment$.(Page 184)

2. Di*(in7'i*4 (2+//72 %/& *2&1/i*& -n -$7/%2.

8irst, symbols serve as signs of something they represent, without necessarily being similar

in any respect, whereas Types resemble in one or more ways the things they prefigure.

econd types point forward in time6 whereas symbols may not. A tpre always precedes

historically its antitype, whereas a symbol may precede, exist concurrently with, or come

after the thing which it symboli(es. (Page 184, 185)

Typology is also to be distinguished from allegorism. Typology is the search for linkages

between historical events, persons, or things within salvation history6 allegorism is the

search for secondary and hidden meanings underlying the primary and obvious meaning

of a historical narrative. Typology rest on an ob0ective understanding of the historical

narrative, wheras allegori(ing imports sub0ective meanings onto it. (Page 185)

3. I$n(i2 (4%$$ i*(in7'i*4in7 )4-%-)($%i*(i)* / - (2+$.

a$ There must be some notable point if resemblance or analogy between the type and it

antitype This does not imply that there are not many point of dissimilarity as well. Adam is

a type of


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2. exical syntactical analysis are words being used literally figuratively, or symbolically9

The study of the meaning of individual words !lexicology$ and the way those words are

combined !syntax$, in order to determine more accurately the author*s intended

meaning.(Page 94, 189)

3. Theological analysis the proper interpretation and understanding of types often leads

to an increased appreciation of the unity of cripture and the consistency with which)od has dealt with man throughout salvation history. (Page 190)

4. iterary analysis is the search the text for the points of correspondence, and note the

important points of difference between the type and its antitype.(Page 190)

5. I$n(i2 *$;$n 7$n$%- i$%$n)$* 1$(5$$n +%/+4$)2 -n -+/)-2+(i) i($%-('%$.

4$ The initial presentation of prophecy was usually in spoken form and was put in

writing at a later time, The initial presentation of apocalyptic was usually in writing,

2$ /rophetic utterances most often are separate, brief oracles. Apocalyptic are often

longer, more continuous6 they have cycles of material repeated a second or third timein parallel form,

3$ Apocalyptic tends to contain more symbolism, especially of animals and other living

forms,

C$ Apocalyptic places a greater stress on dualism than does prophecy,

B$ Apocalyptic primarily comforts and encourages the ighteous emnant, /rophecy

often castigates the nominally religious,

5$ Apocalyptic is generally pessimistic about the effectiveness of human intervention in

changing the present. /rophecy focuses on the importance of human change,

F$ Apocalyptic was usually written pseudonymously. /rophecy was usually written or

spoken in the name of its author.(Page 193)

6. Li*( (4$ *i9 )/n(%/;$%*i- i**'$* in (4$ in($%+%$(-(i/n / +%/+4$)2.

H$%&$n$'(i)- +%in)i+$*

" D$$+$% *$n*$

3 Uni;$%*i(2

> C/ni(i/n-i(2

? Sin7$ ;$%*'* &'(i+$ &$-nin7

7. D$in$ (4$ ($%&* +%/7%$**i;$ +%$i)(i/n, $;$/+&$n(- 'i&$n( -n +%/+4$(i)

($$*)/+in7.

/rogressive prediction refers to the fact that although each prophetic passage has single

intended fulfillment, often a series of passages exhibit a pattern of chronological progress

in the prophetic enactment. (Page 200)

:evelopmental fulfillment refers to the accomplishment of a generali(ed comprehensive

prophecy in several progressive stages. (Page 200)

14


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/rophetic telescoping refers to the well1known characteristic that +iblical prophecy may

leap from one prominent peak in predictive topography to another without notice of the

valley, which may involve no inconsiderable lapse in chronology.(Page 201)

8. D$in$ (4$ ($%&* +%$&i$nni-i*&, +/*(&i$nni-i*& -n -&i$ni-i*&.

-/remillenialism is the theory that


16/17

(5) Texts have only one meaning, but may have many applications. /rincipli(ing is a

method of application. The meaning is the author*s intended one, but the

applications of that meaning may refer to situations which the author, in a

different time and culture, never envisioned.(Page 220)

2. I$n(i2 (4$ i;$ *'77$*(i;$ *($+* (/ (%-n*-($ 1i1i)- )/&&-n* %/& /n$ )'('%$-n (i&$ (/ -n/(4$%.

(1):iscern as accurately as possible the principle behind the given behavioral

command. 8or example,


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3. S(-($ 2/'% /+ini/n -n/% )%i(i'$ / (4i* )4-+($%.

T4i* C4-+($% 7-;$ &$ - 1$(($% 'n$%*(-nin7 / (4$ i&+/%(-n)$ / n/5in7 (4$

i&+i)-(i/n* / (4$ &$-nin7* / 5/%* in - i$%$n( (i&$ -n )'('%$. I( &-$ &$

%$-i$,

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