Reading the Bible for Meaning
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Transcript of Reading the Bible for Meaning
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WBTC Bible Translation BasicsWBTC Bible Translation Basics
Translation step by stepTranslation step by step
Step 1Step 1
Exegesis for BibleExegesis for Bibletranslatorstranslators
Adapted from theLuke Partnership Project
by Katy Barnwell
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Exegesis forExegesis for
Bible translatorsBible translatorsStep 1Step 1
Discover the meaning ofDiscover the meaning ofthethesource textsource text
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What is exegesis?What is exegesis?
In doing exegesis, we
are trying to discover
what the original
author wanted tocommunicate to the
original audience.
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7: Back-translation
10: Final editing
8: Content correction
11: Final read-through
12: Publication
9: Testing and revieing
!: Preli"inar# testing
$: %e# biblical ter"s
&: 'u((le"entar# hel(s
): Tea" check
2: *ra+ting
1: ,egesis
TranslationTranslationstep by stepstep by step
Step 1Step 1
ExegesisExegesis
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What is exegesis?What is exegesis?
In doing exegesis, we are trying to
discover what the original author
wanted to communicate to the
original audience.
We are trying to understand
the original authors messageso
that we can retell it to a new
audience.
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RememberRemember
! GOODtranslation communicates theintended meaning o" the original in a
clear and natural way.
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RememberRemember
! GOODtranslation communicates theintended meaning o" the original in a
clear and natural way.
! BADtranslation communicates thewrong meaning, o"ten $ecause it is
unclear and unnatural.
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%
RememberRemember
! GOODtranslation communicates theintended meaning o" the original in a
clear and natural way.
! BADtranslation communicates thewrong meaning, o"ten $ecause it is
unclear and unnatural.
&he WORSTtranslation o" all
communicates the wrongmeaning in a
clear and natural way.
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'
The translatorThe translators tass tas
! translators tas( is to communicatethe
same message as the original author.
&ranslators must $e care"ul not to tell their
ownmessage.
&heir tas( is to retellthe message o" the
original author to a new audience.
)o beforetranslating, the translator must
discover the meaning o" the source text as
exactlyand fullyas *ossi$le.
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If you are building a house,If you are building a house,
youyou firstfirstdig the foundationsdig the foundations..
I" you dont,
the house may "all down.
If you are going to make soup,If you are going to make soup,
youyou firstfirstprepare theprepare the ingredients.ingredients.
I" you dont,
the sou* may not taste good.
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If you are making aIf you are making atranslation,translation,
first stu!y the meaning of thefirst stu!y the meaning of the
source text source text..
I" you dont, you will not $e a$le to retell
the message correctly, and the translationwill not $e "aith"ul to the meaning o" the
original.
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Translation is theTranslation is the
transfer of meaningtransfer of meaning&he translators goal is that the
translation will convey thesame meaning as the source
text did to the original
audience
as clearly and accurately as*ossi$le.
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Translation "Translation "
transfer of meaningtransfer of meaning
Meaning
Text in
the
Sourcelanguage
Translationin the
.ece(tor/anguage
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ContextContextIncludes in"ormation the )cri*ture writer
assumed the audience (new.
ur *ro$lem-
In"ormation availa$le to the original audience
is o"ten not availa$le to our readers.
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TheThe ##icebergiceberg$$of meaningof meaning
The explicit meanings of
a piece of writing are the
tip of an iceberg of
meaning: the larger partlies below the surface of
the text and is
composed of the
readers own releant
knowledge.
!"irsch #$%&:''(')*
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%mplicit %nformation%mplicit %nformation
&o understand what someone says or writeswe must in"er the necessary im*licitin"ormation that the s*ea(er assumes we(now. or exam*le-
+ollector: Would you li(e to $uy a "lag "or the/oyal 0ational i"e$oat Institution
asser(by: 0o than(s, I always s*end myholidays with my sister in irmingham.
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Relevance ?Relevance ?
ontextual assum*tions-In ngland, charities o"ten sell little "lags "ordonations
&he /oyal 0ational i"e$oat Institution is a charity.
irmingham is inland.
)omeone who s*ends his holidays inland is unli(elyto need the hel* o" the /oyal 0ational i"e$oatInstitution.
)omeone who is unli(ely to need hel* "rom a charitycannot $e ex*ected to su$scri$e to it.
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Relevance ?Relevance ?
ontextual Im*lication-
&here is a su""icient reason "or re"using to
su$scri$e to the 0ational i"e$oat Institution.
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&eople !o not un!erstan! 'hat a&eople !o not un!erstan! 'hat atranslation says (ust from thetranslation says (ust from the'or!s on the page) They infer'or!s on the page) They infer
meaning by combining 'hat theymeaning by combining 'hat theyrea! from 'hat they alrea!yrea! from 'hat they alrea!y
no')no')
Contextis crucial "or inter*retation
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Communicator
*eaning toconvey
Addressee
Thoughts+n!erstoo!
Co!e ,Con!uit- *o!elCo!e ,Con!uit- *o!el
S,en!er- *,essage- R,eceiver-S,en!er- *,essage- R,eceiver-
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Communicator
*eaning
Addressee
Thoughts+n!erstoo!
Co!e ,Con!uit- *o!elCo!e ,Con!uit- *o!el
S,en!er- *,essage- R,eceiver-S,en!er- *,essage- R,eceiver-
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Share! no'le!ge an!Share! no'le!ge an!assumptionsassumptions
Communicator
*eaning toconvey
Addressee
Context Thoughts+n!erstoo!
%nferencing
.ct of inferential communication.ct of inferential communication
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6&here is almost always a ga* $etween what
*eo*le say and what they mean.7
8tterance meaning
)*ea(er meaning
9 ! :
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*ar 1/02*ar 1/02
;esus said, 6
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Comprehension proce!ureComprehension proce!ure
in a nutshellin a nutshellWe show we intend to communicatethers ex*ect our communication will $e relevant
>ma(ing sense?
ur hearers "orm a hy*othesis a$out our intentions.&hey access the shared >cognitive? context
&hey in"er conclusions "rom utterances@text A context
&hey sto* trying to "igure out what we are saying when
the inter*retation satis"ies their hy*othesis
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Maize for sale ready, says boardMaize for sale ready, says board
&he 0ational ereals and :roduce oard has #14,1+#
$ags o" mai=e in its de*ots.
ut o" this, a$out 54,1+# $ags are "or sale tocustomers at mar(et *rices.
In a statement yesterday, the $oardBs *u$lic relations
manager, Cr D. C. said the mai=e is availa$le at all its
stores as sur*lus stoc(s are trans"erred to re*lenish
de*leted su**lies. Cr C. said that 1++,+++ $ags are sold
every wee(.
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What do you su**ose was the authors *ur*osein *roviding this in"ormation
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Maize for sale ready, says boardMaize for sale ready, says board
&he 0ational ereals and :roduce oard has #14,1+#$ags o" mai=e in its de*ots.
ut o" this, a$out 54,1+# $ags are "or sale to
customers at mar(et *rices.
In a statement yesterday, the $oardBs *u$lic relations
manager, Cr D. C. said the mai=e is availa$le at all its
stores as sur*lus stoc(s are trans"erred to re*lenishde*leted su**lies. Cr C. said that 1++,+++ $ags are sold
every wee(.
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Context0
E Cr C. was res*onding to *ress re*orts a$out
hungerFrelated deaths in *arts o" the country to
to drought and "amine.
E &here had $een accusations that thegovernment had $een hoarding grain.
E &he "acts say otherwise
E 60o grounds "or the accusation7
FF le"t to $e in"erred "rom the "acts stated.
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Adapted introduction
/es*onding to *ress re*orts a$out hungerFrelated deaths
in *arts o" the country and accusations that thegovernment had $een hoarding su**lies "or sale at *ro"it,
Cr. D. C., *u$lic relations manager "or &he 0ational
ereals and :roduce oard, announced that the oard
has #14,1+# $ags o" mai=e in its de*ots. ut o" this, a$out
54,1+# $ags are "or sale to customers at mar(et *rices.
In a statement yesterday, Cr. C. said the mai=e is
availa$le at all its stores as sur*lus stoc(s G
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Im*licit in"ormation de"initely a *ro$lem
0o ex*licit way to deal with the *ro$lem o"
context
In a i$le translation, how much contextual
in"ormation should $e su**lied
6!s little as *ossi$le, as much as necessary7
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3ui!elines 43ui!elines 4
Im*licit in"ormation needs to $e added
only when G
it is necessary to communicate correctmeaning G
or to insure naturalness in the /
translation. C. arson >1''%-4#?
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.ccuracy 5 Clarity.ccuracy 5 Clarity
rom a readers *oint o" view
!ccuracy must $e measured in the readers
understanding o" the text! translator must ta(e res*onsi$ility "or the
extent to which the second audience
understands what the original authorsintended to convey to their audiences.
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.ccuracy 5 Clarity.ccuracy 5 Clarity
! text that is not clear is not accurate "or a
reader, or
! text does not convey an accurate sense,unless the reader understands it.
! *er"ectly natural text may seem clear to a
reader, $ut the inter*retation may $e clearly
not the one intended $y the original author H
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.ccuracy 5 Clarity.ccuracy 5 Clarity
&here are di""erent 6levels7 o" understanding
"or many texts $ut G
!n accurate understanding de*ends on amodern readers access to the essential
$ac(ground in"ormation the author assumed
original readers would $e a$le to access.
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.ccuracy 5 Clarity.ccuracy 5 Clarity
&his accounts "or how G
a text may $e accurately understood $y
one reader,$ut misunderstood $y another reader.
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To assure un!erstan!ing 'e mustTo assure un!erstan!ing 'e must
&a(e the i$le contextand the context o" our
readers as seriously as we ta(e the i$le text.
!ssess whether *ro$lems o" understanding
are due to Gthe translation itsel" or G
the readers lac( o" the necessary
$ac(ground in"ormation
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The role an! significance ofThe role an! significance of
context in communicationcontext in communicationnot a 6remainder7 a"ter one
has dealt with the textnot ust $its and *ieces o"
in"ormation that may $e
needed here and there
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6o' to stu!y the meaning6o' to stu!y the meaning
irst loo( at the $ig *icturethe context and the message.
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6o' to stu!y the meaning6o' to stu!y the meaning
irst loo( at the $ig *icturethe context and the message.
&hen loo( at thesmall *icturethe details.
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6o' to stu!y the meaning6o' to stu!y the meaning
irst loo( at the $ig *icturethe context and the message.
&hen loo( at thesmall *icturethe details.
&hen loo( at the $ig *icture
againhow do the *arts connect
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7ooing at the big picture7ooing at the big picture
1. xamine the historical and social
setting
Who is the author&o whom was he writing
What was the situation
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7ooing at the big picture7ooing at the big picture
2. 9et an overview o" the wholedocument
Jiscover the authors *ur*ose
and the main themes.
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7ooing at the big picture7ooing at the big picture
3. Jiscover the maor unitso" the $oo(-
divisions
sections
*aragra*hs
4. )tudy the structure o" the $oo(
3ospel Beginnings3ospel Beginnings
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3ospel Beginnings3ospel Beginnings*atthe'
1 &his is the"amily history o"
;esus the
Cessiah. Ke
came "rom the
"amily o" Javid
and "rom the"amily o"
!$raham.
2 !$raham was
the "ather o"
Isaac. Isaac was
the "ather o";aco$.
;aco$ was the
"ather o" ;udah
and his $rothers.
*ar
1&he 9ood 0ewsa$out ;esus theCessiah, the )ono" 9od, $egins2with what the*ro*het Isaiahsaid would
ha**en. Ke wrote-
6istenH I will sendmy messengerahead o" you.
Ke will *re*are theway "or you.7
7ue
1F3Cost Konora$le&heo*hilus-
Cany others havetried to give a re*orto" the things thatha**ened among usto com*lete 9ods
*lan. 2What theyhave written agreeswith what we learned"rom the *eo*le whosaw those events"rom the $eginning.
8ohn
1e"ore the world$egan, the Wordwas there. &heWord was with9od, and theWord was 9od. 2Ke was there with
9od in the$eginning.3verything wasmade through him,and nothing wasmade without him.
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9ocusing on a section9ocusing on a section
irst loo( at the section in its context
Kow does this section connect with thesection $e"ore it
Kow does it connect tothe "ollowing section
What is the main theme o"
the section
What mar(s the section as a unit
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9ocusing on9ocusing on a sectiona section
Luke !"#$%&'
ontext-
&his *assage comes early in the third division o"
u(e.
;esus is on his way to ;erusalem.
Ke is *re*aring his disci*les "or the time
when he will no longer $e with them.
0otice the re"erence to )amaria in u(e '-51F5.
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9ocusing on a section9ocusing on a section51
&he time was coming near when ;esus would leave andgo $ac( to heaven. Ke decided to go to ;erusalem. 52Ke
sent some men ahead o" him. &hey went into a town in
)amaria to ma(e everything ready "or him. 53ut the
*eo*le there would not welcome ;esus $ecause he was
going toward ;erusalem. 54;ames and ;ohn, the "ollowers
o" ;esus, saw this. &hey said, 6ord, do you want us to
call "ire down "rom heaven and destroy those *eo*le755ut ;esus turned and critici=ed them "or saying this.
5&hen he and his "ollowers went to another town.
Luke ("$%$)
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9ocusing on a section9ocusing on a section
Luke !"#$%&'
/ead the section in the &)&. &his *rovidesa loo( at the text in a more literal "orm>one that "ollows the "orm o" the originallanguage text closely?.
&hen read the section in one or moremeanin* ba+ed versions, such as the/L in nglish or another language.
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%!entify the :uestions%!entify the :uestions
that nee! researchthat nee! research
Luke 10:25-37
Asking the right questions
is the way to begin
doing good exegesis
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%!entify the terms that%!entify the terms that
nee! special attentionnee! special attentionWords that have theological
im*ortance, such as
salation
redemption
grace
&hese are called 6(ey terms.7
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Discuss: What key terms needspecial study in Luke 10:25-3!
Or terms that have important social orOr terms that have important social or
historical significance,historical significance,such as ...such as ...
Templesynagogue
-abbath
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Some ey terms that nee!Some ey terms that nee!
stu!y in 7ue 1/0;stu!y in 7ue 1/0;,er+e+ #$-#) expert in the aw
aw
eternal life
teacher
,er+e #' loe
,er+e+ &%&& priest
eite
-amaritan
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Stu!y the !etails 4Stu!y the !etails 4
an! as :uestionsan! as :uestions!re there any un(nown ideas!re there any customs or things that are di""erent inthe i$le and target culture
!re there idioms or "igures o" s*eech
!re there *laces where the grammar is com*licated
!re there a$stract nouns ex*ressing events
!ny am$iguities or unclear meanings
!ny textual *ro$lems
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7ue 1/0;7ue 1/0;
8n(nown ideaspouring on oil and wine
denarius
/erusalem
/ericho
ustoms or things that are di""erent in the
i$le and target culture
*erha*s animal
Idioms or "igures o" s*eech
fell among thiees
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5
7ue 1/0;7ue 1/0;
Ji""icult constructions to unravel
bandaging, then cleansing
!$stract nouns ex*ressing events
feel compassion!m$iguities or unclear meanings
inherit eternal life
neighbor
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5#
9in! the 9.CTS9in! the 9.CTS
8se re"erence hel*s
i$le versions >in di""erent languages?
W& Kel* Jes(
i$le dictionaries,
i$le commentaries,
)tudy i$le
. ..
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5%
The Bible text itself ,TST an! R@-The Bible text itself ,TST an! R@-
is your most useful resourceAis your most useful resourceA 20"he #e$s said% 6&t has taken '(rty-six years t( )uildthis temple% and y(u $ill raise it in three days!7 21*ut the temple he +#esus, $as talking a)(ut $as his)(dy 22.'ter he $as raised 'r(m the dead% his
followers/disciplesremem)ered that he had said this/ andthey )elieed the Scripture and the $(rds #esus said 23While he +#esus, $as in #erusalem during theass(er Festival/Feast% many pe(ple )elieed in him%)ecause they sa$ the miracul(us4 signs that he $as
d(ing2
*ut #esus did n(t trust himsel' t( them% )ecausehe kne$ all pe(ple 256e had n( need '(r s(me(ne t( tellhim a)(ut pe(ple% )ecause he kne$ $hat $as inside
people/in peoples hearts
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.fter stu!ying the !etails.fter stu!ying the !etails
Dey terms
8n(nown ideas
ustoms
/L and &)& >)ource text?
/e"erence hel*s
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+
Return to the big pictureReturn to the big picture
1. &hin( or tal( through thewhole *assage
2. /eview how everything "its together, notingthe relationshi* $etween the di""erent*arts.
3. :re*are to translate.
4. Ca(ing an oral translation is a good way to$egin.
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1
7: Back-translation
10: Final editing
8: Content correction
11: Final read-through
12: Publication
9: Testing and revieing
!: Preli"inar# testing
$: %e# biblical ter"s
&: 'u((le"entar# hel(s
): Tea" check
2: *ra+ting
1: ,egesis
TranslationTranslationstep by stepstep by step
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