State College, PA June 3-5, 2012 State College, PA June 3-5, 2012 ACR School Of Missions ACR 1.

State College, PAJune 3-5, 2012

State College, PAJune 3-5, 2012

ACR ACR School Of MissionsSchool Of Missions

ACR ACR School Of MissionsSchool Of Missions

1

Purpose of the AcademyPurpose of the AcademyPurpose of the AcademyPurpose of the Academy

“Do your best to present yourself to God as one approved, a worker who has no need to be ashamed, rightly handling the word of truth.” 2nd Timothy 2:15

“to equip the saints for the work of ministry, for building up the body of Christ, until we all attain to the unity of the faith and of the knowledge of the Son of God, to mature manhood, to the measure of the stature of the fullness of Christ, so that we may no longer be children, tossed to and fro by the waves and carried about by every wind of doctrine, by human cunning, by craftiness in deceitful schemes.” Ephesians 4:12-14

“Do your best to present yourself to God as one approved, a worker who has no need to be ashamed, rightly handling the word of truth.” 2nd Timothy 2:15

“to equip the saints for the work of ministry, for building up the body of Christ, until we all attain to the unity of the faith and of the knowledge of the Son of God, to mature manhood, to the measure of the stature of the fullness of Christ, so that we may no longer be children, tossed to and fro by the waves and carried about by every wind of doctrine, by human cunning, by craftiness in deceitful schemes.” Ephesians 4:12-14

2

Biblical ExegesisBiblical ExegesisBiblical ExegesisBiblical Exegesis

3

What Is Exegesis?What Is Exegesis? What Is Exegesis?What Is Exegesis?

• This is an ancient Greek word (UGH!!)This is an ancient Greek word (UGH!!)• ““EX” means “Out Of”EX” means “Out Of”• ““EGESIS” means “To Lead” EX-EGESIS means “to EGESIS” means “To Lead” EX-EGESIS means “to

lead out from” the Biblical Textlead out from” the Biblical Text• Exegesis’ goal: “What did the author intend for his Exegesis’ goal: “What did the author intend for his

original readers to understand?”original readers to understand?”• What did he say? (Content)What did he say? (Content)• Why did he say it then and there? (Context)Why did he say it then and there? (Context)

• The opposite approach is “EISEGESIS”, where “EIS” The opposite approach is “EISEGESIS”, where “EIS” means “Into”… thus Eisegesis is leading our own means “Into”… thus Eisegesis is leading our own preconceptions into the Textpreconceptions into the Text

• Be Aware, however, that none of us is a blank slate!Be Aware, however, that none of us is a blank slate!

• This is an ancient Greek word (UGH!!)This is an ancient Greek word (UGH!!)• ““EX” means “Out Of”EX” means “Out Of”• ““EGESIS” means “To Lead” EX-EGESIS means “to EGESIS” means “To Lead” EX-EGESIS means “to

lead out from” the Biblical Textlead out from” the Biblical Text• Exegesis’ goal: “What did the author intend for his Exegesis’ goal: “What did the author intend for his

original readers to understand?”original readers to understand?”• What did he say? (Content)What did he say? (Content)• Why did he say it then and there? (Context)Why did he say it then and there? (Context)

• The opposite approach is “EISEGESIS”, where “EIS” The opposite approach is “EISEGESIS”, where “EIS” means “Into”… thus Eisegesis is leading our own means “Into”… thus Eisegesis is leading our own preconceptions into the Textpreconceptions into the Text

• Be Aware, however, that none of us is a blank slate!Be Aware, however, that none of us is a blank slate!

4

ExegesisExegesisExegesisExegesis

• The Goal of Exegesis: “What did The Goal of Exegesis: “What did the author intend for his original the author intend for his original readers to understand?”readers to understand?”

• The CONTENT of his messageThe CONTENT of his message• The CONTEXT of his messageThe CONTEXT of his message

• The Goal of Exegesis: “What did The Goal of Exegesis: “What did the author intend for his original the author intend for his original readers to understand?”readers to understand?”

• The CONTENT of his messageThe CONTENT of his message• The CONTEXT of his messageThe CONTEXT of his message

5

Exegesis: ContentExegesis: ContentExegesis: ContentExegesis: Content

• Word meanings and SemanticsWord meanings and Semantics• GrammarGrammar• SyntaxSyntax• Case Study: John 3:5Case Study: John 3:5

• I tell you the truth, no one can enter the I tell you the truth, no one can enter the Kingdom of God unless he is born of water Kingdom of God unless he is born of water and Spirit.and Spirit.

• Word study: “hudor”Word study: “hudor”• Grammar: Coordinating conjunction “and”Grammar: Coordinating conjunction “and”• Syntax: one preposition governs two Syntax: one preposition governs two

copulated nounscopulated nouns

• Word meanings and SemanticsWord meanings and Semantics• GrammarGrammar• SyntaxSyntax• Case Study: John 3:5Case Study: John 3:5

• I tell you the truth, no one can enter the I tell you the truth, no one can enter the Kingdom of God unless he is born of water Kingdom of God unless he is born of water and Spirit.and Spirit.

• Word study: “hudor”Word study: “hudor”• Grammar: Coordinating conjunction “and”Grammar: Coordinating conjunction “and”• Syntax: one preposition governs two Syntax: one preposition governs two

copulated nounscopulated nouns

6

Exegesis: ContextExegesis: ContextExegesis: ContextExegesis: Context• ““A proof text taken out of context is a A proof text taken out of context is a

pretext.”pretext.”• Read section by section, not verse by verseRead section by section, not verse by verse

• Literary ContextLiterary Context• Who is writing to whomWho is writing to whom• What is the flow of thought and argumentWhat is the flow of thought and argument• Can this harmonize (1 Sam 31/2 Sam 1; Jn 7:42)Can this harmonize (1 Sam 31/2 Sam 1; Jn 7:42)

• Historical ContextHistorical Context• Circumstances for the writingCircumstances for the writing• Nature of previous relationshipNature of previous relationship• Manners and customs (Needle’s Eye fallacy: Mk Manners and customs (Needle’s Eye fallacy: Mk

10: 23)10: 23)

• ““A proof text taken out of context is a A proof text taken out of context is a pretext.”pretext.”• Read section by section, not verse by verseRead section by section, not verse by verse

• Literary ContextLiterary Context• Who is writing to whomWho is writing to whom• What is the flow of thought and argumentWhat is the flow of thought and argument• Can this harmonize (1 Sam 31/2 Sam 1; Jn 7:42)Can this harmonize (1 Sam 31/2 Sam 1; Jn 7:42)

• Historical ContextHistorical Context• Circumstances for the writingCircumstances for the writing• Nature of previous relationshipNature of previous relationship• Manners and customs (Needle’s Eye fallacy: Mk Manners and customs (Needle’s Eye fallacy: Mk

10: 23)10: 23)

7

What Is HermeneuticsWhat Is Hermeneutics ??What Is HermeneuticsWhat Is Hermeneutics ??

• Derived from the GK ‘to interpret’Derived from the GK ‘to interpret’

• Is Investigative; The broader term that Is Investigative; The broader term that encompasses exegesis and contextualizationencompasses exegesis and contextualization

• Somewhat of a ‘science’ and provides a Somewhat of a ‘science’ and provides a logical, orderly classification of the rules of logical, orderly classification of the rules of basic interpretationbasic interpretation

• Does have an artful aspect; requiring both Does have an artful aspect; requiring both spiritual and imaginative powersspiritual and imaginative powers

• Derived from the GK ‘to interpret’Derived from the GK ‘to interpret’

• Is Investigative; The broader term that Is Investigative; The broader term that encompasses exegesis and contextualizationencompasses exegesis and contextualization

• Somewhat of a ‘science’ and provides a Somewhat of a ‘science’ and provides a logical, orderly classification of the rules of logical, orderly classification of the rules of basic interpretationbasic interpretation

• Does have an artful aspect; requiring both Does have an artful aspect; requiring both spiritual and imaginative powersspiritual and imaginative powers

8

HermeneuticsHermeneutics HermeneuticsHermeneutics

““The big problem with Bible study today is that we The big problem with Bible study today is that we think it should be easier than other things we do. We think it should be easier than other things we do. We study recipes for quality meals, how-to books for all study recipes for quality meals, how-to books for all kinds of things—carpentry, plumbing, automobile kinds of things—carpentry, plumbing, automobile

maintenance and so on—and read vociferously for our maintenance and so on—and read vociferously for our hobbies. Why do we think the Bible is the only subject hobbies. Why do we think the Bible is the only subject we should not have to study?! Let me challenge you—we should not have to study?! Let me challenge you—make the Bible your hobby. At one level I do not like make the Bible your hobby. At one level I do not like the analogy; the Bible must be so much more than a the analogy; the Bible must be so much more than a

hobby! But at another level, what if we spent as much hobby! But at another level, what if we spent as much time and money on Bible study as we do our time and money on Bible study as we do our

hobbies?”hobbies?”-Grant Osborne; The Hermeneutical Spiral--Grant Osborne; The Hermeneutical Spiral-

““The big problem with Bible study today is that we The big problem with Bible study today is that we think it should be easier than other things we do. We think it should be easier than other things we do. We study recipes for quality meals, how-to books for all study recipes for quality meals, how-to books for all kinds of things—carpentry, plumbing, automobile kinds of things—carpentry, plumbing, automobile

maintenance and so on—and read vociferously for our maintenance and so on—and read vociferously for our hobbies. Why do we think the Bible is the only subject hobbies. Why do we think the Bible is the only subject we should not have to study?! Let me challenge you—we should not have to study?! Let me challenge you—make the Bible your hobby. At one level I do not like make the Bible your hobby. At one level I do not like the analogy; the Bible must be so much more than a the analogy; the Bible must be so much more than a

hobby! But at another level, what if we spent as much hobby! But at another level, what if we spent as much time and money on Bible study as we do our time and money on Bible study as we do our

hobbies?”hobbies?”-Grant Osborne; The Hermeneutical Spiral--Grant Osborne; The Hermeneutical Spiral-

9

We All InterpretWe All InterpretWe All InterpretWe All Interpret

• ““We don’t interpret the Bible, we just do We don’t interpret the Bible, we just do what it says”what it says”

• ““We simply let the bible interpret itself”We simply let the bible interpret itself”• We read the bible in translation (a form of We read the bible in translation (a form of

interpretation!)interpretation!)• We all bring preconceptions to the textWe all bring preconceptions to the text• Exegesis and Hermeneutics recognizes Exegesis and Hermeneutics recognizes

and controls our preconceptions, biases and controls our preconceptions, biases and worldviewsand worldviews

• These disciplines protect & illuminate Gods These disciplines protect & illuminate Gods word!word!

• ““We don’t interpret the Bible, we just do We don’t interpret the Bible, we just do what it says”what it says”

• ““We simply let the bible interpret itself”We simply let the bible interpret itself”• We read the bible in translation (a form of We read the bible in translation (a form of

interpretation!)interpretation!)• We all bring preconceptions to the textWe all bring preconceptions to the text• Exegesis and Hermeneutics recognizes Exegesis and Hermeneutics recognizes

and controls our preconceptions, biases and controls our preconceptions, biases and worldviewsand worldviews

• These disciplines protect & illuminate Gods These disciplines protect & illuminate Gods word!word!

10

Exegesis, not just for Exegesis, not just for eggheads…eggheads…Exegesis, not just for Exegesis, not just for eggheads…eggheads…

• What you need for effective ExegesisWhat you need for effective Exegesis• Prayerful SpiritPrayerful Spirit• Reverent AweReverent Awe• Good TranslationsGood Translations• Bible DictionaryBible Dictionary• Inquisitive MindInquisitive Mind• Common SenseCommon Sense• A little imaginationA little imagination

• What you need for effective ExegesisWhat you need for effective Exegesis• Prayerful SpiritPrayerful Spirit• Reverent AweReverent Awe• Good TranslationsGood Translations• Bible DictionaryBible Dictionary• Inquisitive MindInquisitive Mind• Common SenseCommon Sense• A little imaginationA little imagination

11

Let’s Get Technical Let’s Get Technical Let’s Get Technical Let’s Get Technical

• ExegesisExegesis• HermeneuticsHermeneutics• GenreGenre• Textual CriticismTextual Criticism• Higher CriticismHigher Criticism• Lower CriticismLower Criticism• RhetoricRhetoric• Dynamic EquivalenceDynamic Equivalence

• ExegesisExegesis• HermeneuticsHermeneutics• GenreGenre• Textual CriticismTextual Criticism• Higher CriticismHigher Criticism• Lower CriticismLower Criticism• RhetoricRhetoric• Dynamic EquivalenceDynamic Equivalence

12

Bible TranslationsBible TranslationsBible TranslationsBible Translations

LiteralLiteralDynamicDynamic

EquivalenceEquivalence FreeFree

KJV

NASBNASB

RSV

ESVESV

NIVNIV

NABNAB

NEB

GNB

JB

NLTNLT LBNRSVNRSV

Message

NET

13

The Exegetical “Method”The Exegetical “Method”The Exegetical “Method”The Exegetical “Method”

1. 1. Survey the Textthe Text

2. Investigate 2. Investigate

the the Context3. Fine Tune 3. Fine Tune

the the Genre

4. Detail the 4. Detail the

Content

5. 5. Synthesize the the FindingsFindings

6. 6. Apply It It

14

Deductive ReasoningDeductive ReasoningDeductive ReasoningDeductive Reasoning

15

Survey the TextSurvey the TextSurvey the TextSurvey the Text

• Read• Re-Read• Repeat• Take notes• Craft a Preliminary Thesis (Big

Idea)• Trace the Flow of thought or

argument

• Read• Re-Read• Repeat• Take notes• Craft a Preliminary Thesis (Big

Idea)• Trace the Flow of thought or

argument

16

ACR 2011

Inductive ReasoningInductive ReasoningInductive ReasoningInductive Reasoning

17

Biblical ToolsBiblical ToolsBiblical ToolsBiblical Tools

• A good translationA good translation• A second, more literal translationA second, more literal translation• A logical mindA logical mind• A pocket concordanceA pocket concordance• A sound Bible DictionaryA sound Bible Dictionary• A good Bible HandbookA good Bible Handbook• Solid commentariesSolid commentaries

• A good translationA good translation• A second, more literal translationA second, more literal translation• A logical mindA logical mind• A pocket concordanceA pocket concordance• A sound Bible DictionaryA sound Bible Dictionary• A good Bible HandbookA good Bible Handbook• Solid commentariesSolid commentaries

18

How To Read A TextHow To Read A TextHow To Read A TextHow To Read A Text

““Think of yourself as a Think of yourself as a detective looking for clues to a detective looking for clues to a text’s general theme or idea, alert text’s general theme or idea, alert for anything that will make it for anything that will make it clearer”clearer”

- How to Read a Book. Page 36- How to Read a Book. Page 36

““Think of yourself as a Think of yourself as a detective looking for clues to a detective looking for clues to a text’s general theme or idea, alert text’s general theme or idea, alert for anything that will make it for anything that will make it clearer”clearer”

- How to Read a Book. Page 36- How to Read a Book. Page 36

19

Investigate the ContextInvestigate the ContextInvestigate the ContextInvestigate the Context

Historical Context Notes:Historical Context Notes:

"In what historical, social, and cultural situation "In what historical, social, and cultural situation was the passage written?" was the passage written?"

Literary Context Notes:Literary Context Notes:

"How does the passage relate to what precedes "How does the passage relate to what precedes and follows it, and to the document as a whole?"and follows it, and to the document as a whole?"

““Why THIS and why HERE?”Why THIS and why HERE?”

““What is this text trying to DO to its original What is this text trying to DO to its original readers?”readers?”

Historical Context Notes:Historical Context Notes:

"In what historical, social, and cultural situation "In what historical, social, and cultural situation was the passage written?" was the passage written?"

Literary Context Notes:Literary Context Notes:

"How does the passage relate to what precedes "How does the passage relate to what precedes and follows it, and to the document as a whole?"and follows it, and to the document as a whole?"

““Why THIS and why HERE?”Why THIS and why HERE?”

““What is this text trying to DO to its original What is this text trying to DO to its original readers?”readers?”

20

Context is King!Context is King!Context is King!Context is King!

1.1. A Proof Text Without Its Context Is A A Proof Text Without Its Context Is A Pretext!Pretext!

2.2. A Lack Of Context Is The Chief Cause Of A Lack Of Context Is The Chief Cause Of Most HeresyMost Heresy

3.3. A Text Cannot Mean What It Never Meant!A Text Cannot Mean What It Never Meant!

1.1. A Proof Text Without Its Context Is A A Proof Text Without Its Context Is A Pretext!Pretext!

2.2. A Lack Of Context Is The Chief Cause Of A Lack Of Context Is The Chief Cause Of Most HeresyMost Heresy

3.3. A Text Cannot Mean What It Never Meant!A Text Cannot Mean What It Never Meant!

21

It’s Easy To Cite Scripture It’s Easy To Cite Scripture For Your Own PurposeFor Your Own Purpose

It’s Easy To Cite Scripture It’s Easy To Cite Scripture For Your Own PurposeFor Your Own Purpose

"If you are the Son of God, throw "If you are the Son of God, throw yourself down, for it is written, 'He will yourself down, for it is written, 'He will command his angels concerning you,' and command his angels concerning you,' and 'On their hands they will bear you up, lest 'On their hands they will bear you up, lest you strike your foot against a stone.’” Matt you strike your foot against a stone.’” Matt 4:34:3

"If you are the Son of God, throw "If you are the Son of God, throw yourself down, for it is written, 'He will yourself down, for it is written, 'He will command his angels concerning you,' and command his angels concerning you,' and 'On their hands they will bear you up, lest 'On their hands they will bear you up, lest you strike your foot against a stone.’” Matt you strike your foot against a stone.’” Matt 4:34:3

““The devil can cite Scripture for The devil can cite Scripture for his purpose.” his purpose.”

-William Shakespeare, The Merchant of -William Shakespeare, The Merchant of VeniceVenice

““The devil can cite Scripture for The devil can cite Scripture for his purpose.” his purpose.”

-William Shakespeare, The Merchant of -William Shakespeare, The Merchant of VeniceVenice

22

Fine Tune the GenreFine Tune the GenreFine Tune the GenreFine Tune the Genre

• What is the literary Genre of this text? What is the literary Genre of this text? What are the general principles for What are the general principles for exegesis of this genre?exegesis of this genre?

• What kind of structure does this genre What kind of structure does this genre employ – repetition, contrast, parallelism, employ – repetition, contrast, parallelism, inclusion, chiasm, classic rhetorical inclusion, chiasm, classic rhetorical argument, comedic or tragic narrative? argument, comedic or tragic narrative? Why would the author choose this form Why would the author choose this form for his intended affect?for his intended affect?

• How does the text “move” from How does the text “move” from beginning to end?beginning to end?

• What is the literary Genre of this text? What is the literary Genre of this text? What are the general principles for What are the general principles for exegesis of this genre?exegesis of this genre?

• What kind of structure does this genre What kind of structure does this genre employ – repetition, contrast, parallelism, employ – repetition, contrast, parallelism, inclusion, chiasm, classic rhetorical inclusion, chiasm, classic rhetorical argument, comedic or tragic narrative? argument, comedic or tragic narrative? Why would the author choose this form Why would the author choose this form for his intended affect?for his intended affect?

• How does the text “move” from How does the text “move” from beginning to end?beginning to end?

23

Biblical GenresBiblical GenresBiblical GenresBiblical Genres

• EpistlesEpistles• OT NarrativesOT Narratives• ParablesParables• LawsLaws• ProphecyProphecy• GospelGospel• Poetry/WisdomPoetry/Wisdom• ApocalypticApocalyptic

• EpistlesEpistles• OT NarrativesOT Narratives• ParablesParables• LawsLaws• ProphecyProphecy• GospelGospel• Poetry/WisdomPoetry/Wisdom• ApocalypticApocalyptic

24

Investigate Details of ContentInvestigate Details of ContentInvestigate Details of ContentInvestigate Details of Content

““It is not in the interest of It is not in the interest of extravagant ambition that we trouble extravagant ambition that we trouble ourselves with this detailed exposition, but ourselves with this detailed exposition, but we hope through such painstaking we hope through such painstaking interpretation to train you in the importance interpretation to train you in the importance of not passing over even one slight word or of not passing over even one slight word or syllable in the Sacred Scriptures. For they syllable in the Sacred Scriptures. For they are not ordinary utterances, but the very are not ordinary utterances, but the very expression of the Holy Spirit, and for this expression of the Holy Spirit, and for this reason it is possible to find great treasure reason it is possible to find great treasure even in a single syllable.”even in a single syllable.”

- John Chrysostom 4th Century AD- John Chrysostom 4th Century AD

““It is not in the interest of It is not in the interest of extravagant ambition that we trouble extravagant ambition that we trouble ourselves with this detailed exposition, but ourselves with this detailed exposition, but we hope through such painstaking we hope through such painstaking interpretation to train you in the importance interpretation to train you in the importance of not passing over even one slight word or of not passing over even one slight word or syllable in the Sacred Scriptures. For they syllable in the Sacred Scriptures. For they are not ordinary utterances, but the very are not ordinary utterances, but the very expression of the Holy Spirit, and for this expression of the Holy Spirit, and for this reason it is possible to find great treasure reason it is possible to find great treasure even in a single syllable.”even in a single syllable.”

- John Chrysostom 4th Century AD- John Chrysostom 4th Century AD

25


• What does the text communicate and how?What does the text communicate and how?

• What are the key terms and images? Are these What are the key terms and images? Are these terms or images consistent in the major exegetical terms or images consistent in the major exegetical translations? What do they mean?translations? What do they mean?

• Are there any key terms or ideas whose meaning Are there any key terms or ideas whose meaning may be explained by looking elsewhere in the may be explained by looking elsewhere in the book?book?

• Are there any literary or rhetorical devices (simile, Are there any literary or rhetorical devices (simile, metaphor, hyperbole, personification, repetition, metaphor, hyperbole, personification, repetition, irony, particularization etc.) and if so, what it their irony, particularization etc.) and if so, what it their effect?effect?

• What does the text communicate and how?What does the text communicate and how?

• What are the key terms and images? Are these What are the key terms and images? Are these terms or images consistent in the major exegetical terms or images consistent in the major exegetical translations? What do they mean?translations? What do they mean?

• Are there any key terms or ideas whose meaning Are there any key terms or ideas whose meaning may be explained by looking elsewhere in the may be explained by looking elsewhere in the book?book?

• Are there any literary or rhetorical devices (simile, Are there any literary or rhetorical devices (simile, metaphor, hyperbole, personification, repetition, metaphor, hyperbole, personification, repetition, irony, particularization etc.) and if so, what it their irony, particularization etc.) and if so, what it their effect?effect? 2

6


•What kinds of sentences are used? What are the major What kinds of sentences are used? What are the major components of each sentence? What verbal actions or components of each sentence? What verbal actions or states appear in these sentences, and what subjects are states appear in these sentences, and what subjects are associated with them? associated with them?

•Does the text include appeals to tradition or Scripture, such Does the text include appeals to tradition or Scripture, such as stories, beliefs, laws, and well-known historical figures? If as stories, beliefs, laws, and well-known historical figures? If so, how do these appeals function?so, how do these appeals function?

•Does the text appear to use any other earlier sources, Does the text appear to use any other earlier sources, whether written or oral? If so, how do these appeals to whether written or oral? If so, how do these appeals to tradition function?tradition function?

• If the text is a narrative, what elements of setting, plot If the text is a narrative, what elements of setting, plot (conflict, suspense, resolution), and character development (conflict, suspense, resolution), and character development does each part of the text convey?does each part of the text convey?

•What kinds of sentences are used? What are the major What kinds of sentences are used? What are the major components of each sentence? What verbal actions or components of each sentence? What verbal actions or states appear in these sentences, and what subjects are states appear in these sentences, and what subjects are associated with them? associated with them?

•Does the text include appeals to tradition or Scripture, such Does the text include appeals to tradition or Scripture, such as stories, beliefs, laws, and well-known historical figures? If as stories, beliefs, laws, and well-known historical figures? If so, how do these appeals function?so, how do these appeals function?

•Does the text appear to use any other earlier sources, Does the text appear to use any other earlier sources, whether written or oral? If so, how do these appeals to whether written or oral? If so, how do these appeals to tradition function?tradition function?

• If the text is a narrative, what elements of setting, plot If the text is a narrative, what elements of setting, plot (conflict, suspense, resolution), and character development (conflict, suspense, resolution), and character development does each part of the text convey?does each part of the text convey?

27

Investigate the ContentInvestigate the ContentInvestigate the ContentInvestigate the Content• Which elements of the text work, individually or together, to Which elements of the text work, individually or together, to

instruct, delight, convict, or move the reader?instruct, delight, convict, or move the reader?• What is the tone, or mood, of the passage, and what elements What is the tone, or mood, of the passage, and what elements

convey that tone?convey that tone?• How do the various parts of the passage reflect and/or address How do the various parts of the passage reflect and/or address

the situation of the readers?the situation of the readers?• How does each part of the passage relate to the other parts?How does each part of the passage relate to the other parts?• How does each Part contribute to the whole?How does each Part contribute to the whole?• How does my emerging understanding of the whole affect the How does my emerging understanding of the whole affect the

meaning of the parts?meaning of the parts?• Does the author use any technical terms?Does the author use any technical terms?• If I enter the narrative world of this text, what do I see and hear If I enter the narrative world of this text, what do I see and hear

and feel?and feel?• If I join the community that is receiving this letter, what am I If I join the community that is receiving this letter, what am I

being urged to do?being urged to do?• If I join the psalmist in prayer/song, what are we imagining about If I join the psalmist in prayer/song, what are we imagining about

God?God?• If I am among this crowd encountering Jesus, how do I view Him?If I am among this crowd encountering Jesus, how do I view Him?

• Which elements of the text work, individually or together, to Which elements of the text work, individually or together, to instruct, delight, convict, or move the reader?instruct, delight, convict, or move the reader?

• What is the tone, or mood, of the passage, and what elements What is the tone, or mood, of the passage, and what elements convey that tone?convey that tone?

• How do the various parts of the passage reflect and/or address How do the various parts of the passage reflect and/or address the situation of the readers?the situation of the readers?

• How does each part of the passage relate to the other parts?How does each part of the passage relate to the other parts?• How does each Part contribute to the whole?How does each Part contribute to the whole?• How does my emerging understanding of the whole affect the How does my emerging understanding of the whole affect the

meaning of the parts?meaning of the parts?• Does the author use any technical terms?Does the author use any technical terms?• If I enter the narrative world of this text, what do I see and hear If I enter the narrative world of this text, what do I see and hear

and feel?and feel?• If I join the community that is receiving this letter, what am I If I join the community that is receiving this letter, what am I

being urged to do?being urged to do?• If I join the psalmist in prayer/song, what are we imagining about If I join the psalmist in prayer/song, what are we imagining about

God?God?• If I am among this crowd encountering Jesus, how do I view Him?If I am among this crowd encountering Jesus, how do I view Him?

28

Synthesize Your FindingsSynthesize Your FindingsSynthesize Your FindingsSynthesize Your Findings

““We shall not cease from We shall not cease from exploration, And the end of all our exploration, And the end of all our

exploring exploring Will be to arrive where we startedWill be to arrive where we startedAnd know the place for the first And know the place for the first

time.time.- T. S. Elliot, Four Quartets- T. S. Elliot, Four Quartets

““We shall not cease from We shall not cease from exploration, And the end of all our exploration, And the end of all our

exploring exploring Will be to arrive where we startedWill be to arrive where we startedAnd know the place for the first And know the place for the first

time.time.- T. S. Elliot, Four Quartets- T. S. Elliot, Four Quartets

29

……And more ExegesisAnd more Exegesis……And more ExegesisAnd more Exegesis

““And now the end has come. And now the end has come. So listen to my piece of advice: So listen to my piece of advice: exegesis, exegesis, and yet more exegesis, exegesis, and yet more exegesis!”exegesis!”

- Karl Barth, in his farewell to his - Karl Barth, in his farewell to his students before his 1935 expulsion students before his 1935 expulsion from Germanyfrom Germany

““And now the end has come. And now the end has come. So listen to my piece of advice: So listen to my piece of advice: exegesis, exegesis, and yet more exegesis, exegesis, and yet more exegesis!”exegesis!”

- Karl Barth, in his farewell to his - Karl Barth, in his farewell to his students before his 1935 expulsion students before his 1935 expulsion from Germanyfrom Germany

30

Not Don(ne) Until You Apply ItNot Don(ne) Until You Apply ItNot Don(ne) Until You Apply ItNot Don(ne) Until You Apply It

““Search the Scriptures, not Search the Scriptures, not as though thou wouldst make a as though thou wouldst make a

concordance but an application.”concordance but an application.”- John Donne- John Donne

““Search the Scriptures, not Search the Scriptures, not as though thou wouldst make a as though thou wouldst make a

concordance but an application.”concordance but an application.”- John Donne- John Donne

31

OT NarrativeOT Narrative--Salvation History-Salvation History-

OT NarrativeOT Narrative--Salvation History-Salvation History-

32

• ““Stories with a theological point of Stories with a theological point of view”view”

• 40% of the OT is Narrative 40% of the OT is Narrative • Has Literary features; Plot, characters, Has Literary features; Plot, characters,

tension and conflict, antagonist, tension and conflict, antagonist, agonistagonist

• This is Gods Story, and we are players This is Gods Story, and we are players in itin it

• God is the hero of all biblical narrativesGod is the hero of all biblical narratives

• ““Stories with a theological point of Stories with a theological point of view”view”

• 40% of the OT is Narrative 40% of the OT is Narrative • Has Literary features; Plot, characters, Has Literary features; Plot, characters,

tension and conflict, antagonist, tension and conflict, antagonist, agonistagonist

• This is Gods Story, and we are players This is Gods Story, and we are players in itin it

• God is the hero of all biblical narrativesGod is the hero of all biblical narratives

Narrative BasicsNarrative BasicsNarrative BasicsNarrative Basics

33

• Meta-narrative, the big picture of redemption the Meta-narrative, the big picture of redemption the fall, reclaiming of land, apostasy, repentance, Jesus fall, reclaiming of land, apostasy, repentance, Jesus and the act of saving man, our eternal home in and the act of saving man, our eternal home in heaven…heaven…

• 22ndnd Level: Gods redeeming his people back to Level: Gods redeeming his people back to himself and forming a covenant with them, himself and forming a covenant with them, Abraham and the promised land, Conquest of Abraham and the promised land, Conquest of Canaan, etcCanaan, etc

• 3rd level: all the small stories that make up the big 3rd level: all the small stories that make up the big picture; “snapshots” that all contain elements of picture; “snapshots” that all contain elements of the bigger truthsthe bigger truths

• Meta-narrative, the big picture of redemption the Meta-narrative, the big picture of redemption the fall, reclaiming of land, apostasy, repentance, Jesus fall, reclaiming of land, apostasy, repentance, Jesus and the act of saving man, our eternal home in and the act of saving man, our eternal home in heaven…heaven…

• 22ndnd Level: Gods redeeming his people back to Level: Gods redeeming his people back to himself and forming a covenant with them, himself and forming a covenant with them, Abraham and the promised land, Conquest of Abraham and the promised land, Conquest of Canaan, etcCanaan, etc

• 3rd level: all the small stories that make up the big 3rd level: all the small stories that make up the big picture; “snapshots” that all contain elements of picture; “snapshots” that all contain elements of the bigger truthsthe bigger truths

Three Levels Of NarrativeThree Levels Of NarrativeThree Levels Of NarrativeThree Levels Of Narrative

The Question: How Do The Levels Work The Question: How Do The Levels Work Together To Create The Picture Of Together To Create The Picture Of

What God Is Doing/Teaching?What God Is Doing/Teaching?

The Question: How Do The Levels Work The Question: How Do The Levels Work Together To Create The Picture Of Together To Create The Picture Of

What God Is Doing/Teaching?What God Is Doing/Teaching?34

Features of NarrativeFeatures of NarrativeFeatures of NarrativeFeatures of Narrative• The narrator is ‘omniscient’ but may not tell all he The narrator is ‘omniscient’ but may not tell all he

knowsknows• Narrator may be a ‘re-teller’ Narrator may be a ‘re-teller’ • Designed to be read aloud in public setting*Designed to be read aloud in public setting*• They use stereotyped patternsThey use stereotyped patterns• Employ devices; foreshadowing, irony etcEmploy devices; foreshadowing, irony etc• Assume knowledge of LAW and Previous History Assume knowledge of LAW and Previous History

of Israelof Israel• Assume we will draw implications of outcomes for Assume we will draw implications of outcomes for

ourselves (not morality tales)ourselves (not morality tales)• Ultimately incomplete, we must connect ideas to Ultimately incomplete, we must connect ideas to

principlesprinciples

• The narrator is ‘omniscient’ but may not tell all he The narrator is ‘omniscient’ but may not tell all he knowsknows

• Narrator may be a ‘re-teller’ Narrator may be a ‘re-teller’ • Designed to be read aloud in public setting*Designed to be read aloud in public setting*• They use stereotyped patternsThey use stereotyped patterns• Employ devices; foreshadowing, irony etcEmploy devices; foreshadowing, irony etc• Assume knowledge of LAW and Previous History Assume knowledge of LAW and Previous History

of Israelof Israel• Assume we will draw implications of outcomes for Assume we will draw implications of outcomes for

ourselves (not morality tales)ourselves (not morality tales)• Ultimately incomplete, we must connect ideas to Ultimately incomplete, we must connect ideas to

principlesprinciples

35

Ten Principles: OT NarrativesTen Principles: OT NarrativesTen Principles: OT NarrativesTen Principles: OT Narratives

1.1. They usually don’t directly teach a doctrineThey usually don’t directly teach a doctrine2.2. They usually illustrate a doctrine taught They usually illustrate a doctrine taught

directly elsewheredirectly elsewhere3.3. They record what happened – not They record what happened – not

necessarily what should have happenednecessarily what should have happened4.4. What people do is not necessarily a good What people do is not necessarily a good

example for usexample for us5.5. Most OT characters are far from perfectMost OT characters are far from perfect

1.1. They usually don’t directly teach a doctrineThey usually don’t directly teach a doctrine2.2. They usually illustrate a doctrine taught They usually illustrate a doctrine taught

directly elsewheredirectly elsewhere3.3. They record what happened – not They record what happened – not

necessarily what should have happenednecessarily what should have happened4.4. What people do is not necessarily a good What people do is not necessarily a good

example for usexample for us5.5. Most OT characters are far from perfectMost OT characters are far from perfect

36

Ten Principles: OT NarrativesTen Principles: OT NarrativesTen Principles: OT NarrativesTen Principles: OT Narratives

6.6. We are not always told the end of the story We are not always told the end of the story – whether what happened is good or bad – – whether what happened is good or bad – but we are expected to understand it from but we are expected to understand it from other scriptureother scripture

7.7. All narratives are selective and incompleteAll narratives are selective and incomplete8.8. They are not written to answer all our They are not written to answer all our

theological questionstheological questions9.9. They may teach either explicitly or implicitlyThey may teach either explicitly or implicitly10.10.In the final analysis, God is the hero of all In the final analysis, God is the hero of all

biblical narrativesbiblical narratives

6.6. We are not always told the end of the story We are not always told the end of the story – whether what happened is good or bad – – whether what happened is good or bad – but we are expected to understand it from but we are expected to understand it from other scriptureother scripture

7.7. All narratives are selective and incompleteAll narratives are selective and incomplete8.8. They are not written to answer all our They are not written to answer all our

theological questionstheological questions9.9. They may teach either explicitly or implicitlyThey may teach either explicitly or implicitly10.10.In the final analysis, God is the hero of all In the final analysis, God is the hero of all

biblical narrativesbiblical narratives

37

Narratives Are NotNarratives Are NotNarratives Are NotNarratives Are Not

• Allegories full of hidden meaningsAllegories full of hidden meanings• Intended to teach concrete moral Intended to teach concrete moral

lessons lessons • Intended to teach an explicit doctrineIntended to teach an explicit doctrine• To be directly imitated as a guarantee of To be directly imitated as a guarantee of

similar ‘results’ (Joseph/Gideon)similar ‘results’ (Joseph/Gideon)• Examples to imitate, but actual events, Examples to imitate, but actual events,

of good and bad peopleof good and bad people• To Teach PropositionallyTo Teach Propositionally

• Allegories full of hidden meaningsAllegories full of hidden meanings• Intended to teach concrete moral Intended to teach concrete moral

lessons lessons • Intended to teach an explicit doctrineIntended to teach an explicit doctrine• To be directly imitated as a guarantee of To be directly imitated as a guarantee of

similar ‘results’ (Joseph/Gideon)similar ‘results’ (Joseph/Gideon)• Examples to imitate, but actual events, Examples to imitate, but actual events,

of good and bad peopleof good and bad people• To Teach PropositionallyTo Teach Propositionally

38

Case Study: Numbers 15-18Case Study: Numbers 15-18Case Study: Numbers 15-18Case Study: Numbers 15-18NUMBERS 15-18 NUMBERS 15-18

NARRATIVE/LAW COMBINATIONNARRATIVE/LAW COMBINATION15:1-21: LAWS15:1-21: LAWS15:22 ‘OFFERINGS FOR UNINTENTIONAL SIN’ (LAW)15:22 ‘OFFERINGS FOR UNINTENTIONAL SIN’ (LAW)15:32 AN ISREALITE INTENTIONALLY SINS! 15:32 AN ISREALITE INTENTIONALLY SINS!

(NARRATIVE)(NARRATIVE)15:37 A REMINDER TO HAVE A TASSLE TO 15:37 A REMINDER TO HAVE A TASSLE TO

REMEMBER THE LAW! (LAW)REMEMBER THE LAW! (LAW)16:1-35….v 36-39! (NARRATIVE)16:1-35….v 36-39! (NARRATIVE)17: Aarons Staff Produces Almonds (NARRATIVE)17: Aarons Staff Produces Almonds (NARRATIVE)18: LAW (Priests and Levites)18: LAW (Priests and Levites)

NUMBERS 15-18 NUMBERS 15-18 NARRATIVE/LAW COMBINATIONNARRATIVE/LAW COMBINATION15:1-21: LAWS15:1-21: LAWS15:22 ‘OFFERINGS FOR UNINTENTIONAL SIN’ (LAW)15:22 ‘OFFERINGS FOR UNINTENTIONAL SIN’ (LAW)15:32 AN ISREALITE INTENTIONALLY SINS! 15:32 AN ISREALITE INTENTIONALLY SINS!

(NARRATIVE)(NARRATIVE)15:37 A REMINDER TO HAVE A TASSLE TO 15:37 A REMINDER TO HAVE A TASSLE TO

REMEMBER THE LAW! (LAW)REMEMBER THE LAW! (LAW)16:1-35….v 36-39! (NARRATIVE)16:1-35….v 36-39! (NARRATIVE)17: Aarons Staff Produces Almonds (NARRATIVE)17: Aarons Staff Produces Almonds (NARRATIVE)18: LAW (Priests and Levites)18: LAW (Priests and Levites)

39

Case Study: Ruth NarrativeCase Study: Ruth NarrativeCase Study: Ruth NarrativeCase Study: Ruth Narrative

RUTH 1: “IN THE TIME….”RUTH 1: “IN THE TIME….”What do we already know about that time? What do we already know about that time? Who is Ruth? Her situation? What do we know about Who is Ruth? Her situation? What do we know about how God feels about people like her? The Moabites?how God feels about people like her? The Moabites?

RUTH 2: BOAZ: RUTH 2: BOAZ: What kind of man is he? What is What kind of man is he? What is his household like? his household like? How does he treat this widow? How does he treat this widow? What does this suggest about him? His relationship What does this suggest about him? His relationship with Torah?with Torah?

RUTH 4:13-22:RUTH 4:13-22: Why include a genealogy? Why include a genealogy? Message?Message?

RUTH 1: “IN THE TIME….”RUTH 1: “IN THE TIME….”What do we already know about that time? What do we already know about that time? Who is Ruth? Her situation? What do we know about Who is Ruth? Her situation? What do we know about how God feels about people like her? The Moabites?how God feels about people like her? The Moabites?

RUTH 2: BOAZ: RUTH 2: BOAZ: What kind of man is he? What is What kind of man is he? What is his household like? his household like? How does he treat this widow? How does he treat this widow? What does this suggest about him? His relationship What does this suggest about him? His relationship with Torah?with Torah?

RUTH 4:13-22:RUTH 4:13-22: Why include a genealogy? Why include a genealogy? Message?Message?

40

Some Interpretive CautionsSome Interpretive CautionsSome Interpretive CautionsSome Interpretive Cautions

• Implicit does not mean secretImplicit does not mean secret• Desperation, impatience, and false Desperation, impatience, and false

expectationsexpectations• AllegorizingAllegorizing• Selectivity Selectivity • False Combinations …SyllogismsFalse Combinations …Syllogisms• RedefinitionRedefinition• MoralizingMoralizing• Personalizing/IndividualizingPersonalizing/Individualizing

• Implicit does not mean secretImplicit does not mean secret• Desperation, impatience, and false Desperation, impatience, and false

expectationsexpectations• AllegorizingAllegorizing• Selectivity Selectivity • False Combinations …SyllogismsFalse Combinations …Syllogisms• RedefinitionRedefinition• MoralizingMoralizing• Personalizing/IndividualizingPersonalizing/Individualizing

41

The Prophetic VoiceThe Prophetic Voice--Gods Eternal Covenant-Gods Eternal Covenant-

The Prophetic VoiceThe Prophetic Voice--Gods Eternal Covenant-Gods Eternal Covenant-

42

The Prophets: General IdeasThe Prophets: General IdeasThe Prophets: General IdeasThe Prophets: General Ideas

• The Call: Human and/or Divine (Is 6, Jer The Call: Human and/or Divine (Is 6, Jer 1, I Ki 191, I Ki 19

• Not ‘inheritance’ like priesthood; Divine Not ‘inheritance’ like priesthood; Divine CallCall

• Prophet no longer controls own destiny, Prophet no longer controls own destiny, but is ‘owned’ by Godbut is ‘owned’ by God

• Message is “Thus saith the Lord” and Message is “Thus saith the Lord” and prophet may not even like it! (Jer 20:17-prophet may not even like it! (Jer 20:17-18)18)

• The Call: Human and/or Divine (Is 6, Jer The Call: Human and/or Divine (Is 6, Jer 1, I Ki 191, I Ki 19

• Not ‘inheritance’ like priesthood; Divine Not ‘inheritance’ like priesthood; Divine CallCall

• Prophet no longer controls own destiny, Prophet no longer controls own destiny, but is ‘owned’ by Godbut is ‘owned’ by God

• Message is “Thus saith the Lord” and Message is “Thus saith the Lord” and prophet may not even like it! (Jer 20:17-prophet may not even like it! (Jer 20:17-18)18)

43

The ProphetsThe ProphetsThe ProphetsThe Prophets

• Forth-telling vs Fore-tellingForth-telling vs Fore-telling• Leviticus 26Leviticus 26• Deuteronomy 4Deuteronomy 4• Significant Dates: 722 BC & 587 BCSignificant Dates: 722 BC & 587 BC

• These dates ‘govern’ the narrative of These dates ‘govern’ the narrative of the prophetsthe prophets

• Function as Temporal MarkersFunction as Temporal Markers

• Forth-telling vs Fore-tellingForth-telling vs Fore-telling• Leviticus 26Leviticus 26• Deuteronomy 4Deuteronomy 4• Significant Dates: 722 BC & 587 BCSignificant Dates: 722 BC & 587 BC

• These dates ‘govern’ the narrative of These dates ‘govern’ the narrative of the prophetsthe prophets

• Function as Temporal MarkersFunction as Temporal Markers

44

The Prophets: ContentThe Prophets: ContentThe Prophets: ContentThe Prophets: Content

• Look for “Blessings”; life health, prosperity, Look for “Blessings”; life health, prosperity, agricultural abundance, respect and safety agricultural abundance, respect and safety

• Look for “Curses” ; death, disease, Look for “Curses” ; death, disease, drought, dearth, danger, destruction, drought, dearth, danger, destruction, defeat, deportation, destitution and defeat, deportation, destitution and disgracedisgrace

• Engage with Historical Situation (Kings, Engage with Historical Situation (Kings, Chronicles)Chronicles)

• Be Aware of ‘loaded’ ideas (Jezebel, Be Aware of ‘loaded’ ideas (Jezebel, Abraham, Jeroboam, and references to Abraham, Jeroboam, and references to historical failures, Baal of Peor etc)historical failures, Baal of Peor etc)

• Look for “Blessings”; life health, prosperity, Look for “Blessings”; life health, prosperity, agricultural abundance, respect and safety agricultural abundance, respect and safety

• Look for “Curses” ; death, disease, Look for “Curses” ; death, disease, drought, dearth, danger, destruction, drought, dearth, danger, destruction, defeat, deportation, destitution and defeat, deportation, destitution and disgracedisgrace

• Engage with Historical Situation (Kings, Engage with Historical Situation (Kings, Chronicles)Chronicles)

• Be Aware of ‘loaded’ ideas (Jezebel, Be Aware of ‘loaded’ ideas (Jezebel, Abraham, Jeroboam, and references to Abraham, Jeroboam, and references to historical failures, Baal of Peor etc)historical failures, Baal of Peor etc)

45

The Prophets: Literary FormsThe Prophets: Literary FormsThe Prophets: Literary FormsThe Prophets: Literary Forms

Major Oracle Sub-TypesMajor Oracle Sub-Types

• THE LAWSUIT: THE LAWSUIT: Isaiah 3:13-26Isaiah 3:13-26• WOE ORACLE: WOE ORACLE: Habakkuk 2:6-8Habakkuk 2:6-8• ENACTMENT PROPHECY: ENACTMENT PROPHECY: Isaiah 20, Ezekiel Isaiah 20, Ezekiel

4:1-44:1-4• MESSENGER SPEECH: “thus saith the MESSENGER SPEECH: “thus saith the

Lord”Lord”

Major Oracle Sub-TypesMajor Oracle Sub-Types

• THE LAWSUIT: THE LAWSUIT: Isaiah 3:13-26Isaiah 3:13-26• WOE ORACLE: WOE ORACLE: Habakkuk 2:6-8Habakkuk 2:6-8• ENACTMENT PROPHECY: ENACTMENT PROPHECY: Isaiah 20, Ezekiel Isaiah 20, Ezekiel

4:1-44:1-4• MESSENGER SPEECH: “thus saith the MESSENGER SPEECH: “thus saith the

Lord”Lord”

46

Role of Covenant MediatorRole of Covenant Mediator

• The prophets’ The prophets’ purposepurpose was to enforce was to enforce the covenant (law)the covenant (law)

• The prophets’ message was not their The prophets’ message was not their own, but God’sown, but God’s

• The prophets’ message is The prophets’ message is unoriginalunoriginal• Exegetical TaskExegetical Task• Hermeneutical TaskHermeneutical Task

• The prophets’ The prophets’ purposepurpose was to enforce was to enforce the covenant (law)the covenant (law)

• The prophets’ message was not their The prophets’ message was not their own, but God’sown, but God’s

• The prophets’ message is The prophets’ message is unoriginalunoriginal• Exegetical TaskExegetical Task• Hermeneutical TaskHermeneutical Task

47

The Prophets: ContextualThe Prophets: ContextualThe Prophets: ContextualThe Prophets: Contextual

• Interpretive ChallengeInterpretive Challenge: We are looking : We are looking backward toward events that for them, backward toward events that for them, were future/present (forward)were future/present (forward)

• Modern definition of ‘prophecy’ is too Modern definition of ‘prophecy’ is too narrownarrow

• Poor understanding of forms and ORACLESPoor understanding of forms and ORACLES• Lack of Context for political, military, Lack of Context for political, military,

geographical nuancesgeographical nuances• Historical Distance…Historical Distance…

• Interpretive ChallengeInterpretive Challenge: We are looking : We are looking backward toward events that for them, backward toward events that for them, were future/present (forward)were future/present (forward)

• Modern definition of ‘prophecy’ is too Modern definition of ‘prophecy’ is too narrownarrow

• Poor understanding of forms and ORACLESPoor understanding of forms and ORACLES• Lack of Context for political, military, Lack of Context for political, military,

geographical nuancesgeographical nuances• Historical Distance…Historical Distance…

48

49

The LAW-Gods Holy Standard-

The LAW-Gods Holy Standard-

The LawThe LawThe LawThe Law

• The Old Testament Law is a CovenantThe Old Testament Law is a Covenant• Prologue: Exodus 20:1 & DT 5:1-5Prologue: Exodus 20:1 & DT 5:1-5• Stipulations: Ex 20:2-17 & DT 5:6-21Stipulations: Ex 20:2-17 & DT 5:6-21• Witnesses: DT 4:3, 4:26, Witnesses: DT 4:3, 4:26, DT 27:14-26!DT 27:14-26!• Sanctions: Lev 26 & DT 28-33Sanctions: Lev 26 & DT 28-33• Document clause: Document clause: DT 17DT 17

• The Old Testament Law is a CovenantThe Old Testament Law is a Covenant• Prologue: Exodus 20:1 & DT 5:1-5Prologue: Exodus 20:1 & DT 5:1-5• Stipulations: Ex 20:2-17 & DT 5:6-21Stipulations: Ex 20:2-17 & DT 5:6-21• Witnesses: DT 4:3, 4:26, Witnesses: DT 4:3, 4:26, DT 27:14-26!DT 27:14-26!• Sanctions: Lev 26 & DT 28-33Sanctions: Lev 26 & DT 28-33• Document clause: Document clause: DT 17DT 17

50

Types of LawTypes of LawTypes of LawTypes of Law

• Apodictic : Direct commands generally Apodictic : Direct commands generally applicable as part of fulfilling the applicable as part of fulfilling the covenant with God covenant with God (Lev 19:9-14)(Lev 19:9-14)• They set a standard by way of They set a standard by way of

example and are not exhaustive example and are not exhaustive (gleaning laws, food laws, laws of (gleaning laws, food laws, laws of slavery)slavery)

• They They identify usidentify us with our Lord with our Lord

• Apodictic : Direct commands generally Apodictic : Direct commands generally applicable as part of fulfilling the applicable as part of fulfilling the covenant with God covenant with God (Lev 19:9-14)(Lev 19:9-14)• They set a standard by way of They set a standard by way of

example and are not exhaustive example and are not exhaustive (gleaning laws, food laws, laws of (gleaning laws, food laws, laws of slavery)slavery)

• They They identify usidentify us with our Lord with our Lord

51

Types of LawTypes of LawTypes of LawTypes of Law• Casuistic Law: Case-by-case lawCasuistic Law: Case-by-case law

• Situation in life or specifics of living daily Situation in life or specifics of living daily life. life.

• What to do specific situation, injury of What to do specific situation, injury of slave, unintentional sin, accidental slave, unintentional sin, accidental contact with the deadcontact with the dead

• Functions indirectly Functions indirectly if you are if you are recipientrecipient, , directlydirectly if you are the one of if you are the one of whom it makes a requirementwhom it makes a requirement

• They differentiate us from "They differentiate us from "othersothers" " • DT 21:18-21, DT 21:18-21, DT 24:1-9DT 24:1-9

• Casuistic Law: Case-by-case lawCasuistic Law: Case-by-case law• Situation in life or specifics of living daily Situation in life or specifics of living daily

life. life. • What to do specific situation, injury of What to do specific situation, injury of

slave, unintentional sin, accidental slave, unintentional sin, accidental contact with the deadcontact with the dead

• Functions indirectly Functions indirectly if you are if you are recipientrecipient, , directlydirectly if you are the one of if you are the one of whom it makes a requirementwhom it makes a requirement

• They differentiate us from "They differentiate us from "othersothers" " • DT 21:18-21, DT 21:18-21, DT 24:1-9DT 24:1-9

52

Collections Of Law(s)Collections Of Law(s)Collections Of Law(s)Collections Of Law(s)

1.1. Decalogue; (Exodus 20-23) It follows the suzerainty Decalogue; (Exodus 20-23) It follows the suzerainty form in which a vassal (Israel) has certain obligations form in which a vassal (Israel) has certain obligations established before the superior power (Yahweh)established before the superior power (Yahweh)

2.2. ““Tabernacle Laws” (Exodus 25-40)Tabernacle Laws” (Exodus 25-40)3.3. Priestly or Ritual Laws: regarding worship and the Priestly or Ritual Laws: regarding worship and the

altar, purity and holiness. “Holiness Code” (Exodus altar, purity and holiness. “Holiness Code” (Exodus 25-Lev 16)25-Lev 16)

• A wide variety of issues are addressed (food laws, A wide variety of issues are addressed (food laws, sexual behavior, neighbor relations, criminal sexual behavior, neighbor relations, criminal activity, eating sacrifices, sabbatical and Jubilee activity, eating sacrifices, sabbatical and Jubilee years, blasphemy) but all relate to Israel years, blasphemy) but all relate to Israel living living before the Lord as a holy peoplebefore the Lord as a holy people..

4.4. The Four Speeches: The Four Speeches: ((Deut 1:6–4:40; 5:1–26:19; 27:1–Deut 1:6–4:40; 5:1–26:19; 27:1–28:68; 29:1–30:20) a retelling for new generation28:68; 29:1–30:20) a retelling for new generation

1.1. Decalogue; (Exodus 20-23) It follows the suzerainty Decalogue; (Exodus 20-23) It follows the suzerainty form in which a vassal (Israel) has certain obligations form in which a vassal (Israel) has certain obligations established before the superior power (Yahweh)established before the superior power (Yahweh)

2.2. ““Tabernacle Laws” (Exodus 25-40)Tabernacle Laws” (Exodus 25-40)3.3. Priestly or Ritual Laws: regarding worship and the Priestly or Ritual Laws: regarding worship and the

altar, purity and holiness. “Holiness Code” (Exodus altar, purity and holiness. “Holiness Code” (Exodus 25-Lev 16)25-Lev 16)

• A wide variety of issues are addressed (food laws, A wide variety of issues are addressed (food laws, sexual behavior, neighbor relations, criminal sexual behavior, neighbor relations, criminal activity, eating sacrifices, sabbatical and Jubilee activity, eating sacrifices, sabbatical and Jubilee years, blasphemy) but all relate to Israel years, blasphemy) but all relate to Israel living living before the Lord as a holy peoplebefore the Lord as a holy people..

4.4. The Four Speeches: The Four Speeches: ((Deut 1:6–4:40; 5:1–26:19; 27:1–Deut 1:6–4:40; 5:1–26:19; 27:1–28:68; 29:1–30:20) a retelling for new generation28:68; 29:1–30:20) a retelling for new generation

53

How Should I View the Law?How Should I View the Law?How Should I View the Law?How Should I View the Law?

• Galatians 3:24Galatians 3:24• It functioned in the history of It functioned in the history of

salvation to bring us to Christsalvation to bring us to Christ• The Law stands as a paradigm (a The Law stands as a paradigm (a

model) of what it means to be loyal model) of what it means to be loyal to Godto God

• The Law should increase our The Law should increase our appreciation of our unworthiness for appreciation of our unworthiness for grace, thus our gratitude is greatergrace, thus our gratitude is greater

• Galatians 3:24Galatians 3:24• It functioned in the history of It functioned in the history of

salvation to bring us to Christsalvation to bring us to Christ• The Law stands as a paradigm (a The Law stands as a paradigm (a

model) of what it means to be loyal model) of what it means to be loyal to Godto God

• The Law should increase our The Law should increase our appreciation of our unworthiness for appreciation of our unworthiness for grace, thus our gratitude is greatergrace, thus our gratitude is greater

54

Do’s and Don'ts of the LawDo’s and Don'ts of the LawDo’s and Don'ts of the LawDo’s and Don'ts of the Law

• Do see the law as God’s Do see the law as God’s fully inspired Word for youfully inspired Word for you

• Do see the law as the Do see the law as the basis for the OT and basis for the OT and Israel’s historyIsrael’s history

• Do see God’s justice, love, Do see God’s justice, love, high standards, and gifthigh standards, and gift

• Do see the law as directing Do see the law as directing a full range of behaviora full range of behavior

• Do remember the essence Do remember the essence of the Law is repeated and of the Law is repeated and renewedrenewed

• Do see the law as God’s Do see the law as God’s fully inspired Word for youfully inspired Word for you

• Do see the law as the Do see the law as the basis for the OT and basis for the OT and Israel’s historyIsrael’s history

• Do see God’s justice, love, Do see God’s justice, love, high standards, and gifthigh standards, and gift

• Do see the law as directing Do see the law as directing a full range of behaviora full range of behavior

• Do remember the essence Do remember the essence of the Law is repeated and of the Law is repeated and renewedrenewed

• Don’t see the law as God’s Don’t see the law as God’s direct command to youdirect command to you

• Don’t see the law as Don’t see the law as binding on Christiansbinding on Christians

• Don’t see the law as a Don’t see the law as a grouping of of arbitrary, grouping of of arbitrary, limiting, annoying limiting, annoying regulationsregulations

• Don’t see the law as Don’t see the law as technically completetechnically complete

• Don’t expect the law to be Don’t expect the law to be cited frequently by the cited frequently by the prophets or NT writersprophets or NT writers

• Don’t see the law as God’s Don’t see the law as God’s direct command to youdirect command to you

• Don’t see the law as Don’t see the law as binding on Christiansbinding on Christians

• Don’t see the law as a Don’t see the law as a grouping of of arbitrary, grouping of of arbitrary, limiting, annoying limiting, annoying regulationsregulations

• Don’t see the law as Don’t see the law as technically completetechnically complete

• Don’t expect the law to be Don’t expect the law to be cited frequently by the cited frequently by the prophets or NT writersprophets or NT writers

55

The GospelsThe Gospels--The Word Made Flesh-The Word Made Flesh-

The GospelsThe Gospels--The Word Made Flesh-The Word Made Flesh-

56

The GospelsThe GospelsThe GospelsThe Gospels

• They already function as hermeneutical They already function as hermeneutical models for us, insisting by their very models for us, insisting by their very nature that we, too, retell the storynature that we, too, retell the story

• Steeped in 1Steeped in 1stst C Judaism C Judaism• Second-hand DocumentsSecond-hand Documents• Filled with “Kingdom Rhetoric”Filled with “Kingdom Rhetoric”• Eschatological Fervor and ExpectationsEschatological Fervor and Expectations

• They already function as hermeneutical They already function as hermeneutical models for us, insisting by their very models for us, insisting by their very nature that we, too, retell the storynature that we, too, retell the story

• Steeped in 1Steeped in 1stst C Judaism C Judaism• Second-hand DocumentsSecond-hand Documents• Filled with “Kingdom Rhetoric”Filled with “Kingdom Rhetoric”• Eschatological Fervor and ExpectationsEschatological Fervor and Expectations

57

Gospel: Two DimensionsGospel: Two DimensionsGospel: Two DimensionsGospel: Two Dimensions

• Horizontal;Horizontal; How the gospel fits How the gospel fits together with other gospel accounts of together with other gospel accounts of same events and pericopessame events and pericopes• Vocabulary, Temporal Placement, Vocabulary, Temporal Placement,

Arrangement, Plot Arrangement, Plot • Gives appreciation for differences in Gives appreciation for differences in

gospelsgospels• Adds clarity and details other gospels Adds clarity and details other gospels

may have excluded, including additional may have excluded, including additional contextcontext

• Horizontal;Horizontal; How the gospel fits How the gospel fits together with other gospel accounts of together with other gospel accounts of same events and pericopessame events and pericopes• Vocabulary, Temporal Placement, Vocabulary, Temporal Placement,

Arrangement, Plot Arrangement, Plot • Gives appreciation for differences in Gives appreciation for differences in

gospelsgospels• Adds clarity and details other gospels Adds clarity and details other gospels

may have excluded, including additional may have excluded, including additional contextcontext

58

Gospel: Two DimensionsGospel: Two DimensionsGospel: Two DimensionsGospel: Two Dimensions• Vertical; examines historical context of both Vertical; examines historical context of both

Jesus and gospel writer togetherJesus and gospel writer together• Jesus may be illustrating a general principle Jesus may be illustrating a general principle

for his own (universal) mission, while the for his own (universal) mission, while the gospel writer is organizing the teaching into gospel writer is organizing the teaching into his account in a way that illuminates his account in a way that illuminates additional/secondary truthadditional/secondary truth• ““Poor” and “Poor in spirit” Mat 5 vs Lk 6Poor” and “Poor in spirit” Mat 5 vs Lk 6• ““First and Last” Mat 19:30 (Workers in Vineyard) First and Last” Mat 19:30 (Workers in Vineyard)

vs Mark 10:31 (Rich Ruler) Jesus says it more vs Mark 10:31 (Rich Ruler) Jesus says it more than once/change in meaningthan once/change in meaning

• Vertical; examines historical context of both Vertical; examines historical context of both Jesus and gospel writer togetherJesus and gospel writer together

• Jesus may be illustrating a general principle Jesus may be illustrating a general principle for his own (universal) mission, while the for his own (universal) mission, while the gospel writer is organizing the teaching into gospel writer is organizing the teaching into his account in a way that illuminates his account in a way that illuminates additional/secondary truthadditional/secondary truth• ““Poor” and “Poor in spirit” Mat 5 vs Lk 6Poor” and “Poor in spirit” Mat 5 vs Lk 6• ““First and Last” Mat 19:30 (Workers in Vineyard) First and Last” Mat 19:30 (Workers in Vineyard)

vs Mark 10:31 (Rich Ruler) Jesus says it more vs Mark 10:31 (Rich Ruler) Jesus says it more than once/change in meaningthan once/change in meaning

59

The Gospels: HorizontalThe Gospels: HorizontalThe Gospels: HorizontalThe Gospels: Horizontal

• Adaptation; Same stories re-used and Adaptation; Same stories re-used and re-shapedre-shaped

• Critical to understand AUDIENCE, as it Critical to understand AUDIENCE, as it may vary by evangelist/pericopemay vary by evangelist/pericope• Fig tree in Mark 11:12-14; 20-25 vs Fig tree in Mark 11:12-14; 20-25 vs

Matthew 21:18-22Matthew 21:18-22• Authors are also “compilers” (Fee)Authors are also “compilers” (Fee)

• Adaptation; Same stories re-used and Adaptation; Same stories re-used and re-shapedre-shaped

• Critical to understand AUDIENCE, as it Critical to understand AUDIENCE, as it may vary by evangelist/pericopemay vary by evangelist/pericope• Fig tree in Mark 11:12-14; 20-25 vs Fig tree in Mark 11:12-14; 20-25 vs

Matthew 21:18-22Matthew 21:18-22• Authors are also “compilers” (Fee)Authors are also “compilers” (Fee)

60

The Gospels: Horizontal The Gospels: Horizontal The Gospels: Horizontal The Gospels: Horizontal

• Selectivity: Rejection at Nazareth; Selectivity: Rejection at Nazareth; • (Matt 13:51/Mark 6:4/Luke 4:24) (Matt 13:51/Mark 6:4/Luke 4:24) • John 4:44 puts the rejection text in John 4:44 puts the rejection text in

Jerusalem!Jerusalem!• No “I AM” statements in three gospelsNo “I AM” statements in three gospels• Missing Beatitudes etcMissing Beatitudes etc• Johns Structure vs. Synoptic Structure Johns Structure vs. Synoptic Structure

• Selectivity: Rejection at Nazareth; Selectivity: Rejection at Nazareth; • (Matt 13:51/Mark 6:4/Luke 4:24) (Matt 13:51/Mark 6:4/Luke 4:24) • John 4:44 puts the rejection text in John 4:44 puts the rejection text in

Jerusalem!Jerusalem!• No “I AM” statements in three gospelsNo “I AM” statements in three gospels• Missing Beatitudes etcMissing Beatitudes etc• Johns Structure vs. Synoptic Structure Johns Structure vs. Synoptic Structure

61

The Gospels: HorizontalThe Gospels: HorizontalThe Gospels: HorizontalThe Gospels: Horizontal

• Horizontal Horizontal Sensitivity will assist in will assist in understanding possible meanings or range of understanding possible meanings or range of meanings (Semantics)meanings (Semantics)

• Horizontal Sensitivity shapes our view of how Horizontal Sensitivity shapes our view of how the early church ‘interpreted’ these textsthe early church ‘interpreted’ these texts

• Horizontal reading prevents overly narrow Horizontal reading prevents overly narrow interpretationsinterpretations

• Horizontal Reading my also assist in filing in Horizontal Reading my also assist in filing in gaps in context by providing additional detailsgaps in context by providing additional details

• Horizontal Horizontal Sensitivity will assist in will assist in understanding possible meanings or range of understanding possible meanings or range of meanings (Semantics)meanings (Semantics)

• Horizontal Sensitivity shapes our view of how Horizontal Sensitivity shapes our view of how the early church ‘interpreted’ these textsthe early church ‘interpreted’ these texts

• Horizontal reading prevents overly narrow Horizontal reading prevents overly narrow interpretationsinterpretations

• Horizontal Reading my also assist in filing in Horizontal Reading my also assist in filing in gaps in context by providing additional detailsgaps in context by providing additional details

62

The Gospels: Think VerticallyThe Gospels: Think VerticallyThe Gospels: Think VerticallyThe Gospels: Think Vertically

• Theological Point of ViewTheological Point of View• How Jesus uses the teaching COMBINED How Jesus uses the teaching COMBINED

with the setting given to it by the gospel with the setting given to it by the gospel writerwriter

• Jesus by historical context may be making Jesus by historical context may be making one point and Mark, by his organization one point and Mark, by his organization makes another ‘point’makes another ‘point’

• Meaning my be localized by Jesus telling, Meaning my be localized by Jesus telling, and at the same time ‘globalized’ by the and at the same time ‘globalized’ by the manner in which the pericope is placed manner in which the pericope is placed within the gospel itselfwithin the gospel itself

• Theological Point of ViewTheological Point of View• How Jesus uses the teaching COMBINED How Jesus uses the teaching COMBINED

with the setting given to it by the gospel with the setting given to it by the gospel writerwriter

• Jesus by historical context may be making Jesus by historical context may be making one point and Mark, by his organization one point and Mark, by his organization makes another ‘point’makes another ‘point’

• Meaning my be localized by Jesus telling, Meaning my be localized by Jesus telling, and at the same time ‘globalized’ by the and at the same time ‘globalized’ by the manner in which the pericope is placed manner in which the pericope is placed within the gospel itselfwithin the gospel itself

63

The Gospels: Think VerticallyThe Gospels: Think VerticallyThe Gospels: Think VerticallyThe Gospels: Think VerticallyMatthew 4:17Matthew 4:1717From that time Jesus 17From that time Jesus beganbegan to preach, saying, “Repent, for the kingdom of to preach, saying, “Repent, for the kingdom of

heaven is at hand.” heaven is at hand.”

Mark 1:14–15Mark 1:14–1514Now after John was arrested, Jesus came into Galilee, proclaiming the gospel of 14Now after John was arrested, Jesus came into Galilee, proclaiming the gospel of

God, 15and saying, “The time is fulfilled, and the kingdom of God is at hand; God, 15and saying, “The time is fulfilled, and the kingdom of God is at hand;

repent and believe in the gospel.” repent and believe in the gospel.”

Luke 4:14–15Luke 4:14–1514And Jesus returned in the power of the Spirit to Galilee, and a report about him 14And Jesus returned in the power of the Spirit to Galilee, and a report about him

went out through all the surrounding country. 15And he taught in their went out through all the surrounding country. 15And he taught in their

synagogues, being glorified by all. synagogues, being glorified by all.

Matthew 4:17Matthew 4:1717From that time Jesus 17From that time Jesus beganbegan to preach, saying, “Repent, for the kingdom of to preach, saying, “Repent, for the kingdom of

heaven is at hand.” heaven is at hand.”

Mark 1:14–15Mark 1:14–1514Now after John was arrested, Jesus came into Galilee, proclaiming the gospel of 14Now after John was arrested, Jesus came into Galilee, proclaiming the gospel of

God, 15and saying, “The time is fulfilled, and the kingdom of God is at hand; God, 15and saying, “The time is fulfilled, and the kingdom of God is at hand;

repent and believe in the gospel.” repent and believe in the gospel.”

Luke 4:14–15Luke 4:14–1514And Jesus returned in the power of the Spirit to Galilee, and a report about him 14And Jesus returned in the power of the Spirit to Galilee, and a report about him

went out through all the surrounding country. 15And he taught in their went out through all the surrounding country. 15And he taught in their

synagogues, being glorified by all. synagogues, being glorified by all.

64

The Gospels: Horizon /VerticalThe Gospels: Horizon /VerticalThe Gospels: Horizon /VerticalThe Gospels: Horizon /VerticalLuke 4:18-19 Luke 4:18-19

““The Spirit of the Lord is on me, The Spirit of the Lord is on me, because he has anointed me because he has anointed me

to preach good news to the poor. to preach good news to the poor. He has sent me to proclaim freedom for the prisoners He has sent me to proclaim freedom for the prisoners

and recovery of sight for the blind, and recovery of sight for the blind, to release the oppressed, to proclaim the year of the Lord’s favor.”to release the oppressed, to proclaim the year of the Lord’s favor.”

• Luke is only gospel to reference the Isaiah 61 text Luke is only gospel to reference the Isaiah 61 text (horizontal)(horizontal)

• Luke recounts Jesus reference to Elijah/Elisha (v 25-27) Luke recounts Jesus reference to Elijah/Elisha (v 25-27) (horizontal)(horizontal)

• Jesus is rebuking exclusivism (vertical)Jesus is rebuking exclusivism (vertical)• Luke is encouraging Gentiles that Jesus has come for them Luke is encouraging Gentiles that Jesus has come for them

(vertical)(vertical)

Luke 4:18-19 Luke 4:18-19 ““The Spirit of the Lord is on me, The Spirit of the Lord is on me,

because he has anointed me because he has anointed me to preach good news to the poor. to preach good news to the poor.

He has sent me to proclaim freedom for the prisoners He has sent me to proclaim freedom for the prisoners and recovery of sight for the blind, and recovery of sight for the blind,

to release the oppressed, to proclaim the year of the Lord’s favor.”to release the oppressed, to proclaim the year of the Lord’s favor.”

• Luke is only gospel to reference the Isaiah 61 text Luke is only gospel to reference the Isaiah 61 text (horizontal)(horizontal)

• Luke recounts Jesus reference to Elijah/Elisha (v 25-27) Luke recounts Jesus reference to Elijah/Elisha (v 25-27) (horizontal)(horizontal)

• Jesus is rebuking exclusivism (vertical)Jesus is rebuking exclusivism (vertical)• Luke is encouraging Gentiles that Jesus has come for them Luke is encouraging Gentiles that Jesus has come for them

(vertical)(vertical)

65

Gospel: Literary ContextGospel: Literary ContextGospel: Literary ContextGospel: Literary Context

• Think Think HorizontallyHorizontally• Harmonize Four AccountsHarmonize Four Accounts• Appreciate Distinctiveness of each GospelAppreciate Distinctiveness of each Gospel

• Think Think VerticallyVertically• Awareness of historical contexts of both Awareness of historical contexts of both

Jesus and the EvangelistJesus and the Evangelist• Examine selection of Jesus and Examine selection of Jesus and

organization of Evangelist as unified wholeorganization of Evangelist as unified whole

• Think Think HorizontallyHorizontally• Harmonize Four AccountsHarmonize Four Accounts• Appreciate Distinctiveness of each GospelAppreciate Distinctiveness of each Gospel

• Think Think VerticallyVertically• Awareness of historical contexts of both Awareness of historical contexts of both

Jesus and the EvangelistJesus and the Evangelist• Examine selection of Jesus and Examine selection of Jesus and

organization of Evangelist as unified wholeorganization of Evangelist as unified whole

66


• Horizontal Considerations:Horizontal Considerations:• Adaptation & SelectivityAdaptation & Selectivity

• Parallel Accounts (beware Parallel Accounts (beware harmonization)harmonization)

• Overlapping Source MaterialOverlapping Source Material• DEPENDENT upon one-anotherDEPENDENT upon one-another• Redaction, Re-use and BorrowingRedaction, Re-use and Borrowing• Early Church Understanding*Early Church Understanding*

• Horizontal Considerations:Horizontal Considerations:• Adaptation & SelectivityAdaptation & Selectivity

• Parallel Accounts (beware Parallel Accounts (beware harmonization)harmonization)

• Overlapping Source MaterialOverlapping Source Material• DEPENDENT upon one-anotherDEPENDENT upon one-another• Redaction, Re-use and BorrowingRedaction, Re-use and Borrowing• Early Church Understanding*Early Church Understanding*

67

Content Case: Luke 11:1-13Content Case: Luke 11:1-13Content Case: Luke 11:1-13Content Case: Luke 11:1-13

•Luke 11: 1-13 “teach us to pray” is the context

•Luke 18:1-8 “what is this context”? How does our understanding of Luke 11 assist us with this?

•Matthew 6:51-14 how does this add to our understanding?

•Can we “interpret” Luke 11 without these parallel accounts? How does our understanding shift as we consider additional source material from other gospel content?





68

Synthesis of Luke 18-19 Synthesis of Luke 18-19 Synthesis of Luke 18-19 Synthesis of Luke 18-19 • What is the main point of each part of the What is the main point of each part of the

text?text?• What is Luke telling us by packaging the What is Luke telling us by packaging the

narratives this way an in this order?narratives this way an in this order?• What is the main idea that the author talking What is the main idea that the author talking

about? (Subject)about? (Subject)• What claims did the text make upon its original What claims did the text make upon its original

hearers or readers? What response might the hearers or readers? What response might the author have desired from the readers?author have desired from the readers?

• What is he saying about what he is talking What is he saying about what he is talking about? (Complements)about? (Complements)

• What is the big idea of this passage – stated in What is the big idea of this passage – stated in a single sentence?a single sentence?

• What is the main point of each part of the What is the main point of each part of the text?text?

• What is Luke telling us by packaging the What is Luke telling us by packaging the narratives this way an in this order?narratives this way an in this order?

• What is the main idea that the author talking What is the main idea that the author talking about? (Subject)about? (Subject)

• What claims did the text make upon its original What claims did the text make upon its original hearers or readers? What response might the hearers or readers? What response might the author have desired from the readers?author have desired from the readers?

• What is he saying about what he is talking What is he saying about what he is talking about? (Complements)about? (Complements)

• What is the big idea of this passage – stated in What is the big idea of this passage – stated in a single sentence?a single sentence?

69


• Feeding of Five Thousand Narrative Feeding of Five Thousand Narrative (Fee/Stuart)(Fee/Stuart)

• Words in John that are common to the other Words in John that are common to the other three: 8three: 8

• % of agreement among them:% of agreement among them:• Matt w MarkMatt w Mark 59%59%• Matt w LukeMatt w Luke 44%44%• Luke w MarkLuke w Mark 40%40%• John w MattJohn w Matt 8.5%8.5%• John w MarkJohn w Mark 8.5%8.5%• John w LukeJohn w Luke 6.5%6.5%

• Feeding of Five Thousand Narrative Feeding of Five Thousand Narrative (Fee/Stuart)(Fee/Stuart)

• Words in John that are common to the other Words in John that are common to the other three: 8three: 8

• % of agreement among them:% of agreement among them:• Matt w MarkMatt w Mark 59%59%• Matt w LukeMatt w Luke 44%44%• Luke w MarkLuke w Mark 40%40%• John w MattJohn w Matt 8.5%8.5%• John w MarkJohn w Mark 8.5%8.5%• John w LukeJohn w Luke 6.5%6.5%

70

Gospel: Historical ContextGospel: Historical ContextGospel: Historical ContextGospel: Historical Context

• Immerse yourself in first century Immerse yourself in first century Judaism and its preaching styleJudaism and its preaching style• Jerusalem in the Time of JesusJerusalem in the Time of Jesus

Jeremias; Jeremias; The NT EnvironmentThe NT Environment” ” Lohse; Lohse; Jesus’ AudienceJesus’ Audience Derret Derret

• The Method and Message of Jesus’ The Method and Message of Jesus’ TeachingTeaching Stein (proverbs, similes, Stein (proverbs, similes, metaphors, poetry, questions, irony, metaphors, poetry, questions, irony, etc.)etc.)

• Immerse yourself in first century Immerse yourself in first century Judaism and its preaching styleJudaism and its preaching style• Jerusalem in the Time of JesusJerusalem in the Time of Jesus

Jeremias; Jeremias; The NT EnvironmentThe NT Environment” ” Lohse; Lohse; Jesus’ AudienceJesus’ Audience Derret Derret

• The Method and Message of Jesus’ The Method and Message of Jesus’ TeachingTeaching Stein (proverbs, similes, Stein (proverbs, similes, metaphors, poetry, questions, irony, metaphors, poetry, questions, irony, etc.)etc.)

71

Gospel: Historical ContextGospel: Historical ContextGospel: Historical ContextGospel: Historical Context

• Difficulty is many of Jesus’ sayings come Difficulty is many of Jesus’ sayings come without the original context (1 Cor 9:14, without the original context (1 Cor 9:14, Acts 20:24)Acts 20:24)

• Different gospels seem ‘out of order’Different gospels seem ‘out of order’• What was Jesus’ audience for a given What was Jesus’ audience for a given

teaching? Close Disciples… crowds… teaching? Close Disciples… crowds… enemies? This helps with the ‘point’enemies? This helps with the ‘point’

• Difficulty is many of Jesus’ sayings come Difficulty is many of Jesus’ sayings come without the original context (1 Cor 9:14, without the original context (1 Cor 9:14, Acts 20:24)Acts 20:24)

• Different gospels seem ‘out of order’Different gospels seem ‘out of order’• What was Jesus’ audience for a given What was Jesus’ audience for a given

teaching? Close Disciples… crowds… teaching? Close Disciples… crowds… enemies? This helps with the ‘point’enemies? This helps with the ‘point’

72

Gospel: HermeneuticsGospel: HermeneuticsGospel: HermeneuticsGospel: Hermeneutics

• Note Setting Carefully; audience, Note Setting Carefully; audience, surrounding materialsurrounding material

• Note Audience; who is being addressed, tone Note Audience; who is being addressed, tone of voice, repetition of ideasof voice, repetition of ideas

• Study Structure; literary devices, rhetoric, Study Structure; literary devices, rhetoric, inclusio, chiasm…inclusio, chiasm…

• Look for change in focus/attention (change Look for change in focus/attention (change of pronoun)of pronoun)

• Locate the climax of story (moment of truth)Locate the climax of story (moment of truth)• Shift in action before/after climaxShift in action before/after climax

• Note Setting Carefully; audience, Note Setting Carefully; audience, surrounding materialsurrounding material

• Note Audience; who is being addressed, tone Note Audience; who is being addressed, tone of voice, repetition of ideasof voice, repetition of ideas

• Study Structure; literary devices, rhetoric, Study Structure; literary devices, rhetoric, inclusio, chiasm…inclusio, chiasm…

• Look for change in focus/attention (change Look for change in focus/attention (change of pronoun)of pronoun)

• Locate the climax of story (moment of truth)Locate the climax of story (moment of truth)• Shift in action before/after climaxShift in action before/after climax

73


• Do not ‘modernize’ teachingsDo not ‘modernize’ teachings• Miracle narratives are not precedent Miracle narratives are not precedent

settingsetting• ““Now” and “Not Yet” – EschatologyNow” and “Not Yet” – Eschatology

• Jewish culture saw end of all things as Jewish culture saw end of all things as imminent, especially the Galilean sect of imminent, especially the Galilean sect of ZealotsZealots

• Jewish culture hoped Jesus would destroy Rome Jewish culture hoped Jesus would destroy Rome and inaugurate the ultimate age of blessingand inaugurate the ultimate age of blessing

• JTB fueled this fervor with his message of JTB fueled this fervor with his message of repentance….repentance….

• Do not ‘modernize’ teachingsDo not ‘modernize’ teachings• Miracle narratives are not precedent Miracle narratives are not precedent

settingsetting• ““Now” and “Not Yet” – EschatologyNow” and “Not Yet” – Eschatology


• Jewish culture hoped Jesus would destroy Rome Jewish culture hoped Jesus would destroy Rome and inaugurate the ultimate age of blessingand inaugurate the ultimate age of blessing


74


• Very Important Final ConsiderationVery Important Final Consideration• ““Now” and “Not Yet” – EschatologyNow” and “Not Yet” – Eschatology


• Jewish culture hoped Jesus would destroy Jewish culture hoped Jesus would destroy Rome and inaugurate the ultimate age of Rome and inaugurate the ultimate age of blessingblessing


• ““Realized Eschatology”Realized Eschatology”

• Very Important Final ConsiderationVery Important Final Consideration• ““Now” and “Not Yet” – EschatologyNow” and “Not Yet” – Eschatology


• Jewish culture hoped Jesus would destroy Jewish culture hoped Jesus would destroy Rome and inaugurate the ultimate age of Rome and inaugurate the ultimate age of blessingblessing


• ““Realized Eschatology”Realized Eschatology”

75

The ParablesThe Parables--Seeing God in Everyday Seeing God in Everyday

Life-Life-

The ParablesThe Parables--Seeing God in Everyday Seeing God in Everyday

Life-Life-

76

The ParablesThe ParablesThe ParablesThe Parables

•Most Mis-Understood of all ScriptureMost Mis-Understood of all Scripture•Very often overVery often over Allegorized Allegorized •Find the Audience: crowd, ‘disciples’, Find the Audience: crowd, ‘disciples’, Pharisees, an individual?Pharisees, an individual?•Jesus is not trying to be obtuseJesus is not trying to be obtuse•Understand Palestinian JudaismUnderstand Palestinian Judaism•Understand the ‘types’ of sayingsUnderstand the ‘types’ of sayings

•Most Mis-Understood of all ScriptureMost Mis-Understood of all Scripture•Very often overVery often over Allegorized Allegorized •Find the Audience: crowd, ‘disciples’, Find the Audience: crowd, ‘disciples’, Pharisees, an individual?Pharisees, an individual?•Jesus is not trying to be obtuseJesus is not trying to be obtuse•Understand Palestinian JudaismUnderstand Palestinian Judaism•Understand the ‘types’ of sayingsUnderstand the ‘types’ of sayings

77

The ParablesThe ParablesThe ParablesThe Parables

• Hebrew Hebrew māšāl = proverb, riddle, māšāl = proverb, riddle, comparisoncomparison

•Proverbs: “Physician heal yourself” -Lk 4:23Proverbs: “Physician heal yourself” -Lk 4:23•Metaphors: “Every plant not planted by my heavenly Father Metaphors: “Every plant not planted by my heavenly Father will be uprooted” -Mt 15:13will be uprooted” -Mt 15:13•Similes: “I send you out like sheep among wolves”- Mt 10:16 Similes: “I send you out like sheep among wolves”- Mt 10:16 •Figurative Sayings: Lk 5:36–38, new wine in old wineskinsFigurative Sayings: Lk 5:36–38, new wine in old wineskins•Similitude or more developed similes: Mk 4:30–32, comparing Similitude or more developed similes: Mk 4:30–32, comparing the kingdom to a grain of mustard seedthe kingdom to a grain of mustard seed•Story Parables in the form of fictional narrative: Mt 25:1–13, Story Parables in the form of fictional narrative: Mt 25:1–13, the ten virgins the ten virgins •Haggadah and Halaka -jewish fables and folk wisdomHaggadah and Halaka -jewish fables and folk wisdom

• Hebrew Hebrew māšāl = proverb, riddle, māšāl = proverb, riddle, comparisoncomparison

•Proverbs: “Physician heal yourself” -Lk 4:23Proverbs: “Physician heal yourself” -Lk 4:23•Metaphors: “Every plant not planted by my heavenly Father Metaphors: “Every plant not planted by my heavenly Father will be uprooted” -Mt 15:13will be uprooted” -Mt 15:13•Similes: “I send you out like sheep among wolves”- Mt 10:16 Similes: “I send you out like sheep among wolves”- Mt 10:16 •Figurative Sayings: Lk 5:36–38, new wine in old wineskinsFigurative Sayings: Lk 5:36–38, new wine in old wineskins•Similitude or more developed similes: Mk 4:30–32, comparing Similitude or more developed similes: Mk 4:30–32, comparing the kingdom to a grain of mustard seedthe kingdom to a grain of mustard seed•Story Parables in the form of fictional narrative: Mt 25:1–13, Story Parables in the form of fictional narrative: Mt 25:1–13, the ten virgins the ten virgins •Haggadah and Halaka -jewish fables and folk wisdomHaggadah and Halaka -jewish fables and folk wisdom

78

Parables: FunctionalParables: FunctionalParables: FunctionalParables: Functional• Mark 4:10–12 and Matthew 13:13–15 clearly indicate that Mark 4:10–12 and Matthew 13:13–15 clearly indicate that

JesusJesus chose the parable form to symbolize God’s judgment chose the parable form to symbolize God’s judgment on his opponents and on an unbelieving people. on his opponents and on an unbelieving people.

“ “The secret of the kingdom of God has been given to The secret of the kingdom of God has been given to you. But to those on the outside everything is said in you. But to those on the outside everything is said in

parables so that, parables so that, ‘ ‘they may be ever seeing but never perceiving, they may be ever seeing but never perceiving,

and ever hearing but never understanding; and ever hearing but never understanding; otherwise they might turn and be forgiven!’” otherwise they might turn and be forgiven!’”

• Jesus often used parables not from a desire to Jesus often used parables not from a desire to communicate truth but to hide the truth from communicate truth but to hide the truth from unresponsive hearers. Parables confirmed unbelievers in unresponsive hearers. Parables confirmed unbelievers in their rejectiontheir rejection

• ““Encounter Mechanism” -OsborneEncounter Mechanism” -Osborne

• Mark 4:10–12 and Matthew 13:13–15 clearly indicate that Mark 4:10–12 and Matthew 13:13–15 clearly indicate that JesusJesus chose the parable form to symbolize God’s judgment chose the parable form to symbolize God’s judgment on his opponents and on an unbelieving people. on his opponents and on an unbelieving people.

“ “The secret of the kingdom of God has been given to The secret of the kingdom of God has been given to you. But to those on the outside everything is said in you. But to those on the outside everything is said in

parables so that, parables so that, ‘ ‘they may be ever seeing but never perceiving, they may be ever seeing but never perceiving,

and ever hearing but never understanding; and ever hearing but never understanding; otherwise they might turn and be forgiven!’” otherwise they might turn and be forgiven!’”

• Jesus often used parables not from a desire to Jesus often used parables not from a desire to communicate truth but to hide the truth from communicate truth but to hide the truth from unresponsive hearers. Parables confirmed unbelievers in unresponsive hearers. Parables confirmed unbelievers in their rejectiontheir rejection

• ““Encounter Mechanism” -OsborneEncounter Mechanism” -Osborne

79

The Parabolic SayingsThe Parabolic SayingsThe Parabolic SayingsThe Parabolic Sayings

Types of Parabolic sayings in the canon:Types of Parabolic sayings in the canon:

• Similitude; a likeness or similaritySimilitude; a likeness or similarity• Epigram; is a brief, clever, and usually Epigram; is a brief, clever, and usually

memorable statement (sometimes in verse, memorable statement (sometimes in verse, rather than prose)rather than prose)

• Metaphor; uses an image, story or tangible Metaphor; uses an image, story or tangible thing to represent some intangible quality or thing to represent some intangible quality or idea or else some less tangible thingidea or else some less tangible thing

• Simile: similes indirectly compare the two Simile: similes indirectly compare the two ideas and allow them to remain distinct in ideas and allow them to remain distinct in spite of their similaritiesspite of their similarities

• True Parable; Lost Son a STORY likely ‘true’ or True Parable; Lost Son a STORY likely ‘true’ or “possible”“possible”

Types of Parabolic sayings in the canon:Types of Parabolic sayings in the canon:

• Similitude; a likeness or similaritySimilitude; a likeness or similarity• Epigram; is a brief, clever, and usually Epigram; is a brief, clever, and usually

memorable statement (sometimes in verse, memorable statement (sometimes in verse, rather than prose)rather than prose)

• Metaphor; uses an image, story or tangible Metaphor; uses an image, story or tangible thing to represent some intangible quality or thing to represent some intangible quality or idea or else some less tangible thingidea or else some less tangible thing

• Simile: similes indirectly compare the two Simile: similes indirectly compare the two ideas and allow them to remain distinct in ideas and allow them to remain distinct in spite of their similaritiesspite of their similarities

• True Parable; Lost Son a STORY likely ‘true’ or True Parable; Lost Son a STORY likely ‘true’ or “possible”“possible”

80

Parables: Reversal Of FortuneParables: Reversal Of FortuneParables: Reversal Of FortuneParables: Reversal Of Fortune

•Some Notable “Plot Twists”Some Notable “Plot Twists”

• Lk 10:30–37; SamaritanLk 10:30–37; Samaritan• Lk 15:11–32; Wandering sonLk 15:11–32; Wandering son• Lk 14:15–24; Crippled at Great BanquetLk 14:15–24; Crippled at Great Banquet• Lk 16:1–13; “shrewd manager”Lk 16:1–13; “shrewd manager”

•Luke is a big fan of the Reversal of FortuneLuke is a big fan of the Reversal of Fortune

•Some Notable “Plot Twists”Some Notable “Plot Twists”

• Lk 10:30–37; SamaritanLk 10:30–37; Samaritan• Lk 15:11–32; Wandering sonLk 15:11–32; Wandering son• Lk 14:15–24; Crippled at Great BanquetLk 14:15–24; Crippled at Great Banquet• Lk 16:1–13; “shrewd manager”Lk 16:1–13; “shrewd manager”

•Luke is a big fan of the Reversal of FortuneLuke is a big fan of the Reversal of Fortune

81

Parables Of The KingdomParables Of The Kingdom Parables Of The KingdomParables Of The Kingdom• Parables of the KingdomParables of the Kingdom::

• New patch/wine and the old cloth/wineskins (Mk New patch/wine and the old cloth/wineskins (Mk 2:21–22) Kingdom ‘ripping away from the past’2:21–22) Kingdom ‘ripping away from the past’

• ““The kingdom of God has come to you” (Lk 11:20). The kingdom of God has come to you” (Lk 11:20). ExorcismExorcism

• Mustard Seed (Mk 4:30–32) The Leaven (Mt 13:33). Mustard Seed (Mk 4:30–32) The Leaven (Mt 13:33). Kingdom is living, spreading, growing exponentially!Kingdom is living, spreading, growing exponentially!

• Kingdom calls for a Radical Response: Sower, Tares, Kingdom calls for a Radical Response: Sower, Tares, Dragnet Dragnet

• Kingdom Ethics: Mt 5:13–16, Mt 6:19-24, Mt 7:1-5Kingdom Ethics: Mt 5:13–16, Mt 6:19-24, Mt 7:1-5

• Viewed together they form a ‘hermeneutic of Viewed together they form a ‘hermeneutic of the Kingdom’the Kingdom’

• Parables of the KingdomParables of the Kingdom::

• New patch/wine and the old cloth/wineskins (Mk New patch/wine and the old cloth/wineskins (Mk 2:21–22) Kingdom ‘ripping away from the past’2:21–22) Kingdom ‘ripping away from the past’

• ““The kingdom of God has come to you” (Lk 11:20). The kingdom of God has come to you” (Lk 11:20). ExorcismExorcism

• Mustard Seed (Mk 4:30–32) The Leaven (Mt 13:33). Mustard Seed (Mk 4:30–32) The Leaven (Mt 13:33). Kingdom is living, spreading, growing exponentially!Kingdom is living, spreading, growing exponentially!

• Kingdom calls for a Radical Response: Sower, Tares, Kingdom calls for a Radical Response: Sower, Tares, Dragnet Dragnet

• Kingdom Ethics: Mt 5:13–16, Mt 6:19-24, Mt 7:1-5Kingdom Ethics: Mt 5:13–16, Mt 6:19-24, Mt 7:1-5

• Viewed together they form a ‘hermeneutic of Viewed together they form a ‘hermeneutic of the Kingdom’the Kingdom’

82

Eschatology In ParablesEschatology In ParablesEschatology In ParablesEschatology In Parables

•Parables of the End TimeParables of the End Time

• Matthew 25 Collection: Virgins, Talent, Sheep & GoatsMatthew 25 Collection: Virgins, Talent, Sheep & Goats• Luke 16: Rich Man and LazarusLuke 16: Rich Man and Lazarus• Matthew 22: Wedding BanquetMatthew 22: Wedding Banquet

•Illustrate element of surprise, reversal, the unexpected Illustrate element of surprise, reversal, the unexpected choice of common people and the urgency of the hourchoice of common people and the urgency of the hour•““Inaugurated Eschatology” Final destination determined Inaugurated Eschatology” Final destination determined ‘later’ but ‘later’ but aaction required in the present to avoid ction required in the present to avoid catastrophe catastrophe •Viewed together they form a ‘hermeneutic of the Viewed together they form a ‘hermeneutic of the Eschaton’Eschaton’

•Parables of the End TimeParables of the End Time

• Matthew 25 Collection: Virgins, Talent, Sheep & GoatsMatthew 25 Collection: Virgins, Talent, Sheep & Goats• Luke 16: Rich Man and LazarusLuke 16: Rich Man and Lazarus• Matthew 22: Wedding BanquetMatthew 22: Wedding Banquet

•Illustrate element of surprise, reversal, the unexpected Illustrate element of surprise, reversal, the unexpected choice of common people and the urgency of the hourchoice of common people and the urgency of the hour•““Inaugurated Eschatology” Final destination determined Inaugurated Eschatology” Final destination determined ‘later’ but ‘later’ but aaction required in the present to avoid ction required in the present to avoid catastrophe catastrophe •Viewed together they form a ‘hermeneutic of the Viewed together they form a ‘hermeneutic of the Eschaton’Eschaton’

83

SALVATION In ParablesSALVATION In ParablesSALVATION In ParablesSALVATION In Parables

•Parables of Repentance and SalvationParables of Repentance and Salvation•

• Lk 15:11–31Lk 15:11–31 Lost Son/Older Brother Lost Son/Older Brother• Mt 20:1–6 Grateful/Ungrateful WorkersMt 20:1–6 Grateful/Ungrateful Workers• Mt 21:28–31 Obedient/Disobedient SonMt 21:28–31 Obedient/Disobedient Son• Lk 14:16–24 Great BanquetLk 14:16–24 Great Banquet

•Grouped together a ‘hermeneutic of Salvation’ Grouped together a ‘hermeneutic of Salvation’ emergesemerges

•Parables of Repentance and SalvationParables of Repentance and Salvation•

• Lk 15:11–31Lk 15:11–31 Lost Son/Older Brother Lost Son/Older Brother• Mt 20:1–6 Grateful/Ungrateful WorkersMt 20:1–6 Grateful/Ungrateful Workers• Mt 21:28–31 Obedient/Disobedient SonMt 21:28–31 Obedient/Disobedient Son• Lk 14:16–24 Great BanquetLk 14:16–24 Great Banquet

•Grouped together a ‘hermeneutic of Salvation’ Grouped together a ‘hermeneutic of Salvation’ emergesemerges

84

Parables: HermeneuticsParables: HermeneuticsParables: HermeneuticsParables: Hermeneutics

• Call for a RESPONSE from the AudienceCall for a RESPONSE from the Audience• Are meant to illustrate PRINCIPLES of Are meant to illustrate PRINCIPLES of

Kingdom Life, not teach morals per seKingdom Life, not teach morals per se• Who is ‘caught’ or surprised by outcome?Who is ‘caught’ or surprised by outcome?• Reversals/changes in fortune, tone, Reversals/changes in fortune, tone,

mood...( I tell you than not one of those mood...( I tell you than not one of those will get a taste of MY banquet!) will get a taste of MY banquet!)

• Luke 7:47, Luke 15:28, Luke 19:9-10, Luke 7:47, Luke 15:28, Luke 19:9-10, Mat 25:44-45, Mat 13:14 “them”..Mat 25:44-45, Mat 13:14 “them”..

• Ultimately CONTEXT must be final arbiter Ultimately CONTEXT must be final arbiter of Meaningof Meaning

• Call for a RESPONSE from the AudienceCall for a RESPONSE from the Audience• Are meant to illustrate PRINCIPLES of Are meant to illustrate PRINCIPLES of

Kingdom Life, not teach morals per seKingdom Life, not teach morals per se• Who is ‘caught’ or surprised by outcome?Who is ‘caught’ or surprised by outcome?• Reversals/changes in fortune, tone, Reversals/changes in fortune, tone,

mood...( I tell you than not one of those mood...( I tell you than not one of those will get a taste of MY banquet!) will get a taste of MY banquet!)

• Luke 7:47, Luke 15:28, Luke 19:9-10, Luke 7:47, Luke 15:28, Luke 19:9-10, Mat 25:44-45, Mat 13:14 “them”..Mat 25:44-45, Mat 13:14 “them”..

• Ultimately CONTEXT must be final arbiter Ultimately CONTEXT must be final arbiter of Meaningof Meaning

85

The EpistlesThe Epistles--Just for this Occasion-Just for this Occasion-

The EpistlesThe Epistles--Just for this Occasion-Just for this Occasion-

86

The EpistlesThe EpistlesThe EpistlesThe Epistles

• Good place to start (easy?)Good place to start (easy?)• We all write and read letters (email is distorting this We all write and read letters (email is distorting this

experience)experience)• Nature of Epistles: similar in form and mostly in Nature of Epistles: similar in form and mostly in

functionfunction• Letters, Epistles, Prison Epistles, Catholic Epistles, Letters, Epistles, Prison Epistles, Catholic Epistles,

Pastoral EpistlesPastoral Epistles• Crucial Issue: All are Occasional documentsCrucial Issue: All are Occasional documents• With the Epistles, we have answers, but we don’t With the Epistles, we have answers, but we don’t

always know the questionsalways know the questions• It’s like listening to one end of a phone conversationIt’s like listening to one end of a phone conversation

• Good place to start (easy?)Good place to start (easy?)• We all write and read letters (email is distorting this We all write and read letters (email is distorting this

experience)experience)• Nature of Epistles: similar in form and mostly in Nature of Epistles: similar in form and mostly in

functionfunction• Letters, Epistles, Prison Epistles, Catholic Epistles, Letters, Epistles, Prison Epistles, Catholic Epistles,

Pastoral EpistlesPastoral Epistles• Crucial Issue: All are Occasional documentsCrucial Issue: All are Occasional documents• With the Epistles, we have answers, but we don’t With the Epistles, we have answers, but we don’t

always know the questionsalways know the questions• It’s like listening to one end of a phone conversationIt’s like listening to one end of a phone conversation

87

• What is the “Big Idea”What is the “Big Idea”

• What is being said?What is being said?• How is it being stated?How is it being stated?• Why is it here, now, in this paragraph Why is it here, now, in this paragraph

or portion of the argument?or portion of the argument?• How does this ‘point’ contribute to the How does this ‘point’ contribute to the

overall ‘flow’ of discourse or overall ‘flow’ of discourse or argument?argument?

• What is the “Big Idea”What is the “Big Idea”

• What is being said?What is being said?• How is it being stated?How is it being stated?• Why is it here, now, in this paragraph Why is it here, now, in this paragraph

or portion of the argument?or portion of the argument?• How does this ‘point’ contribute to the How does this ‘point’ contribute to the

overall ‘flow’ of discourse or overall ‘flow’ of discourse or argument?argument?

EXEGESIS in the EpistlesEXEGESIS in the EpistlesEXEGESIS in the EpistlesEXEGESIS in the Epistles

88

The Epistles: The Epistles: The Literary ContextThe Literary ContextThe Epistles: The Epistles: The Literary ContextThe Literary Context

• Now is the time to THINK PARAGRAPHSNow is the time to THINK PARAGRAPHS• If it were an assignment: “Trace the If it were an assignment: “Trace the

argument of 2 Thessalonians, paragraph by argument of 2 Thessalonians, paragraph by paragraph, and in a sentence or two explain paragraph, and in a sentence or two explain the point of each paragraph for the the point of each paragraph for the argument as a whole (i.e.: Christ’s return)argument as a whole (i.e.: Christ’s return)

• Ask repeatedly “What’s the point?” As you Ask repeatedly “What’s the point?” As you trace the arguments of Paul responsetrace the arguments of Paul response

• Content: What does Paul say in this paragraph? Content: What does Paul say in this paragraph? State this in a concise sentenceState this in a concise sentence

• Context: Why does Paul say this right at this Context: Why does Paul say this right at this point? Explain this in another sentencepoint? Explain this in another sentence

• Now is the time to THINK PARAGRAPHSNow is the time to THINK PARAGRAPHS• If it were an assignment: “Trace the If it were an assignment: “Trace the

argument of 2 Thessalonians, paragraph by argument of 2 Thessalonians, paragraph by paragraph, and in a sentence or two explain paragraph, and in a sentence or two explain the point of each paragraph for the the point of each paragraph for the argument as a whole (i.e.: Christ’s return)argument as a whole (i.e.: Christ’s return)

• Ask repeatedly “What’s the point?” As you Ask repeatedly “What’s the point?” As you trace the arguments of Paul responsetrace the arguments of Paul response

• Content: What does Paul say in this paragraph? Content: What does Paul say in this paragraph? State this in a concise sentenceState this in a concise sentence

• Context: Why does Paul say this right at this Context: Why does Paul say this right at this point? Explain this in another sentencepoint? Explain this in another sentence

89

The Epistles:Historical Context The Epistles:Historical Context The Epistles:Historical Context The Epistles:Historical Context

• Consult your Bible DictionaryConsult your Bible Dictionary• Read the Letter for the Big ViewRead the Letter for the Big View

• Reconstruct the problem (occasion)Reconstruct the problem (occasion)• Note the recipientsNote the recipients• Note Paul’s attitudeNote Paul’s attitude• Note specific things mentioned to specify the Note specific things mentioned to specify the

occasion of the letteroccasion of the letter• Note the letter’s natural divisionsNote the letter’s natural divisions

• Re-re-Read the LetterRe-re-Read the Letter• List every clue to the recipient’s problemList every clue to the recipient’s problem• List key phrases that indicate Paul’s answers List key phrases that indicate Paul’s answers

• Consult your Bible DictionaryConsult your Bible Dictionary• Read the Letter for the Big ViewRead the Letter for the Big View

• Reconstruct the problem (occasion)Reconstruct the problem (occasion)• Note the recipientsNote the recipients• Note Paul’s attitudeNote Paul’s attitude• Note specific things mentioned to specify the Note specific things mentioned to specify the

occasion of the letteroccasion of the letter• Note the letter’s natural divisionsNote the letter’s natural divisions

• Re-re-Read the LetterRe-re-Read the Letter• List every clue to the recipient’s problemList every clue to the recipient’s problem• List key phrases that indicate Paul’s answers List key phrases that indicate Paul’s answers

90

Hermeneutics in the EpistlesHermeneutics in the EpistlesHermeneutics in the EpistlesHermeneutics in the Epistles

• What does this mean to/for us?What does this mean to/for us?• All “do” hermeneutics, even without All “do” hermeneutics, even without

exegesis as we bring an enlightened exegesis as we bring an enlightened common sense to the textcommon sense to the text

• The Big Issue: The Big Issue: Cultural RelativityCultural Relativity

• What does this mean to/for us?What does this mean to/for us?• All “do” hermeneutics, even without All “do” hermeneutics, even without

exegesis as we bring an enlightened exegesis as we bring an enlightened common sense to the textcommon sense to the text

• The Big Issue: The Big Issue: Cultural RelativityCultural Relativity

CulturalCultural2 Tim 2 Tim 4:134:13

EternalEternal2 Tim 2 Tim 2:32:3

91

• Occasional documentsOccasional documents• Letters, personal or corporate and have Letters, personal or corporate and have

structure and elements of personal structure and elements of personal correspondencecorrespondence

• Read through entire text in a single sittingRead through entire text in a single sitting• Understand the flow of thoughtUnderstand the flow of thought• The background and occasion of the writingThe background and occasion of the writing• Issues and concerns/major themes or Issues and concerns/major themes or

conflictsconflicts

• Occasional documentsOccasional documents• Letters, personal or corporate and have Letters, personal or corporate and have

structure and elements of personal structure and elements of personal correspondencecorrespondence

• Read through entire text in a single sittingRead through entire text in a single sitting• Understand the flow of thoughtUnderstand the flow of thought• The background and occasion of the writingThe background and occasion of the writing• Issues and concerns/major themes or Issues and concerns/major themes or

conflictsconflicts


92

• Look for theologically loaded ideasLook for theologically loaded ideas• References to OT passages or situationsReferences to OT passages or situations• Names of cities, people or other Names of cities, people or other

referents that are clues to meaningreferents that are clues to meaning• Any natural or logical divisions of Any natural or logical divisions of

thoughtthought• Ask ‘who is writing to whom?’ Ask ‘who is writing to whom?’ • Develop a working outlineDevelop a working outline

• Look for theologically loaded ideasLook for theologically loaded ideas• References to OT passages or situationsReferences to OT passages or situations• Names of cities, people or other Names of cities, people or other

referents that are clues to meaningreferents that are clues to meaning• Any natural or logical divisions of Any natural or logical divisions of

thoughtthought• Ask ‘who is writing to whom?’ Ask ‘who is writing to whom?’ • Develop a working outlineDevelop a working outline


93

• The Basic RuleThe Basic Rule• A text can’t now mean what it never could have A text can’t now mean what it never could have

meant!meant!• The Second RuleThe Second Rule

• When we share comparable life situations with When we share comparable life situations with the 1st century setting, God’s word is the same the 1st century setting, God’s word is the same for us, toofor us, too

• Our Problems with the Second Rule: Our Problems with the Second Rule: • Extended ApplicationExtended Application• Non Comparable Life Situations Non Comparable Life Situations • Cultural RelativityCultural Relativity• Task TheologyTask Theology

• The Basic RuleThe Basic Rule• A text can’t now mean what it never could have A text can’t now mean what it never could have

meant!meant!• The Second RuleThe Second Rule

• When we share comparable life situations with When we share comparable life situations with the 1st century setting, God’s word is the same the 1st century setting, God’s word is the same for us, toofor us, too

• Our Problems with the Second Rule: Our Problems with the Second Rule: • Extended ApplicationExtended Application• Non Comparable Life Situations Non Comparable Life Situations • Cultural RelativityCultural Relativity• Task TheologyTask Theology


94

Hermeneutics: The EpistlesHermeneutics: The EpistlesHermeneutics: The EpistlesHermeneutics: The Epistles

• The Third Rule: Extended Application; If it meant The Third Rule: Extended Application; If it meant ____ for them, it must mean _____ for us, right?____ for them, it must mean _____ for us, right?• In extended or extending application Gods word In extended or extending application Gods word

must be limited to teach its original intent. must be limited to teach its original intent. • If you are hot certain that all the particulars are If you are hot certain that all the particulars are

the same, this is the best approach. the same, this is the best approach.

• We will deal with Extended Application in Acts We will deal with Extended Application in Acts along along

with issues of Historical Precedentwith issues of Historical Precedent

• The Third Rule: Extended Application; If it meant The Third Rule: Extended Application; If it meant ____ for them, it must mean _____ for us, right?____ for them, it must mean _____ for us, right?• In extended or extending application Gods word In extended or extending application Gods word

must be limited to teach its original intent. must be limited to teach its original intent. • If you are hot certain that all the particulars are If you are hot certain that all the particulars are

the same, this is the best approach. the same, this is the best approach.

• We will deal with Extended Application in Acts We will deal with Extended Application in Acts along along

with issues of Historical Precedentwith issues of Historical Precedent

95

Exegesis of Problem PassagesExegesis of Problem PassagesExegesis of Problem PassagesExegesis of Problem Passages

•Be content with our lack of understanding; therefore, Be content with our lack of understanding; therefore, be less dogmaticbe less dogmatic

•Even without certainty of details, we can still know Even without certainty of details, we can still know the point of the whole passage (“baptizing for the the point of the whole passage (“baptizing for the dead” passage of 1 Cor 15 addresses resurrection dead” passage of 1 Cor 15 addresses resurrection issues rather than baptism issues)issues rather than baptism issues)

•Still ask “What can be said for certain”Still ask “What can be said for certain”

•Consult a good, balanced commentaryConsult a good, balanced commentary

•Admit when you are only guessingAdmit when you are only guessing

•Be content with our lack of understanding; therefore, Be content with our lack of understanding; therefore, be less dogmaticbe less dogmatic

•Even without certainty of details, we can still know Even without certainty of details, we can still know the point of the whole passage (“baptizing for the the point of the whole passage (“baptizing for the dead” passage of 1 Cor 15 addresses resurrection dead” passage of 1 Cor 15 addresses resurrection issues rather than baptism issues)issues rather than baptism issues)

•Still ask “What can be said for certain”Still ask “What can be said for certain”

•Consult a good, balanced commentaryConsult a good, balanced commentary

•Admit when you are only guessingAdmit when you are only guessing

96

Problem PassagesProblem PassagesProblem PassagesProblem Passages

•No One has the ‘answers’No One has the ‘answers’

•Not written for usNot written for us

•Be content with lack of understanding Be content with lack of understanding

•Do not press detailsDo not press details

•Preach no sermons based on themPreach no sermons based on them

•Be ye not dogmatic about themBe ye not dogmatic about them

•No One has the ‘answers’No One has the ‘answers’

•Not written for usNot written for us

•Be content with lack of understanding Be content with lack of understanding

•Do not press detailsDo not press details

•Preach no sermons based on themPreach no sermons based on them

•Be ye not dogmatic about themBe ye not dogmatic about them

97

Basic HermeneuticsBasic HermeneuticsBasic HermeneuticsBasic Hermeneutics

•The Analogy of ScriptureThe Analogy of Scripture

•The Progress of RevelationThe Progress of Revelation

•The Simplicity and Clarity of ScriptureThe Simplicity and Clarity of Scripture

•The Unity and Diversity of ScriptureThe Unity and Diversity of Scripture

•Inspiration and Authority of ScriptureInspiration and Authority of Scripture

•The Analogy of ScriptureThe Analogy of Scripture

•The Progress of RevelationThe Progress of Revelation

•The Simplicity and Clarity of ScriptureThe Simplicity and Clarity of Scripture

•The Unity and Diversity of ScriptureThe Unity and Diversity of Scripture

•Inspiration and Authority of ScriptureInspiration and Authority of Scripture

98

Hermeneutical PrinciplesHermeneutical PrinciplesHermeneutical PrinciplesHermeneutical Principles

Rule #1: A passage cannot mean what it never Rule #1: A passage cannot mean what it never could have meant in its original context and to could have meant in its original context and to its original audienceits original audience

Rule #2; When we share comparable Rule #2; When we share comparable situations as those in Scripture, Gods word to situations as those in Scripture, Gods word to us is the same as Gods word to them. us is the same as Gods word to them.

Rule #1: A passage cannot mean what it never Rule #1: A passage cannot mean what it never could have meant in its original context and to could have meant in its original context and to its original audienceits original audience

Rule #2; When we share comparable Rule #2; When we share comparable situations as those in Scripture, Gods word to situations as those in Scripture, Gods word to us is the same as Gods word to them. us is the same as Gods word to them.

99

•GrammarGrammar

•SemanticsSemantics

•SyntaxSyntax

•Historical And Cultural BackgroundHistorical And Cultural Background

•Basic Genre AnalysisBasic Genre Analysis

•GrammarGrammar

•SemanticsSemantics

•SyntaxSyntax

•Historical And Cultural BackgroundHistorical And Cultural Background

•Basic Genre AnalysisBasic Genre Analysis

ConsiderationsConsiderationsConsiderationsConsiderations

100

India 2006

GrammarGrammarGrammarGrammar

•Basic laws of language and relationships Basic laws of language and relationships between termsbetween terms

•Greek tenses and cases can alter Greek tenses and cases can alter meaningmeaning

•Parts of speech have defined function; Parts of speech have defined function; Verbs modify nouns; Adverbs modify Verbs modify nouns; Adverbs modify verbs verbs

•Basic laws of language and relationships Basic laws of language and relationships between termsbetween terms

•Greek tenses and cases can alter Greek tenses and cases can alter meaningmeaning

•Parts of speech have defined function; Parts of speech have defined function; Verbs modify nouns; Adverbs modify Verbs modify nouns; Adverbs modify verbs verbs

101

SemanticsSemanticsSemanticsSemantics

•The Study of “Meaning”The Study of “Meaning”

•Meaning Derived from Context not Words Meaning Derived from Context not Words themselvesthemselves

•““Counter”, (of items, in a kitchen, as an Counter”, (of items, in a kitchen, as an argumentative tactic)argumentative tactic)

•““Apple” (Fruit, Anatomical, Metaphorical , Apple” (Fruit, Anatomical, Metaphorical , “of his eye…)“of his eye…)

•The Study of “Meaning”The Study of “Meaning”

•Meaning Derived from Context not Words Meaning Derived from Context not Words themselvesthemselves

•““Counter”, (of items, in a kitchen, as an Counter”, (of items, in a kitchen, as an argumentative tactic)argumentative tactic)

•““Apple” (Fruit, Anatomical, Metaphorical , Apple” (Fruit, Anatomical, Metaphorical , “of his eye…)“of his eye…)

102

SemanticsSemanticsSemanticsSemantics

Words can have ranges of meaning, ‘semantic Words can have ranges of meaning, ‘semantic range’range’

Meaning can change over time, and according to Meaning can change over time, and according to cultureculture

Meaning can change based on authorshipMeaning can change based on authorship

Beware of ‘secular’ meaning in sacred textBeware of ‘secular’ meaning in sacred text

Words can have ranges of meaning, ‘semantic Words can have ranges of meaning, ‘semantic range’range’

Meaning can change over time, and according to Meaning can change over time, and according to cultureculture

Meaning can change based on authorshipMeaning can change based on authorship

Beware of ‘secular’ meaning in sacred textBeware of ‘secular’ meaning in sacred text

103

Common FallaciesCommon FallaciesCommon FallaciesCommon Fallacies•Lexical FallacyLexical Fallacy

•Assumes word studies solve all issues of Assumes word studies solve all issues of meaningmeaning

•1 Cor 11:2, Eph 5:241 Cor 11:2, Eph 5:24

•““correct meaning is that which contributes least correct meaning is that which contributes least to the total context”to the total context”

•Narrowest meaning is usually correctNarrowest meaning is usually correct

•Surrounding terms define meaningSurrounding terms define meaning

•Lexical FallacyLexical Fallacy

•Assumes word studies solve all issues of Assumes word studies solve all issues of meaningmeaning

•1 Cor 11:2, Eph 5:241 Cor 11:2, Eph 5:24

•““correct meaning is that which contributes least correct meaning is that which contributes least to the total context”to the total context”

•Narrowest meaning is usually correctNarrowest meaning is usually correct

•Surrounding terms define meaningSurrounding terms define meaning

104

Common FallaciesCommon FallaciesCommon FallaciesCommon Fallacies•Root FallacyRoot Fallacy

•Assumes primary root meaning transcends all Assumes primary root meaning transcends all subordinate usagessubordinate usages

•Ekklesia; ‘called out’ ?Ekklesia; ‘called out’ ?

•Parakletos; “advocate”?, “Helper”?Parakletos; “advocate”?, “Helper”?

•Para, beside; kaleo, to call. Call alongside?Para, beside; kaleo, to call. Call alongside?

•Range of word meaning has changed…Range of word meaning has changed…

•Root FallacyRoot Fallacy

•Assumes primary root meaning transcends all Assumes primary root meaning transcends all subordinate usagessubordinate usages

•Ekklesia; ‘called out’ ?Ekklesia; ‘called out’ ?

•Parakletos; “advocate”?, “Helper”?Parakletos; “advocate”?, “Helper”?

•Para, beside; kaleo, to call. Call alongside?Para, beside; kaleo, to call. Call alongside?

•Range of word meaning has changed…Range of word meaning has changed…

105

Common FallaciesCommon FallaciesCommon FallaciesCommon FallaciesMisuse of EtymologyMisuse of Etymology

Study of history of a termStudy of history of a term

Assumes meaning is found in origin or history of Assumes meaning is found in origin or history of the wordthe word

‘‘nice’ fr. Lat nescius= ignorant!nice’ fr. Lat nescius= ignorant!

Heb 2:1 ‘pararymen’ ; ship that slips off Heb 2:1 ‘pararymen’ ; ship that slips off mooring and drifts, also boat drifing mooring and drifts, also boat drifing downstream into harms way > Heb 6:1 ‘anchor’ downstream into harms way > Heb 6:1 ‘anchor’ sheds light on possible interpretationssheds light on possible interpretations

Misuse of EtymologyMisuse of Etymology

Study of history of a termStudy of history of a term

Assumes meaning is found in origin or history of Assumes meaning is found in origin or history of the wordthe word

‘‘nice’ fr. Lat nescius= ignorant!nice’ fr. Lat nescius= ignorant!

Heb 2:1 ‘pararymen’ ; ship that slips off Heb 2:1 ‘pararymen’ ; ship that slips off mooring and drifts, also boat drifing mooring and drifts, also boat drifing downstream into harms way > Heb 6:1 ‘anchor’ downstream into harms way > Heb 6:1 ‘anchor’ sheds light on possible interpretationssheds light on possible interpretations

106

Common FallaciesCommon FallaciesCommon FallaciesCommon FallaciesMisuse of Subsequent MeaningMisuse of Subsequent Meaning

‘‘martyr’ witness or ‘died for Christ’martyr’ witness or ‘died for Christ’

Secondary sense is later, 2Secondary sense is later, 2ndnd C… C…

““Analogy of Antecedent Scripture” –Kaiser-Analogy of Antecedent Scripture” –Kaiser-

Cannot lay later meaning ‘backwards’ onto textCannot lay later meaning ‘backwards’ onto text

No 21No 21stst C meaning without proper care C meaning without proper care

Modern metaphors are for illustration only, never definitionModern metaphors are for illustration only, never definition

Must allow for Semantic ChangeMust allow for Semantic Change

Misuse of Subsequent MeaningMisuse of Subsequent Meaning

‘‘martyr’ witness or ‘died for Christ’martyr’ witness or ‘died for Christ’

Secondary sense is later, 2Secondary sense is later, 2ndnd C… C…

““Analogy of Antecedent Scripture” –Kaiser-Analogy of Antecedent Scripture” –Kaiser-

Cannot lay later meaning ‘backwards’ onto textCannot lay later meaning ‘backwards’ onto text

No 21No 21stst C meaning without proper care C meaning without proper care

Modern metaphors are for illustration only, never definitionModern metaphors are for illustration only, never definition

Must allow for Semantic ChangeMust allow for Semantic Change

107

Where Does That Leave Us?Where Does That Leave Us?Where Does That Leave Us?Where Does That Leave Us?

•Use care when making strong positional statements Use care when making strong positional statements about what a text ‘means’about what a text ‘means’

•Make sure when preaching and teaching that you Make sure when preaching and teaching that you have done your homeworkhave done your homework

•Avoid being dogmatic unless you are quite certainAvoid being dogmatic unless you are quite certain

•Gods Word is still clear in its intentions and applicationGods Word is still clear in its intentions and application

•Use care when making strong positional statements Use care when making strong positional statements about what a text ‘means’about what a text ‘means’

•Make sure when preaching and teaching that you Make sure when preaching and teaching that you have done your homeworkhave done your homework

•Avoid being dogmatic unless you are quite certainAvoid being dogmatic unless you are quite certain

•Gods Word is still clear in its intentions and applicationGods Word is still clear in its intentions and application

108

Meaning Is Genre DependentMeaning Is Genre DependentMeaning Is Genre DependentMeaning Is Genre Dependent

TheThe presence of genre is an presence of genre is an important point in the debate as to important point in the debate as to whether one can recover the whether one can recover the author’s intended meaning. All author’s intended meaning. All writers couch their messages in a writers couch their messages in a certain genre in order to give the certain genre in order to give the reader sufficient rules by which to reader sufficient rules by which to decode that message decode that message

TheThe presence of genre is an presence of genre is an important point in the debate as to important point in the debate as to whether one can recover the whether one can recover the author’s intended meaning. All author’s intended meaning. All writers couch their messages in a writers couch their messages in a certain genre in order to give the certain genre in order to give the reader sufficient rules by which to reader sufficient rules by which to decode that message decode that message 10

9

The Analogy Of Scripture:The Analogy Of Scripture:

The Analogy Of Scripture:The Analogy Of Scripture:

Simply put the analogy of scripture Simply put the analogy of scripture means “the scripture interprets means “the scripture interprets scripture.” scripture.”

Must not stop with exegesis, or the Must not stop with exegesis, or the there and then, but continue forward there and then, but continue forward to understand the entire sweep of to understand the entire sweep of scripturescripture

Simply put the analogy of scripture Simply put the analogy of scripture means “the scripture interprets means “the scripture interprets scripture.” scripture.”

Must not stop with exegesis, or the Must not stop with exegesis, or the there and then, but continue forward there and then, but continue forward to understand the entire sweep of to understand the entire sweep of scripturescripture

110

ActsActs--The Primitive Chuch-The Primitive Chuch-

ActsActs--The Primitive Chuch-The Primitive Chuch-

111

Acts: Historical PrecedentActs: Historical PrecedentActs: Historical PrecedentActs: Historical Precedent

•Normal vs NormativeNormal vs Normative

•Patterns vs HistoryPatterns vs History

•Acts Functions as a ModelActs Functions as a Model

•What is included?What is included?

•Why This is IncludedWhy This is Included

•The Major breaks and blocksThe Major breaks and blocks

•Normal vs NormativeNormal vs Normative

•Patterns vs HistoryPatterns vs History

•Acts Functions as a ModelActs Functions as a Model

•What is included?What is included?

•Why This is IncludedWhy This is Included

•The Major breaks and blocksThe Major breaks and blocks

112


• Six “Panels” Six “Panels”

•Luke's Interest in Luke's Interest in Gospel MovementGospel Movement

•Non “Uniform” even where we wish it wasNon “Uniform” even where we wish it was

•The church cannot be stopped!The church cannot be stopped!

•The church should grow, move forward, The church should grow, move forward, change lives!change lives!

• Six “Panels” Six “Panels”

•Luke's Interest in Luke's Interest in Gospel MovementGospel Movement

•Non “Uniform” even where we wish it wasNon “Uniform” even where we wish it was

•The church cannot be stopped!The church cannot be stopped!

•The church should grow, move forward, The church should grow, move forward, change lives!change lives!

113


• Pattern ValuePattern Value

•Determining a Principle from a PatternDetermining a Principle from a Pattern

•Understanding Precedent Setting IdeasUnderstanding Precedent Setting Ideas

•Binding vs “best practice”Binding vs “best practice”

• Pattern ValuePattern Value

•Determining a Principle from a PatternDetermining a Principle from a Pattern

•Understanding Precedent Setting IdeasUnderstanding Precedent Setting Ideas

•Binding vs “best practice”Binding vs “best practice”

114

Hermeneutic in ActsHermeneutic in ActsHermeneutic in ActsHermeneutic in Acts

Unless Scripture explicitly tells us Unless Scripture explicitly tells us we must we must do do something, what is only narrated or described something, what is only narrated or described

does not function in a normative (i.e. does not function in a normative (i.e. obligatory) way— unless it can be obligatory) way— unless it can be

demonstrated on other grounds that the author demonstrated on other grounds that the author intendedintended it to function in this way. it to function in this way.

•Frequency of communionFrequency of communion•Day of week for churchDay of week for church•““The Bible teaches communion weekly”The Bible teaches communion weekly”•Issues of Practical Theology must shape our Issues of Practical Theology must shape our thinking herethinking here

Unless Scripture explicitly tells us Unless Scripture explicitly tells us we must we must do do something, what is only narrated or described something, what is only narrated or described

does not function in a normative (i.e. does not function in a normative (i.e. obligatory) way— unless it can be obligatory) way— unless it can be

demonstrated on other grounds that the author demonstrated on other grounds that the author intendedintended it to function in this way. it to function in this way.

•Frequency of communionFrequency of communion•Day of week for churchDay of week for church•““The Bible teaches communion weekly”The Bible teaches communion weekly”•Issues of Practical Theology must shape our Issues of Practical Theology must shape our thinking herethinking here

115

Content Case: Jeremiah 25Content Case: Jeremiah 25Content Case: Jeremiah 25Content Case: Jeremiah 25

•After Josiah reforms! v 1After Josiah reforms! v 1•You had 23 years and you did not changeYou had 23 years and you did not change•I've warned you many times v 4-5I've warned you many times v 4-5•I will take you into captivity v 9I will take you into captivity v 9•But….after 70 years….I will restore youBut….after 70 years….I will restore you

• See Jeremiah 29 for more on the promiseSee Jeremiah 29 for more on the promise• See Daniel 9 Daniel “interprets” Jeremiahs See Daniel 9 Daniel “interprets” Jeremiahs

prophecyprophecy

•Clarity of Interpretation requires understanding Clarity of Interpretation requires understanding of images, history, previous Kingships, earlier of images, history, previous Kingships, earlier prophecy, the Decalogue warnings, and later prophecy, the Decalogue warnings, and later prophetic works. (not to mention NT citations)prophetic works. (not to mention NT citations)

•After Josiah reforms! v 1After Josiah reforms! v 1•You had 23 years and you did not changeYou had 23 years and you did not change•I've warned you many times v 4-5I've warned you many times v 4-5•I will take you into captivity v 9I will take you into captivity v 9•But….after 70 years….I will restore youBut….after 70 years….I will restore you

• See Jeremiah 29 for more on the promiseSee Jeremiah 29 for more on the promise• See Daniel 9 Daniel “interprets” Jeremiahs See Daniel 9 Daniel “interprets” Jeremiahs

prophecyprophecy

•Clarity of Interpretation requires understanding Clarity of Interpretation requires understanding of images, history, previous Kingships, earlier of images, history, previous Kingships, earlier prophecy, the Decalogue warnings, and later prophecy, the Decalogue warnings, and later prophetic works. (not to mention NT citations)prophetic works. (not to mention NT citations)

116

Background Context: Matthew Background Context: Matthew 5:21-225:21-22

Background Context: Matthew Background Context: Matthew 5:21-225:21-22

•Do not murder; why not? Do not murder; why not? •Do not call anyone “Raca”; Why not?Do not call anyone “Raca”; Why not?

•An earlier parable, a Jewish ‘An earlier parable, a Jewish ‘haggadahhaggadah’ or ’ or story, illuminates this idea significantlystory, illuminates this idea significantly

•Listen to it: Listen to it:

•All he saw was the ugliness, not the man in the All he saw was the ugliness, not the man in the image of Yahweh, the ugly man, had a different image of Yahweh, the ugly man, had a different view of things, the ‘outsider view’ view of things, the ‘outsider view’

•The one who gets caught is a student of Torah! The one who gets caught is a student of Torah!

•Do not murder; why not? Do not murder; why not? •Do not call anyone “Raca”; Why not?Do not call anyone “Raca”; Why not?

•An earlier parable, a Jewish ‘An earlier parable, a Jewish ‘haggadahhaggadah’ or ’ or story, illuminates this idea significantlystory, illuminates this idea significantly

•Listen to it: Listen to it:

•All he saw was the ugliness, not the man in the All he saw was the ugliness, not the man in the image of Yahweh, the ugly man, had a different image of Yahweh, the ugly man, had a different view of things, the ‘outsider view’ view of things, the ‘outsider view’

•The one who gets caught is a student of Torah! The one who gets caught is a student of Torah!

117


•Luke 11: 1-13 “teach us to pray” is the contextLuke 11: 1-13 “teach us to pray” is the context

•Luke 18:1-8 “what is this context”? How does Luke 18:1-8 “what is this context”? How does our understanding of Luke 11 assist us with our understanding of Luke 11 assist us with this?this?

•Matthew 6:51-14 how does this add to our Matthew 6:51-14 how does this add to our understanding? understanding?

•Can we “interpret” Luke 11 without these Can we “interpret” Luke 11 without these parallel accounts? How does our understanding parallel accounts? How does our understanding shift as we consider additional source material shift as we consider additional source material from other gospel content?from other gospel content?

•Luke 11: 1-13 “teach us to pray” is the contextLuke 11: 1-13 “teach us to pray” is the context

•Luke 18:1-8 “what is this context”? How does Luke 18:1-8 “what is this context”? How does our understanding of Luke 11 assist us with our understanding of Luke 11 assist us with this?this?

•Matthew 6:51-14 how does this add to our Matthew 6:51-14 how does this add to our understanding? understanding?

•Can we “interpret” Luke 11 without these Can we “interpret” Luke 11 without these parallel accounts? How does our understanding parallel accounts? How does our understanding shift as we consider additional source material shift as we consider additional source material from other gospel content?from other gospel content?

118










119

ApocalypticApocalyptic--Dragon slayers-Dragon slayers-

ApocalypticApocalyptic--Dragon slayers-Dragon slayers-

120

State College, PA June 3-5, 2012 State College, PA June 3-5, 2012 ACR School Of Missions ACR 1.

Documents

Transcript of State College, PA June 3-5, 2012 State College, PA June 3-5, 2012 ACR School Of Missions ACR 1.