SlideShare una empresa de Scribd logo
1 de 311
Descargar para leer sin conexión
Hermeneutics
Session 1: Introduction to Terms
Definitions
 Hermeneutics
 Exegesis
 Eisegesis
HERMENEUTICS
 The science of interpretation
 The art of interpretation
 Interpretation of anything
 Interpretation of Scripture
EXEGESIS
 “ex” means “out of”
 Exegesis draws meaning out of a text
EISEGESIS
 “eis” means “into”
 Eisegesis reads meaning into a text
Hermeneutics
Session 2
The Need for Hermeneutics
In-Class Exercise
 In order to be an informed citizen, you
regularly read your local newspaper. Are you
typically aware of the process of interpretation
you utilize to understand the articles? Why, or
why not?
In-Class Exercise
 Suppose you were to read Abraham Lincoln’s
Emancipation Proclamation written in 1863.
Are you likely to be more aware or less aware
of your hermeneutical process?
 Consider the same question for your reading
of Shakespeare’s Macbeth.
 Describe the additional barriers to
understanding that exist for you when you
read the Emancipation Proclamation and
Macbeth that do not exist when you read
today’s newspaper.
Four Barriers to Spontaneous
Understanding of Scripture
1. Historical gap
Four Barriers to Spontaneous
Understanding of Scripture
1. Historical gap
2. Cultural gap
Four Barriers to Spontaneous
Understanding of Scripture
1. Historical gap
2. Cultural gap
3. Philosophical/worldview gap
Four Barriers to Spontaneous
Understanding of Scripture
1. Historical gap
2. Cultural gap
3. Philosophical/worldview gap
4. Linguistic gap
Hermeneutics
Session 3
Issues in Hermeneutics: Inspiration,
Inerrancy, and Infallibility
“The Bible is an inspired text.”
View 1:
The biblical writers were inspired in
somewhat the same sense as Shakespeare
and other great writers.
 Hermeneutic:
 The Old Testament transcribes primitive
Hebrew religious conceptions about God and
his workings. The interpreter should develop
theories of how editors pieced the ancient
manuscript together from previous writings in
an attempt to determine what the compilations
reveal about the growing spiritual awareness
of the compilers.
“The Bible is an inspired text.”
View 2:
God reveals himself in acts, not words. The
words of the Bible are a human attempt to
express an encounter with God in human,
culturally meaningful words. The Bible
becomes the Word of God when individuals
read it and the words acquire personal,
existential significance for them.
 Hermeneutic:
 The reader should attempt to remove the
archaic kernel (meaningful in a previous
culture but not in ours) in which existential
truth exists so that she or he may have a
personal encounter with that truth.
“The Bible is an inspired text.”
View 3:
God worked through the personalities of the
biblical writers in such a way that, without
suspending their personal styles or
expression or freedom, what they produced
was literally “God-breathed.” Scripture itself,
not only its writers, was inspired.
 Hermeneutic:
 Read Scripture to seek the objective,
propositional truth it presents. Scripture is true
whether or not the reader appropriates it
personally.
Inerrancy
 Full Inerrancy:
The original manuscripts of Scripture are without
error in ALL those things that they assert.
Full Inerrancy
 It is important to distinguish levels of intended
precision. Full inerrancy maintains that
statements in Scripture are understood within
the parameters of precision intended by their
authors.
Full Inerrancy
1. Numbers are often given approximately, a
frequent practice in popular communication
(Acts 2:41).
Full Inerrancy
2. Speeches and quotations may be
paraphrased rather than reproduced
verbatim, a usual practice when
summarizing someone’s words (Acts 7:2f).
Full Inerrancy
3. The world may be described in
phenomenological terms (how events
appear to human viewers) (Judges 19:14).
Full Inerrancy
4. Speeches made by people are recorded or
paraphrased accurately without implying
that what these persons communicated was
correct (Job 11:1f).
Inerrancy
 Limited Inerrancy
Scripture is without error in matters of faith
and practice. The biblical writings may include
errors on other matters such as history,
geography, science, and so forth.
In-class Discussion
 How might my interaction with a biblical text
(my rules of interpretation) vary if my view on
inerrancy shifts?
Arguments for Full Inerrancy
1. Jesus consistently treated the historical
narratives of the OT as straightforward
records of fact.
Arguments for Full Inerrancy
1. Jesus consistently treated the historical
narratives of the OT as straightforward
records of fact.
2. Jesus often chose as the basis of his
teaching those very stories that modern
critics find unacceptable.
Discuss
 What position should we take on inerrancy?
Infallibility
 The Bible cannot fail to achieve its purpose.
 What is the Bible’s purpose?
Hermeneutics
Session 4
Issues in Hermeneutics: Where Does
Meaning Reside?
The Naphtunkian’s Dilemma
 Situation: You once wrote a letter to a close friend.
Enroute to its destination the postal service lost your
message, and it remained lost for the next two
thousand years, amid nuclear wars and other
historical transitions. One day it is discovered and
reclaimed. Three poets from the contemporary
Naphtunkian society translate your letter separately,
but unfortunately arrive at three different meanings.
“What this means to me,” says Tunky I, “is . . .” “I
disagree,” says Tunky II. “What this means to me
is . . .” “You’re both wrong,” claims Tunky III. “My
interpretation is the correct one.”
The Naphtunkian’s Dilemma
 Resolution: As a dispassionate observer
viewing the controversy from your celestial
(we hope) perspective, what advice would
you like to give the Tunkies to resolve their
differences? We will assume that you have
been a fairly articulate writer.
The Naphtunkian’s Dilemma
 a. Is it possible that your letter actually has more than one valid meaning? If
your answer is “Yes,” go to (b). If “no,” go to (c).
 b. If your letter can have a variety of meanings, is there any limit on the
number of its valid meanings? If there is a limit, what criteria would you propose
to differentiate between valid and invalid meanings?
 c. If there is only one valid meaning of your letter, what criteria will you use
to discern whether Tunky I, II, or III has the best interpretation?
 If you conclude that Tunky II’s interpretation is superior, how would you justify
this to Tunkies I and III?
Hermeneutics
Session 5
Issues in Hermeneutics: The Role of the
Holy Spirit
In-Class Exercise
 Group 1
 “An unbeliever cannot
understand Scripture.”
 Group 2
 “An unbeliever can
understand Scripture
just as well as a
believer can.”
“An unbeliever cannot understand
Scripture.”
 “A natural man does not accept the things of
the Spirit of God, for they are foolishness to
him; and he cannot understand them,
because they are spiritually appraised” (1
Cor. 2:14).
“An unbeliever can understand
Scripture just as well as a believer.”
 The Bible is a book. Any literate person can
read and understand a book by looking at the
meaning of the words, the rules of grammar,
and so on. One’s religious convictions have
no effect on the ability to read and
understand.
Can an unbeliever understand
Scripture?
 Yes and no
 The reality of sin
 Matching presuppositions to those of the text’s author
 Understanding is not merely cognitive but experiential
In-Class Exercise
 Group 1
 As a believer, when I
interpret Scripture I can
expect the Holy Spirit
to. . .
 Group 2
 As a believer, when I
interpret Scripture I
cannot expect the Holy
Spirit to. . .
I can expect the Holy Spirit to. . .
 bring understanding of the things of God.
 “13 But when He, the Spirit of truth, comes, He
will guide you into all the truth; for He will not
speak on His own initiative, but whatever He
hears, He will speak; and He will disclose to
you what is to come. 14 He will glorify Me, for
He will take of Mine and will disclose it to you”
(John 16:13-14).
 apply and convict
I cannot expect the Spirit to. . .
 do all the work for me
 take the place of my mind/guarantee accurate
intellectual understanding
 create new meaning
 do my Hermeneutics homework
Sensus Plenior
 Sensus plenior (“fuller sense”): the belief that
the Holy Spirit may intend a fuller meaning
than that intended by the human author.
 This is an issue that arises primarily with the
interpretation of prophetic texts.
Support of Sensus Plenior
 “As to this salvation, the prophets who prophesied of
the grace that would come to you made careful
searches and inquiries, 11 seeking to know what
person or time the Spirit of Christ within them was
indicating as He predicted the sufferings of Christ and
the glories to follow. 12 It was revealed to them that
they were not serving themselves, but you, in these
things which now have been announced to you
through those who preached the gospel to you by the
Holy Spirit sent from heaven—things into which
angels long to look” (1 Peter 1:10-12).
Support of Sensus Plenior
 “As for me, I heard but could not understand;
so I said, “My lord, what will be the outcome
of these events?” 9 He said, “Go your way,
Daniel, for these words are concealed and
sealed up until the end time” (Daniel 12:8).
Opposition to Sensus Plenior
 If we accept sensus plenior, we open the door
to all kinds of possible misinterpretations and
eisegesis.
 1 Peter 1:10–12 may simply mean that the
OT prophets did not know the time of the
fulfillment of their prophecy even though they
knew the meaning.
Opposition to Sensus Plenior
 Sometimes the prophets understood the
meaning of their words but not the full
implications of them (see John 11:50).
 At times the OT prophets could have
understood the meaning of their prophecy but
not its historical referent.
In-Class Exercise
 Discuss: Does sensus plenior exist?
 If yes, how are the “fuller meanings” of a text
identified?
 If no, how do you explain a passage like
Matthew 1:22–23?
Hermeneutics
Session 6
History of Hermeneutics: The Old
Testament through the New Testament
Why Study the History of
Hermeneutics?
 To realize that our method is not the only one
 To identify (and hopefully avoid) mistakes of
the past
 As a caution that good theory and good
practice do not always go hand in hand
Ancient Jewish Hermeneutics
 Hermeneutics begins following the
Babylonian Captivity
 “They [Ezra and the Levites] read from the
book, from the law of God, translating to give
the sense so that they [the people] understood
the reading” (Nehemiah 8:8).
Four Strands of Ancient Jewish
Hermeneutics
 Literal (Peshat)
 Midrash
 Pesher
 Allegorical
Literal (Peshat)
 Often not recorded in written form
 Rules of Hillel:
 Inference from lesser to greater
 Analogy of expression
 Application from specific to general
 Inference from general to specific
 Reading in light of context
Midrash
 “Exposition”
 Focus on making texts relevant or applicable
to the contemporary situation
 Pharisees, Mishnah, Talmuds
 Led to fanciful and imaginative interpretation
 Letterism
Pesher
 Eschatological midrash
 “This is that. . .”
 Dead Sea Scrolls
Allegorical
 Details are thought to be symbolic of deeper
spiritual truth
 Philo
Hermeneutics in the New
Testament
 New Testament authors’ quotation of and
allusion to Old Testament texts is plentiful
 Discuss: Did the New Testament authors use
all four of the methods above?
Hermeneutics
Session 8
History of Hermeneutics: Patristics
through Reformation
Patristic Hermeneutics (AD 100–
600)
 Three broad categories
 Alexandrian School
 School of Antioch
 Western School
Alexandrian School
 Clement of Alexandria (AD 150–215)
 Origen (AD 185–253)
 Threefold sense of Scripture
 Allegorical method
School of Antioch
 Spiritual sense is in no way separate from the
literal sense.
Western School
 A mixed bag
 Augustine (AD 354–430)
 Interpreters must have Christian faith.
 The literal and historical meaning is held in high
regard.
 Scripture has more than one meaning so allegory
is also a proper method.
 The interpreter should seek the meaning of the
author rather than his own meaning.
 A verse should be studied in context.
 Obscure passages should be interpreted in light of
clear passages.
Western School
 “Rule of faith”
 Fourfold sense of Scripture
 Literal
 Allegorical
 Tropological (moral and ethical)
 Anagogical (mystical or eschatological)
Middle Ages (AD 600–1500)
 Few hermeneutical developments
 Limited access to Scripture
Middle Ages (AD 600–1500)
 Continuation of fourfold sense of Scripture
 “The letter (literal) shows us what God and our
fathers did (historical). The allegory shows us
where our faith is hid. The moral meaning
gives us rules for daily life. The anagogy
shows us where we end our strife
(eschatological).”
Middle Ages (AD 600–1500)
 Continuation of “rule of faith”
 “Learn first what you should believe, and then
go to the Bible and find it there.” – Hugo of St.
Victor
Middle Ages (AD 600–1500)
 Cabbalists
 Extreme letterism
Middle Ages (AD 600–1500)
 Few advocates of peshat
 Spanish Jews of twelfth through fifteenth
centuries
 Victorines at Abbey of St. Victor
 Nicholas of Lyra
 Consult the original languages
Middle Ages (AD 600–1500)
 Chapter and verse divisions added
 Discuss:
 Does the presence of chapter and verse
demarcations influence your interpretive
process?
 How?
 What advantages do they provide?
Disadvantages?
Reformation (1500s)
 Groundwork with original languages laid by
Reuchlin and Erasmus.
Reformation (1500s)
 Martin Luther
 Translated the Bible into the vernacular
 Advocated literal interpretation
 Perspicuity of Scripture
 Rejected allegorical interpretation
 “Christ principle”
Reformation (1500s)
 John Calvin (1509–1564)
 Sola Scriptura replaced “rule of faith”
 “It is the first business of an interpreter to let
the author say what he does say, instead of
attributing to him what we think he ought to
say.”
Reformation (1500s)
 William Tyndale
 “Thou shalt understand, therefore, that the
Scripture hath but one sense, which is the
literal sense. And that literal sense is the root
and ground of all, and the anchor that never
faileth, whereunto if thou cleave, thou canst
never err or go out of the way.”
Hermeneutics
Session 9
History of Hermeneutics: Reformation
through Twentieth-Century Developments
Post-Reformation (1550–1800s)
 Three trends
 Confessionalism
 Pietism
 Rationalism/Liberalism
Confessionalism
 Dogmatics
 Proof-texting
Pietism
 Arose in reaction to bitter fighting of the Reformation
 Used Scripture for mutual Christian concern
 Early Pietists used grammatical-historical methods.
 Later Pietists used subjective, pious reflections
Rationalism/Liberalism
 Rationalism upheld human reason as the
highest authority
 Ministerial use of reason
 Magisterial use of reason
Rationalism/Liberalism
 The application of rationalistic principles to
theology results in theological liberalism
 Focus on human authorship rather than
divine authorship
Rationalism/Liberalism
 Limited inerrancy
 Rejection of the supernatural
 Source criticism
Trends of Twentieth-Century
Hermeneutics
 Dominance of Historical-Critical Method
 Neoorthodoxy
 “New Hermeneutic”
 Structuralism
 Reader-Response
 Deconstructionism
Historical-Critical Method
 Emphasis on the human author
 Naturalism
 Evolutionary models
 What sources does this text incorporate?
 What does the text tell me about the
developing religious consciousness of this
primitive Hebrew cult?
Historical-Critical Method
 Source Criticism
 Pentateuch: Documentary Hypothesis
 Gospels: Two-Source Theory and “Q”
 Form Criticism
Hermeneutics
Session 10
History of Hermeneutics: Twentieth-
Century Developments, cont.
Neoorthodoxy
 Bible as myth
 Method is to demythologize to an existential
core
 Rudolf Bultmann
“New Hermeneutic”
 Not a method per se
 Asks how understanding occurs
“New Hermeneutic”
1. Texts are distanced from their authors
 Author’s intended meaning is irretrievable
because a text stands in the author’s place
 Reading is an encounter with the subject
discussed in the text NOT an encounter with
an author
 Thiselton’s example: joy
“New Hermeneutic”
2. The reader contributes to the interpretive
process
 Preunderstanding
 Does preunderstanding influence interpretation?
 Does preunderstanding determine interpretation?
“New Hermeneutic”
 H. G. Gadamer
 “Fusion of horizons” as goal of interpretation
 Author’s horizons
 Reader’s horizons
 A fusion is a mutual influencing
Structuralism
 Desired a “scientific” approach to studying
literature that would produce consistent
results
 Deep structures exist for all texts
 The goal of interpretation is to reconstruct
these deep structures
Structuralism
 Several kinds of structuralist approaches
 Actantial analysis
 Sender
 Subject
 Helper
 Opponent
 Object
 Receiver
Structuralism
 Several kinds of structuralist approaches
 Paradigmatic analysis
 Repetition
 Binary opposites
 Metaphor and metonymy
 Diachronic/synchronic study
Reader-Response
 Two kinds of reader-response:
 Moderate reader-response
 Radical reader-response
Moderate Reader-Response
 Reader contributes to the meaning
 See “New Hermeneutic”
 Multiple, but limited, interpretations possible
Radical Reader-Response
 Reader produces the meaning
 The “reader’s response is not to the meaning;
it is the meaning.” – Stanley Fish
 Unlimited possible meanings
Radical Reader-Response
 Reader = “reading community”
 Communities have shared preunderstandings
because of similar social locations and
experiences.
 Communities establish localized rather than
normative meanings.
Radical Reader-Response
 Socio-Critical Theologies
 Liberation
 Feminist
 Black
 Queer
Deconstructionism
 Meaning can never be fixed.
 “Iterability alters.” – Jacques Derrida
 The interpreter should “play” with the text so
as to avoid all normative interpretation.
 Musical example
Hermeneutics
Session 12
Steps in the
Exegetical Process
Pre-Steps to the Exegetical Process
 Determining the Text
 Observations
The Text
 What constitutes an appropriate passage to
study? Where do I start and stop the
passage?
 What words did my author write? Since we
don’t have his original copy, is there any
debate about the text he actually penned?
 Which translation should I work from if I don’t
know the original languages?
Observations
 What factual observations can I draw from
this text?
 What have I read into the text?
The Exegetical Process
 Historical-Cultural and Contextual Analysis
 Lexical Analysis
 Canonical and Theological Analysis
 Literary (Genre) Analysis
 Secondary Sources
 Application
Historical-Cultural and Contextual
Analysis
 Broad Historical-Cultural
 What significant philosophical, geographical,
historical, or cultural influences do I need to
know to understand this text?
Historical-Cultural and Contextual
Analysis
 Narrow Historical
 What is the specific history of this written text?
 Author
 Audience
 Dating
 Situation for Writing
Historical-Cultural and Contextual
Analysis
 Contextual: Outlining
 How does my passage fit into the larger
literary context in which it is found?
 Outline
Historical-Cultural and Contextual
Analysis
 Contextual: Logical Relationships
 What is the flow or logic within my passage?
 Sentence flow
Lexical Analysis
 What do the words in my text mean?
 Unclear words
 Repeated words
 “Technical” words
Canonical and Theological
Analysis
 How does the rest of biblical teaching relate
to my passage?
 What other passages speak of similar
issues?
 To what systematic categories does my text
contribute?
Literary (Genre) Analysis
 What literary genre is my text?
 What reading strategy does the author expect
a reader of that genre to use?
 What pitfalls do I need to avoid in interpreting
this genre?
Secondary Sources
 What have other students of this text
understood it to be saying?
 What issues have I missed?
Application
 How does this text apply today?
 What principles does the text convey?
 Are there any culturally comparable situations to the
situation of the text?
 Are the commands of the text culturally bound or
transcultural?
Hermeneutics
Session 15
Observations
Mark 14:3–9
 While he was in Bethany, reclining at the table in the home of a
man known as Simon the Leper, a woman came with an
alabaster jar of very expensive perfume, made of pure nard.
She broke the jar and poured the perfume on his head. Some of
those present were saying indignantly to one another, “Why this
waste of perfume? It could have been sold for more than a
year’s wages and the money given to the poor.” And they
rebuked her harshly. “Leave her alone,” said Jesus. “Why are
you bothering her? She has done a beautiful thing to me. The
poor you will always have with you, and you can help them any
time you want. But you will not always have me. She did what
she could. She poured perfume on my body beforehand to
prepare for my burial. I tell you the truth, wherever the gospel is
preached throughout the world, what she has done will also be
told, in memory of her.”
Describe the woman
 Is she of questionable background?
 Does she have great faith?
 Is she Mary?
 Of Bethany?
 Magdalene?
Observation vs. Interpretation
 Observation:
 An act or instance of noticing or perceiving
 An act or instance of regarding attentively or
watching
 An act or instance of viewing or noting a fact of
occurrence
 Interpretation:
 To set forth the meaning of; explain; explicate;
elucidate
 To construe or understand in a particular way
Example
 Observation:
 The man opened the door for the woman.
 Interpretations:
 He has romantic intentions.
 He’s being helpful.
 He’s being chauvinistic.
Example
 Observation:
 A student fails to submit homework when I
collect it in class.
 Interpretation:
 He is lazy.
 He has poor time-management skills.
 He failed to understand the assignment.
 He had a family emergency.
 He already slipped it under my office door.
Reader’s Digest example
 “Every year there’s a softball game between our
marketing department and support staff. And every
year, the support staff wins. Or so they thought
before the spinmeisters [interpreters] took over. “The
marketing department is pleased to announce,” read
a memo issued to all employees after the game, “that
for the 2005 softball season, we came in second
place, having lost but one game all year. The support
department, however, had a rather dismal season, as
they won only one game.”
Observations vs. Interpretations
 Observations generally answer:
 Who?
 What?
 When?
 Where?
 If someone can disagree with you, you have
probably made an interpretation.
Why Observe?
 The same facts can be open to multiple
interpretations.
 It is not wrong to interpret. We just need to
know when we’re doing it.
 Observations can be asserted. Interpretations
must be supported.
Why Observe?
 We so often miss details
 Story of Agassiz and the fish
Observation Worksheet
 Use the New American Standard
 Write in full sentences
 Provide parenthetical verse references for
each observation
Hermeneutics
Session 16
More Observations
Review
 An observation is factual. No one can
disagree with it.
 Often observations answer who, what, when,
or where.
Acts 1:8
 “But you will receive power when the Holy
Spirit has come upon you; and you shall be
My witnesses both in Jerusalem, and in all
Judea and Samaria, and even to the remotest
part of the earth.”
Hermeneutics
Session 17
Historical-Cultural Analysis: Broad
Historical Issues
Historical-Cultural Analysis
 Fact: We face a historical and cultural gap
when we read the Bible.
What Is Culture?
 Eugene Nida: “All learned behavior which is
socially acquired; that is the material and
non-material traits that are passed on from
one generation to another.”
 Culture provides:
 Set of accepted behaviors/values for a
community
 Set of possibilities
 Set of personal and collective lived
experiences
Discuss
 Have you ever had a cross-cultural
experience? In that experience did you
experience any “cultural misunderstandings?”
Broad Historical-Cultural Analysis
 “What significant philosophical, geographical,
historical, or cultural influences are in the
background of this text?”
 I have to ask this question because
 God’s revelation took place within history
 I do not share the same history and culture as the
biblical authors
Example One
 A young boy in a cowboy hat knocks on the
door of a stranger’s home, waves a gun, and
makes a demand. The homeowner appears
unfazed by the child’s clothing, gives the child
what he demands, and sends him to the
house next door where the scenario repeats
itself.
Example One
 What cultural context is an important
background to this scenario?
 The awareness that this event occurred on
Halloween along with an explanation of “trick
or treating” would be necessary to prevent the
bewildered observer from calling the police.
Example Two
 An individual with a beat-up sac stands on the
side of the road. He put his thumb in the air
and got a ride to the next town.
Example Two
 What cultural context is an important
background to this scenario?
 Hitchhiking
Genesis 15:9ff
 9 So the LORD said to him [Abram], “Bring me a
heifer, a goat and a ram, each three years old, along
with a dove and a young pigeon.” 10 Abram brought
all these to him, cut them in two and arranged the
halves opposite each other; the birds, however, he
did not cut in half. Then birds of prey came down on
the carcasses, but Abram drove them away. . . . 17
When the sun had set and darkness had fallen, a
smoking firepot with a blazing torch appeared and
passed between the pieces. 18 On that day the
LORD made a covenant with Abram and said, “To
your descendents I give this land. . . .”
Brainstorm Questions
 What is a covenant?
 How are animals used in establishing a
covenant?
 Why does the smoking firepot pass between
the pieces?
Genesis 29
 “When the morning came, there was Leah.”
 Research ancient Near Eastern wedding
customs
Sources
 Questions about geography
 Consult a Bible atlas
Sources
 Questions about large-scale historical
developments
 Consult
 Old/New Testament History
 Old/New Testament Introduction
 Old/New Testament Survey
Sources
 Questions about specific cultural practices
 Consult
 Bible handbooks
 Bible dictionaries
 Old/New Testament introductions
 Commentaries
Cautions
 Beware of using theological dictionaries in
this step
 Beware of anachronistic information
Hermeneutics
Session 18
Historical-Cultural Analysis: Broad
Historical Issues, cont.
Romans 14
 “One man’s faith allows him to eat everything,
but another man, whose faith is weak, eats
only vegetables. The man who eats
everything must not look down on him who
does not, and the man who does not eat
everything must not condemn the man who
does, for God has accepted him.”
 Meat
 Vegetables
 Food
 Food offered to idols
1 Corinthians 9:24–25
 “Do you not know that those who run in a
race all run, but only one receives the prize?
Run in such a way that you may win.
Everyone who competes in the games
exercises self-control in all things. They then
do it to receive a perishable wreath, but we
an imperishable.”
1 Corinthians 9:24–25
 Running
 Prize
 Athletic competition
 Crown
Matthew 1:18–20
 Now the birth of Jesus Christ was as follows: when
His mother Mary had been betrothed to Joseph,
before they came together she was found to be with
child by the Holy Spirit. And Joseph her husband,
being a righteous man and not wanting to disgrace
her, planned to send her away secretly. But when he
had considered this, behold, an angel of the Lord
appeared to him in a dream, saying, “Joseph, son of
David, do not be afraid to take Mary as your wife; for
the Child who has been conceived in her is of the
Holy Spirit.”
Matthew 1:18–20
 Marriage
 Divorce
 Engagement
 Betrothal
 Brainstorm topics for broad historical-cultural
analysis in your texts!
Hermeneutics
Session 19
Historical-Cultural Analysis: Narrow
Historical Issues
Narrow Historical Context
 We want to know the history and culture of
the people involved with that particular literary
creation.
 Author
 Audience
 Date
 Provenance
 Purpose
Author
 Does it give a name?
 Can you conclude the author’s ethnicity (Jew,
gentile) and/or region of origin?
 Is the author an eyewitness of recorded
events?
 What kind of person is the author?
Background? Traits?
Audience
 Who is the intended/original audience of the writing?
 Are they people in a specific geographic region?
 Can you determine the social and/or economic background?
 What customs/concepts are they familiar with and what
customs/concepts must the author explain?
 What is their spiritual state?
 What is their relationship to the author?
 Is the author in the community with them or writing from a
distance?
Dating
 Can you specify a year or a time range?
 What historical events or people are referenced?
 What notable historical events or people are not
referenced?
 If you have a timeline for the author’s life, when in
his/her life was it written?
 If the author has written multiple texts, when was this
text written in comparison to others?
Provenance
 Where was the document written?
 Does the author explicitly state his/her
location or context?
 What implicit information is given?
Purpose
 Does the author state a purpose for writing?
 What events or information prompted the
author to write to these people at this time?
 What does the author want the audience to
do as a result of this information?
Two-Step Process
1. Consult the text itself
 What does the author explicitly or implicitly
reveal about his life, his background, his
identity?
 What knowledge does he assume his readers
have? What must he explain to them?
 What historical events are mentioned that might
help you to date the writing?
 What topics receive the most attention,
suggesting the primary purpose or theme of the
writing as a whole?
Two-Step Process
2. Confirm and augment your work by consulting
secondary sources about these issues.
Secondary sources will alert you to the
conversations in the field regarding author,
audience, dating, and so on.
Introduction information in a commentary
OT/NT introduction
Bible dictionary that gives introductory info
Hermeneutics
Session 20
Contextual Analysis: Outlining
Contextual Analysis
 Broad – Outlining
 Narrow – Logical Relationships
Broad Contextual Analysis
 What is the literary context of my passage?
 How does my passage fit into the larger
context in which it is found?
 How do the main points of my passage relate
to the main points of the writing (letter,
gospel, history, etc.) as a whole?
Difference from Historical Analysis
 The analysis of literary context has different
interests from historical analysis.
 It is concerned not with the entire historical
context but with the particular way a
biblical author has placed an individual
passage within an entire block of literature.
 For biblical exegesis, the most important
literary context of a passage is the entire
biblical book in which it is found. How a given
passage fits within that book – what it
contributes to the entire flow of that book
AND what the structure of that book
contributes to it – is of significant interest in
the literary context step in exegesis.
Hermeneutical Circle
 One cannot fully understand a selected
passage without understanding the literary
whole in which it is found.
 One cannot fully understand a literary whole
without understanding the selected passages
within it.
The Process of Outlining
1. Read the entire biblical writing.
 It might be useful to print out an unmarked copy of the
entire biblical book where your passage appears.
 You should not follow chapter and verse breaks
uncritically. You should not blindly accept the
translation’s paragraph or stanza breaks, nor should you
opt for changes without good reason. These are
interpretive decisions that you must make and you must
be prepared to argue for your choice.
The Process of Outlining
2. Identify larger sections and changes in
topic.
The Process of Outlining
 Clues to identify transitions between sections
in a text:
 Repeated words and phrases that serve as
structural clues
 Changes in concepts and themes
 Transitional words or phrases
The Process of Outlining
3. Consider the relationship between the
various sections.
The Process of Outlining
Material might be arranged by:
 Chronology
 Geography
 Topic
 Doctrine
 Reigns of Kings
 Major Characters
 Major Events
The Process of Outlining
 Gospels
 All four gospels can be outlined
chronologically or geographically.
 A topical outline is far more informative.
The Process of Outlining
4. Complete the outline of the text
 Outlining is somewhat subjective.
 Consult other outlines and compare!
A Three-Level Outline
I. Main topics/central ideas should be
listed.
A. Provide subtopics to the main topic.
B. Include at least two or it becomes a main
topic.
1. Subpoints to subtopics appear here.
2. Write in complete sentences.
3. Be sure to include parenthetical verse
references for ALL sections.
Additional Questions for Outlining
 With your completed outline, write 1–2 sentences
(each) summarizing each major section (should be
the A, B, C. . . level) in your outline that precedes
your passage.
 Write one paragraph summarizing the entirety of
topics and literary context that come after your
passage. Think about how your text is instrumental
in preparing the reader for what will follow.
Additional Questions for Outlining
 What is the main point of the section
immediately before your passage? How does
it relate to the passage you are studying?
 Write one paragraph about the theme and
purpose of your book as a whole, highlighting
the place of your text within the larger
purpose.
Examples
 Genesis 22
 Ruth 4
 Why is it important to know what preceded
these texts?
Genesis 17
 How would you “outline” this passage?
 How many paragraphs would you identify?
 How are they connected to one another?
Hermeneutics
Session 26
Lexical-Syntactical Analysis: Translations
and Translation Theory
Issues in Translation
 Moving from one language to another is
complicated.
 Languages do not have a one for one
correlation.
Bible Translations
 There are many English translations of the Bible
available.
 NAS
 KJV/NKJV
 TEV
 RSV/NRSV
 NIV
 NLT
 Which is the best? How do they differ?
Translation Theory
 Formal Equivalence
 Gives preference to the form of the original language at the expense of
function in the receptor language
 NASB, KJV
 Functional/Dynamic Equivalence
 Gives preference to the function in the receptor language at the
expense of the form of the original language
 NIV
 Paraphrase/Free Translation
 Intentional translation plus full interpretation in one
 NLT
Which translation theory is best?
 Formal equivalents add the least
interpretation
 BUT in their desire to maintain a closeness to
the words and grammar of the original
language, formal equivalents may introduce
ambiguities into the receptor language.
Which translation theory is best?
 Functional equivalents provide good, readable
English.
 Doing so requires making interpretive decisions.
 Example: genitive relationships
 The reader may be unaware of other interpretive
options.
Which translation theory is best?
 Paraphrases/free translations are the easiest
to understand.
 When they provide the right interpretation,
they make it incredibly clear.
 What if the interpretation chosen is wrong?
 The reader is unaware of other interpretive
options.
Which translation will I use?
 The reader cannot simply choose the
translation that he/she likes best.
 An author-centered hermeneutic requires a
comparison of translations.
 By identify places where translations differ in
significant ways, the reader knows there is an
interpretive choice to be made.
Example – Genesis 2:18
 Difference in word connotations
 NIV: “The LORD God said, ‘It is not good for
the man to be alone. I will make a helper
suitable for him.’”
 NEV: “Then the LORD God said, ‘It is not
good for the man to be alone. I will provide a
partner for him.’”
Example – Genesis 19:5
 Difference in word connotations
 NIV: “They called to Lot, ‘Where are they men
who came to you tonight? Bring them out to us
so that we can have sex with them.’”
 NRSV: “and they called to Lot, ‘Where are the
men who came to you tonight? Bring them out
to us, so that we may know them.’”
Example – Matthew 28:19–20
 Grammar and syntax
 NRSV: “Go therefore and make disciples of
all nations, baptizing them in the name of the
Father and of the Son and of the Holy Spirit
and teaching them to obey everything I have
commanded you.”
 Where is the main verb? What actions are
subordinate to the main verb?
 Go?
 Make disciples?
 Baptize?
 Teach?
Example – Judges 19:25
 Referents
 “The man took his concubine and sent her
outside to them.”
 Who is “the man”?
The exegetical steps
 Word studies
 When words are translated in significantly
different ways
 Consult secondary sources/commentaries
 When grammatical/syntactical issues are
apparent
Hermeneutics
Session 27
Lexical-Syntactical Analysis: Word
Studies
Steps in a Word Study
 Choose a word to study.
 Identify the original language word.
 Find the range of meaning.
 Modify the range of meaning based upon
comparisons with author.
 Draw a conclusion for a given use of the
word.
 Compare your results with secondary
literature as needed.
Choose a word
 What words should I choose?
 Compare translations. Words that are translated in
significantly different ways are good choices.
 Repeated words
 Words whose meaning will have a significant impact on
your interpretation
 “Technical” words
Identify the original language word
 For each English word that needs to be
studied, the original word from which it was
translated must be identified.
 The Old Testament was written mainly in
Hebrew with a few sections in Aramaic.
 The New Testament was written in Greek.
Determining original language words
 If you know Hebrew/Greek:
 Consult BHS or UBS/NA and find your word.
 Determine its lexical form.
 An analytical lexicon can provide assistance if
needed.
Determining original language words
 If you do not know Hebrew/Greek:
 Consult an exhaustive concordance and look up your
English word.
 Be sure you are using the word that appears in the
translation that corresponds to the translation of your
concordance!
 Under the entry for your word, find your passage.
 These are listed in biblical order.
 Identify the numerical code for your word listed at the
end of the column.
Determining original language words
 If you do not know Hebrew/Greek:
 Turn to the appropriate dictionary section in the back of
the concordance.
 Be sure you’re in the Hebrew section for OT words
and the Greek section for NT words.
 Search by number to find your original language word.
 Listed in the original language alphabet.
 English transliteration is provided.
Find the range of meaning
 With your original language word in hand, “look it up.”
 There is a simplistic dictionary in the Exhaustive
Concordance.
 An original language lexicon is a better dictionary.
 Consult the alphabetical list of Greek/Hebrew letters for
assistance.
 Remember: Hebrew reads from right to left.
 List out the dictionary entries; these are the semantic
range of the word.
Modify the range of meaning based
upon comparisons with author
 Not all of the semantic range is possible for
any given use of a word.
 Beware anachronistic meanings.
 Avoid the “root meaning” fallacy.
Modify the range of meaning based
upon comparisons with author
 Determine which meanings were possible for your
author.
 Consult an original language concordance.
 Look up your word (listed alphabetically).
 List the other places where your author (or those
closest to him) use the same word.
 Look up these passages and read them in their
context.
 Use contextual clues to augment the dictionary
definitions. Create subcategories to your semantic
range.
Draw a conclusion for a given use of
the word
 Consider the similarities and differences of
your text’s context with other uses of the
word.
 From the augmented list of definitions, which
category fits the use in your text?
Hermeneutics
Session 30
Theological Analysis: Continuity and
Discontinuity
Theological Analysis
 The presence of one biblical text in a volume
alongside other biblical texts creates a
theological and canonical context that must
be considered in exegesis.
Theological Analysis
 How does this passage fit into the total
pattern of God’s revelation?
 Accurate interpretation must consider
 how the passage contributes to the theology of
the whole canon
 how the passage is influenced by the theology
of the canon
The Hermeneutical Circle
 Although theological analysis wants to know
how one text fits into the total pattern of God’s
revelation, such a question requires that one
first identify what God’s pattern of revelation
is.
Solution
 Take a preliminary theological position
 Begin the exegetical process with a self-
aware commitment to that perspective
 Reassess the theological position if data does
not fit the initial framework
Theories about the pattern of God’s
revelation
 Stress discontinuity
 “Theologies but no theology”
 Dispensationalism
 Stress continuity
 Lutheran
 Covenantal
 Epigenetic
Theologies but No Theology
 Scripture is a product of evolutionary
development of religion.
 The writings in the Bible reflect different levels
of sophistication and may conflict with one
another.
Dispensationalism
 Dispensationalism recognizes multiple
distinct dispensations throughout salvation
history.
 A dispensation is “a period of time during
which man is tested in respect of obedience to
some specific revelation of the will of God.”
 In each dispensation
 God establishes a pattern for obedience
 Humans fail to obey
 God responds in mercy by giving a new pattern
for obedience
 Dispensationalism has changed throughout
the past 200 years.
 Dispensationalism has recognized between
four and nine dispensations.
Ryrie’s Seven Dispensations
 Dispensation of Innocence or Freedom (Gen 1:28–
3:6)
 Dispensation of Conscience (Gen. 4:1–8:14)
 Dispensation of Civil Government (Gen. 8:15–11:9)
 Dispensation of Promise (Gen. 11:10–Exod. 18:27)
 Dispensation of Mosaic Law (Exod. 18:28–Acts 1:26)
 Dispensation of Grace (Acts 2:1–Rev. 19:21)
 Dispensation of the Millennium (Rev. 20)
Lutheran
 Law and Gospel are two parallel and ever-present
truths in Scripture. God has always responded to
man with both Law and Gospel. They are not two
different epochs in God’s dealing with man.
 Law: God in his hatred of sin, judgment, and wrath
 Gospel: God in his grace, love, and salvation
Covenantal
 All biblical history is divided into two
covenants.
 A covenant of works in place until the fall.
 A covenant of grace in place from the fall to
the present.
Epigenetic
 Divine revelation is analogous to the growth
of a tree. All parts are always present even
prior to full maturity.
 Progressive revelation
 God’s revelation gradually increased in
definiteness and clarity.
Hermeneutics
Session 31
Theological Analysis
Steps in Theological Analysis
1. Determine your own view of the pattern of
God’s revelation.
2. Identify implications of this view for the
passage you are studying.
Steps in Theological Analysis
3. Assess the extent of theological knowledge available
to the people of that time (biblical theology).
4. Determine the meaning of the passage for its original
recipients in light of their knowledge.
5. Identify additional knowledge about this topic which is
available in light of later revelation (systematic
theology).
Seven Categories of Systematic
Theology
 Theology
 What is God like?
 Anthropology
 What are people like?
 Christology
 The person and work of Christ
Seven Categories
 Pneumatology
 The person and work of the Holy Spirit
 Soteriology
 How is salvation accomplished?
 Ecclesiology
 How are the people of God (“church”) understood?
 Eschatology
 What can we know about the end times?
Example: 1 Thess 4:13-18
 What theological categories are addressed in this text?
 “But we do not want you to be uninformed, brethren, about
those who are asleep, so that you will not grieve as do the
rest who have no hope. For if we believe that Jesus died and
rose again, even so God will bring with Him those who have
fallen asleep in Jesus. For this we say to you by the word of
the Lord, that we who are alive and remain until the coming
of the Lord, will not precede those who have fallen asleep.
For the Lord Himself will descend from heaven with a shout,
with the voice of the archangel and with the trumpet of God,
and the dead in Christ will rise first. Then we who are alive
and remain will be caught up together with them in the
clouds to meet the Lord in the air, and so we shall always be
with the Lord. Therefore comfort one another with these
words.”
1 Thessalonians 4:13–18
 Christology
 Belief that Jesus died and rose again.
 Eschatology
 What Jesus’ return will be like.
 The “end” result for individual believers.
 Compare and contrast the passage with other
texts that address the same issues.
 Interpret less clear texts in light of clearer
ones.
Finding other texts
 Concordance
 Look up a particular word
 Chain reference Bible
 Consult the verse references provided
Finding other texts
 Bible dictionary
 Look up a given topic
 Systematic theology textbook
 Consult the chapter on your topic for
discussions of major texts
Hermeneutics
Session 33
Secondary Sources
The final exegetical step. . .
 Compare your work with others
 Because you have done the exegetical work,
you are not merely dependent upon the views
of other scholars, but you are prepared to be
in dialogue with them.
Kinds of secondary sources
 Monographs
 Commentaries
 Journal articles
Commentaries
 One-volume commentaries on the whole
Bible
 Very limited information on any given passage
 If you’ve done the exegetical process well, you
probably know everything that it says already!
Commentaries
 English-language commentaries
 Can offer more detail than one-volume
commentaries
 Do not have grammatical, syntactical, or
lexical insight because they work only from the
English translation
Homiletical/Expository
Commentaries
 “Preachy”
 Excellent at application and relevance
Exegetical Commentaries
 Based on the original language text
 Discuss various possible meanings,
evaluates them, then argue for the one the
author thinks is correct
 Include text critical discussions
 Provide in-depth historical context (broad and
narrow)
 Provide a bibliography
Recommended commentaries
 Word
 NICOT/NICNT
 See the Appendix in Fee/Stuart
 See the bibliography in Duvall/Hays,
Grasping God’s Word
Journal Articles
 ATLA search engine
 Some articles are available with full text
 Recommended journals:
 JETS
 JBL
 Novum Testamentum
 Bibliotheca Sacra
 Hermeneia
 JSOT/JSNT
Internet Resources
 Is the author clearly stated (i.e., an individual
or a professional group)?
 Does the author have credentials on the topic
about which he is writing?
 Does the writing style/content demonstrate
interaction with other materials in the field?
 Is the purpose to inform and educate or to
sell you something?
 Are the content and conclusions compatible
with other established knowledge in the area?
Hermeneutics
Session 34
Literary Analysis: Epistles
Special Hermeneutics
 General hermeneutics provides the rules that
we use in interpreting any text
 Special hermeneutics refers to the unique
additional guidelines that arise for any given
literary type/genre
 We want to identify the unique reading
strategy that is required for various genres
Epistles
 Which biblical texts are epistles?
 Paul’s thirteen New Testament letters
(Romans through Philemon)
 Hebrews
 James
 1 and 2 Peter
 1, 2, 3 John
 Jude
Discuss
 When you write a letter, what parts do you
include?
 How do you start?
 How do you finish?
Letter Structure
 The first-century Greco-Roman world had an
expected letter structure which is visible in many of
the biblical epistles
 Salutation
 Author
 Audience
 Greetings
 Thanksgiving
 Body
 Concluding Greetings/Benediction
Example
 Turn to Philemon
 Where is the salutation?
 Where is the thanksgiving?
 Where is the body?
 Where are the concluding greetings and
benediction?
Situational/Occasional Documents
 Letters are written in a particular time and
place between people who actually lived and
communicated. They were written in historical
situations and on historical occasions.
 Discuss the implications of this for the
hermeneutical process.
Discuss
 Describe the reading strategy that you will
use when interpreting a letter.
Hermeneutics
Session 35
Literary Analysis:
Old Testament Narrative and Acts
Historical Narrative
 The purpose of historical narrative is to:
 Tell what actually happened
 To interpret historical events for the reader
 Can a narrative be both “biased” and historically
accurate?
 Biblical narrative emphasizes God’s activity in human
history
Three Levels of Historical Narrative
 Third (“top”) level: Metanarrative
 Second level: Covenants
 First level: individual stories/pericopae
Elements of a Narrative
 Narrator
 Scenes
 Characters
 Dialogue
 Plot
Clues for Finding an Author’s Point
 Introductory and concluding statements
 Repetition of key words or phrases
 Comments where the author actually tells the reader
how to interpret an event
 Side comments by the narrator
 Words attributed to God
 Use of summary statements
 Movement from indirect to direct dialogue
Reading Strategies for Narrative
 Narrative RARELY teaches doctrine.
 Narratives are descriptive NOT prescriptive.
 Key figures in narratives should not be glorified.
 Narratives are selective.
 Look for God as a “silent character.”
Acts is Historical Narrative
 It is historical, NOT doctrinal.
 It is descriptive, NOT prescriptive.
 It is selective and incomplete.
 Christians err when we read Acts as setting
historical precedent for the church; only what
is intended to be taught is normative for
contemporary (or any!) Christian practice!
Example: Acts 1:21–26
 Are these valid conclusions from this text?
 Casting lots is a satisfactory means of
determining God’s will.
 Prayer is a necessary means of seeking
God’s will.
 Jesus’ apostles cast lots and prayed to seek
God’s will.
Example: Acts 2:42–46
 Are these valid conclusions from this text?
 It is wrong for rich Christians today to hold on to their
possessions rather than selling their possessions in order
to provide for those in the church who are in need.
 The most Christian form of government is communism
(believers hold everything in common).
 If our churches could follow this model, then God will add
to the number of those being saved each day.
 Studying the apostles’ teaching, fellowship, breaking
bread, and prayer are activities that are appropriate for
God’s people.
Example: Acts 10:44–48
 Are these valid conclusions from this text?
 The Holy Spirit is poured out on Gentile believers in
Christ.
 Speaking in tongues provides the necessary proof of
whether someone has received the Holy Spirit.
 Believer’s baptism is preferable to infant baptism.
 All believers in Christ should be baptized in the name of
Jesus Christ.
 God has included non-Jews among his New Covenant
people.
Hermeneutics
Session 36
Literary Analysis: Gospels and Gospel
Parallels
The Gospel Genre
 Gospels are historical narratives
 Three levels of narrative apply to gospels
 Individual stories/pericopae
 The evangelist’s arrangement of the material into
a gospel
 God’s metanarrative
Additional Form within Gospels
 Various forms within the gospels require
specific reading strategies to avoid
misinterpretation
 Parables
 Hyperbole
 Proverbs
 Poetry
Unique Factors for Gospel
Interpretation
 The gospels reflect multiple historical
contexts.
 Jesus’ context.
 The context of the early church and their
memories about Jesus.
 The context of the gospel writer and his
audience.
Unique Factors for Gospel
Interpretation
 We have four gospels.
 They are similar to each other.
 They differ from each other.
Higher Criticisms in Gospel
Studies
 One’s decision about the relationship
between the gospels and the relative
reliability of the early believers will affect
one’s interpretation of the gospels.
 Source Criticism
 Form Criticism
 Redaction Criticism
Clues to the Author’s Intent
 Selectivity
 Arrangement
 Adaptation
 Use a gospel synopsis to compare parallel
texts between gospels.
Contradiction or Different
Perspective?
 Read Luke 19:28f and Matthew 21:1–7.
 How many donkeys?
Hermeneutics
Session 37
Literary Analysis: Parables
Compare Similes and Metaphors
 Simile:
 An expressed comparison
 Uses the words like or as
 Compares the subject and thing compared
 Metaphor:
 An unexpressed comparison
 Does not use the words like or as
 Intertwines the subject and the thing compared
 Not meant to be taken literally; rather stresses a single
point of comparison
“Parables” and “Allegories”
 Parable:
 An extended simile
 Allegory:
 An extended metaphor
 The words parabole (Gk) and mashal (Heb),
translated as “parable,” have broader definitions!
 The “distinction between parable and allegory. . . is
among the most debated issues in New Testament
studies.”
Getting to the Point. . .
 How many points does a “parable” intend to
make?
 Many – read them as full allegories
 One and only one
 Several – one main point per main character?
Example: Matthew 13:33
 “The kingdom of heaven is like yeast that a
woman took and mixed into a large amount of
flour until it worked all through the dough.”
 Simile?
 Parable?
 Allegory?
Jesus’ use of Parables
 The word “parable” appears more than 50 times in
the gospels
 Typical parables draw on common images in life to
emphasize a spiritual truth
 Jesus frequently teaches by means of parables
 Why? (Matt. 13:10f; Mark 4:11f)
 Reveal truth to believers
 Prevent understanding
Reading Strategies for Parables
 Literary Context
 Sometimes the intended meaning is stated explicitly in
the introduction to the parable.
 Sometimes the intended meaning is conveyed through
the application that is made of the parable.
 Sometimes the placement of the parable near a certain
event in Jesus’ ministry or with other teachings of
similar themes clarifies meaning.
Reading Strategies for Parables
 Historical-Cultural Analysis
 Parables draw on examples from everyday life
requiring historical-cultural awareness for full
understanding.
 The stories expressed within parables
themselves are not historic occurrences. The
characters are literary creations not actual
people.
Reading Strategies for Parables
 Clues to the main point(s):
 Main characters
 Topics receiving the most attention
 Elements in direct dialogue
 Principle of end stress
 Identify the unexpected twist that catches the
listeners off guard and forces them to
reconsider their perspective
Can a parable be explained?
 Know any good jokes?
 When you fail to “get” a joke and someone has to
explain it to you, does it lose its meaning?
 If parables have to be explained, do they lose their
punch?
 If we already know the ending, is the parable stripped
of its power to shock?
 Consider “rewriting” parables so that they are truly
heard
Caution!
 Parables are not primarily doctrinal or
historical
 Consider Luke 16:19–31 – Lazarus and the
rich man
 Consider Luke 16:1–8 – the Shrewd Manager
Hermeneutics
Session 38
Literary Analysis: Law
Which Texts Are Law?
 Books of the Law:
 Genesis
 Exodus
 Leviticus
 Numbers
 Deuteronomy
Historical Context of the Law
 The Law cannot be understood apart from the
historical context in which it is given
 It is given to the redeemed Israelites
 Freed from Egyptian bondage
 Headed to the Promised Land
Purpose of the Law
 The Law is to make God’s people distinct
from those around them.
 “When you enter the land the LORD your God
is giving you, do not learn to imitate the
detestable ways of the nations there” (Deut.
18:9).
Purpose of the Law
 The Law reveals something of God’s
character.
 The individual precepts are tied to God’s
character.
 “Do not do anything that endangers your
neighbor’s life. I am the LORD. . .” (Lev.
19:16).
Purpose of the Law
 The Law points people to their guilt as lawbreakers
and hence it highlights their need for God’s grace.
 “Therefore no one will be declared righteous in his
sight by observing the law; rather, through the law we
become conscious of sin” (Rom. 3:20).
 “The law was added so that trespass might increase.
But where sin increased, grace increased all the more”
(Rom. 5:20).
Three Categories of Laws
 Ritual
 Worship
 Sacrificial system
 Priestly requirements
 “From the day after the Sabbath, the day you
brought the sheaf of the wave offering, count
off seven full weeks. . . . Then present an
offering of new grain to the Lord” (Lev. 23:15).
Three Categories of Laws
 Civil
 Governmental
 Deut. 19:1-4: Set up cities of refuge for those
who are guilty of accidental murder
Three Categories of Laws
 Moral/Ethical
 “Do not steal” (Lev. 19:11)
Two Types of Laws
 Apodictic
 Direct commands of general application
 Ten Commandments
 Apply to everyone in all circumstances
 Casuistic
 Case law
 If. . . then. . .
 Apply to some people in certain circumstances
Discuss
 How do we read the Law today?
 To understand how it was helpful to them in their
historical setting
 To learn about God
 Fee and Stuart say the Old Testament Law is “still
the Word of God for us, even though it is not the
command of God to us.” What does this mean?
Hermeneutics
Session 39
Literary Analysis: Prophecy
What Biblical Books Are Prophecy?
 Major Prophets
 Isaiah
 Jeremiah
 Ezekiel
 Minor Prophets
 Hosea
 Joel
 Amos
 Obadiah
 Jonah
 Micah
 Nahum
 Habakkuk
 Zephaniah
 Haggai
 Zechariah
 Malachi
What Is Prophecy?
 When we use the word “prophecy” we
typically mean a prediction of future events.
 Sometimes the OT prophets predict future
events:
 In their own time
 In the time of Christ
 In the end time
Can prophecies overlap the times?
 Isaiah 7:14 predicts the birth of a child.
 Most likely this was fulfilled in Isaiah’s own
time.
 Matthew 1:21–22 claims the fulfillment of
Isaiah 7:14 in the birth of Jesus.
Fulfillment of Prophecy
 Any predictive element in prophecy looks to a
time in the future (so far as the author and
audience are concerned).
 The great majority of the time these predictive
elements are PAST to us.
 We do not need to look for further fulfillment.
What Is Prophecy?
 Fee and Stuart argue that Old Testament
prophets are better understood as
“forthtellers” rather than “foretellers.”
 Forthtelling occurs within the covenant
context.
 Prophets are covenant enforcers.
 The blessings and curses of the covenant
apply corporately rather than individualistically.
The Purpose of Prophecy
 Prophecy [including predictive prophecy] is generally
concerned to
 Bring about repentance
 Reestablish proper covenant relationship
 The majority of prophecy maintains an opportunity for
repentance
 Jonah example
The Hermeneutic Challenge
 The intended meaning of prophecy cannot be fully
grasped without knowing the historical context in
which the prophet is speaking.
 Challenge: Most of our prophetic texts lack historical
narrative to give the contextual data!
 Bible dictionaries and commentaries are invaluable
helps.
The Hermeneutical Challenge
 Minimal context given for prophetic oracles
 Where does one oracle start and the next begin?
 Identify various “forms” of prophetic oracles can help
 Lawsuit
 Woe
 Enactment
The Hermeneutic Challenge
 Sensus plenior
 Look to see if a New Testament text has
already identified a secondary fulfillment of
your text.
 Can you identify a sensus plenior?
The Hermeneutic Challenge
 Prophetic texts often incorporate poetic
language.
 Synonymous parallelism
 Antithetical parallelism
 Chiasm
Hermeneutics
Sessions 40–41
Application
Exegesis Leads to Application
 Exegesis determines historical meaning.
 Application focuses on contemporary
relevance.
 Exegesis must lead to application; a text can’t
mean (apply) what it never meant.
 But how do we move from then to now? What
is a valid application?
Leading Questions. . .
. . . as we move from meaning to application
1. What is the main point of my passage?
 This is the meaning discovered through
exegesis.
Leading Questions. . .
2. What general principles (spiritual, moral, theological)
can be deduced from the main point of the
passage?
 What does this passage teach about God?
 What does this passage teach about the nature of
people?
 Is it concerned with proper belief? Proper action?
 Avoid allegories here!
Leading Questions. . .
3. What is the expression of that principle in its
own historical context?
 Within what sectors of life does it require
application?
 Interpersonal? Piety? Social? Economic?
Spiritual? Familial?
Leading Questions. . .
4. Do the same life issues addressed by the
passage in its historical context continue to
exist today?
 What specific situations today are
comparable to those of the historical
context?
Leading Questions. . .
5. What is the specific audience of the
application in its historical context?
 Individual?
 Corporate?
6. Does that same audience exist now?
Leading Questions. . .
7. Is there an application that is primary?
 Even though other secondary applications
may be present, it is best to focus on the
one, primary application.
 State it as concretely as possible
Leading Questions. . .
8. Are any responses/expressions culturally or
temporally bound? What is pancultural and
pantemporal?
Is the Command Culturally Bound?
 Distinguish between the command and the principle
behind it
 What is the reason given for the principle?
 Either. . .
 Retain the command as it stands
 Retain the principle but modify its expression
 Who are the intended recipients?
Examples
 2 Timothy 4:13 – “Do your best to come to me quickly. . . When
you come bring the cloak that I left with Carpus at Troas, and
my scrolls, and the parchments.”
 Leviticus 19:9–10 – Gleaning
 “Greet one another with a holy kiss”
 John 13:12–16
 1 Peter 2:13–17
 Colossians 3:22–25

Más contenido relacionado

La actualidad más candente

Basic Bible Survey Lesson 3 New Testament
Basic Bible Survey Lesson 3 New TestamentBasic Bible Survey Lesson 3 New Testament
Basic Bible Survey Lesson 3 New TestamentJerry Smith
 
Hermeneuticsandtheexegeticalworksheet powerpoint
Hermeneuticsandtheexegeticalworksheet powerpointHermeneuticsandtheexegeticalworksheet powerpoint
Hermeneuticsandtheexegeticalworksheet powerpointDebra Baynes
 
Making a sermon outline
Making a sermon outlineMaking a sermon outline
Making a sermon outlineKelvin Jones
 
God's plan before time began
God's plan before time beganGod's plan before time began
God's plan before time beganJOHNY NATAD
 
Introduction to Theology
Introduction to TheologyIntroduction to Theology
Introduction to TheologyKevin Smith
 
Basic principles of hermeneutics
Basic principles of hermeneuticsBasic principles of hermeneutics
Basic principles of hermeneuticsMarie Notcheva
 
hermenêutica aula 01 - regras basicas da hermenêutica
hermenêutica aula 01 -  regras basicas da hermenêuticahermenêutica aula 01 -  regras basicas da hermenêutica
hermenêutica aula 01 - regras basicas da hermenêuticaRODRIGO FERREIRA
 
Class on Hermeneutics: How to Interpret the Bible
Class on Hermeneutics: How to Interpret the BibleClass on Hermeneutics: How to Interpret the Bible
Class on Hermeneutics: How to Interpret the Bibleevidenceforchristianity
 
Sermon Slide Deck: "Life is Short..." (Luke 13:1-9)
Sermon Slide Deck: "Life is Short..." (Luke 13:1-9)Sermon Slide Deck: "Life is Short..." (Luke 13:1-9)
Sermon Slide Deck: "Life is Short..." (Luke 13:1-9)New City Church
 
Homiletics Introduction
Homiletics IntroductionHomiletics Introduction
Homiletics IntroductionJerry Smith
 
The Essentials of Apologetics - Why Apologetics?
The Essentials of Apologetics - Why Apologetics?The Essentials of Apologetics - Why Apologetics?
The Essentials of Apologetics - Why Apologetics?Robin Schumacher
 
How to study the bible and lead a bible study
How to study the bible and lead a bible studyHow to study the bible and lead a bible study
How to study the bible and lead a bible studyUSF BCM
 
Dl 1 fundamentals of discipleship
Dl 1 fundamentals of discipleshipDl 1 fundamentals of discipleship
Dl 1 fundamentals of discipleshipBangkok, Thailand
 
Ps.121 God is our keeper
Ps.121 God  is our keeperPs.121 God  is our keeper
Ps.121 God is our keeperVinodh Nicholas
 
The Blueprint-iii-juiced
The Blueprint-iii-juicedThe Blueprint-iii-juiced
The Blueprint-iii-juicedAntonio Bernard
 
The Power of the Holy Spirit
The Power of the Holy SpiritThe Power of the Holy Spirit
The Power of the Holy SpiritKaren Gutierrez
 

La actualidad más candente (20)

Basic Bible Survey Lesson 3 New Testament
Basic Bible Survey Lesson 3 New TestamentBasic Bible Survey Lesson 3 New Testament
Basic Bible Survey Lesson 3 New Testament
 
Hermeneuticsandtheexegeticalworksheet powerpoint
Hermeneuticsandtheexegeticalworksheet powerpointHermeneuticsandtheexegeticalworksheet powerpoint
Hermeneuticsandtheexegeticalworksheet powerpoint
 
Making a sermon outline
Making a sermon outlineMaking a sermon outline
Making a sermon outline
 
God's plan before time began
God's plan before time beganGod's plan before time began
God's plan before time began
 
Introduction to Theology
Introduction to TheologyIntroduction to Theology
Introduction to Theology
 
Hermeneutics and the exegetical worksheets 1
Hermeneutics and the exegetical worksheets 1Hermeneutics and the exegetical worksheets 1
Hermeneutics and the exegetical worksheets 1
 
Basic principles of hermeneutics
Basic principles of hermeneuticsBasic principles of hermeneutics
Basic principles of hermeneutics
 
hermenêutica aula 01 - regras basicas da hermenêutica
hermenêutica aula 01 -  regras basicas da hermenêuticahermenêutica aula 01 -  regras basicas da hermenêutica
hermenêutica aula 01 - regras basicas da hermenêutica
 
Class on Hermeneutics: How to Interpret the Bible
Class on Hermeneutics: How to Interpret the BibleClass on Hermeneutics: How to Interpret the Bible
Class on Hermeneutics: How to Interpret the Bible
 
Sermon Slide Deck: "Life is Short..." (Luke 13:1-9)
Sermon Slide Deck: "Life is Short..." (Luke 13:1-9)Sermon Slide Deck: "Life is Short..." (Luke 13:1-9)
Sermon Slide Deck: "Life is Short..." (Luke 13:1-9)
 
Homiletics Introduction
Homiletics IntroductionHomiletics Introduction
Homiletics Introduction
 
The Essentials of Apologetics - Why Apologetics?
The Essentials of Apologetics - Why Apologetics?The Essentials of Apologetics - Why Apologetics?
The Essentials of Apologetics - Why Apologetics?
 
Romans 12
Romans 12Romans 12
Romans 12
 
Gospel of Mark
Gospel of MarkGospel of Mark
Gospel of Mark
 
How to study the bible and lead a bible study
How to study the bible and lead a bible studyHow to study the bible and lead a bible study
How to study the bible and lead a bible study
 
Dl 1 fundamentals of discipleship
Dl 1 fundamentals of discipleshipDl 1 fundamentals of discipleship
Dl 1 fundamentals of discipleship
 
Ps.121 God is our keeper
Ps.121 God  is our keeperPs.121 God  is our keeper
Ps.121 God is our keeper
 
The Blueprint-iii-juiced
The Blueprint-iii-juicedThe Blueprint-iii-juiced
The Blueprint-iii-juiced
 
176972982 revelation-1
176972982 revelation-1176972982 revelation-1
176972982 revelation-1
 
The Power of the Holy Spirit
The Power of the Holy SpiritThe Power of the Holy Spirit
The Power of the Holy Spirit
 

Similar a Hermeneutics and the exegetical worksheets(2)

Hermeneutics
HermeneuticsHermeneutics
Hermeneuticsdallife
 
01 - Light Bearers - Revelation—A Book of Open Secrets.pdf
01 - Light Bearers - Revelation—A Book of Open Secrets.pdf01 - Light Bearers - Revelation—A Book of Open Secrets.pdf
01 - Light Bearers - Revelation—A Book of Open Secrets.pdfBranislavIlkic
 
Understanding the bible session 3
Understanding the bible session 3Understanding the bible session 3
Understanding the bible session 3drhardgrove
 
Sabbath school lesson 6, 2nd quarter 2020
Sabbath school lesson 6, 2nd quarter 2020Sabbath school lesson 6, 2nd quarter 2020
Sabbath school lesson 6, 2nd quarter 2020David Syahputra
 
Effective Bible Study: A Four-Part Method
Effective Bible Study: A Four-Part MethodEffective Bible Study: A Four-Part Method
Effective Bible Study: A Four-Part MethodAugsburg Fortress
 
Sbs Class Oct 5 2008
Sbs Class Oct 5 2008Sbs Class Oct 5 2008
Sbs Class Oct 5 2008BertBrim
 
Catholic Interpretation of the Scriptures
Catholic Interpretation of the ScripturesCatholic Interpretation of the Scriptures
Catholic Interpretation of the Scripturessyoustra
 
Reflection Of Retreat
Reflection Of RetreatReflection Of Retreat
Reflection Of RetreatAlison Hall
 
06 why is interpretation needed
06 why is interpretation needed06 why is interpretation needed
06 why is interpretation neededchucho1943
 
Frosh chapter 2 ppt w fonts
Frosh chapter 2 ppt w fontsFrosh chapter 2 ppt w fonts
Frosh chapter 2 ppt w fontssyoustra
 
11 Interpreting Prophetic Writings Eng
11 Interpreting Prophetic Writings Eng11 Interpreting Prophetic Writings Eng
11 Interpreting Prophetic Writings Engchucho1943
 
The Word - The Science of Biblical Interpretation - Part 1
The Word - The Science of Biblical Interpretation - Part 1The Word - The Science of Biblical Interpretation - Part 1
The Word - The Science of Biblical Interpretation - Part 1Robin Schumacher
 
SABBATH SCHOOL - 2nd quarter lessons 6.
SABBATH SCHOOL - 2nd quarter lessons 6.SABBATH SCHOOL - 2nd quarter lessons 6.
SABBATH SCHOOL - 2nd quarter lessons 6.Adam Hiola
 
How to study your bible
How to study your bibleHow to study your bible
How to study your bibleJames Pharr
 
ABTI Hermeneutics 3 - Text, Canon, and Translation
ABTI Hermeneutics 3 - Text, Canon, and TranslationABTI Hermeneutics 3 - Text, Canon, and Translation
ABTI Hermeneutics 3 - Text, Canon, and Translationashebible
 

Similar a Hermeneutics and the exegetical worksheets(2) (20)

Hermeneutics
HermeneuticsHermeneutics
Hermeneutics
 
01 - Light Bearers - Revelation—A Book of Open Secrets.pdf
01 - Light Bearers - Revelation—A Book of Open Secrets.pdf01 - Light Bearers - Revelation—A Book of Open Secrets.pdf
01 - Light Bearers - Revelation—A Book of Open Secrets.pdf
 
Understanding the bible session 3
Understanding the bible session 3Understanding the bible session 3
Understanding the bible session 3
 
Sabbath school lesson 6, 2nd quarter 2020
Sabbath school lesson 6, 2nd quarter 2020Sabbath school lesson 6, 2nd quarter 2020
Sabbath school lesson 6, 2nd quarter 2020
 
Effective Bible Study: A Four-Part Method
Effective Bible Study: A Four-Part MethodEffective Bible Study: A Four-Part Method
Effective Bible Study: A Four-Part Method
 
Sbs Class Oct 5 2008
Sbs Class Oct 5 2008Sbs Class Oct 5 2008
Sbs Class Oct 5 2008
 
Knowing God Accurately [K.M.R.H].pptx
Knowing God Accurately [K.M.R.H].pptxKnowing God Accurately [K.M.R.H].pptx
Knowing God Accurately [K.M.R.H].pptx
 
Catholic Interpretation of the Scriptures
Catholic Interpretation of the ScripturesCatholic Interpretation of the Scriptures
Catholic Interpretation of the Scriptures
 
Bible interpretation
Bible interpretationBible interpretation
Bible interpretation
 
Reflection Of Retreat
Reflection Of RetreatReflection Of Retreat
Reflection Of Retreat
 
06 why is interpretation needed
06 why is interpretation needed06 why is interpretation needed
06 why is interpretation needed
 
Frosh chapter 2 ppt w fonts
Frosh chapter 2 ppt w fontsFrosh chapter 2 ppt w fonts
Frosh chapter 2 ppt w fonts
 
11 Interpreting Prophetic Writings Eng
11 Interpreting Prophetic Writings Eng11 Interpreting Prophetic Writings Eng
11 Interpreting Prophetic Writings Eng
 
Scripture Essay
Scripture EssayScripture Essay
Scripture Essay
 
The Word - The Science of Biblical Interpretation - Part 1
The Word - The Science of Biblical Interpretation - Part 1The Word - The Science of Biblical Interpretation - Part 1
The Word - The Science of Biblical Interpretation - Part 1
 
The Ancient Scriptures
The Ancient ScripturesThe Ancient Scriptures
The Ancient Scriptures
 
SABBATH SCHOOL - 2nd quarter lessons 6.
SABBATH SCHOOL - 2nd quarter lessons 6.SABBATH SCHOOL - 2nd quarter lessons 6.
SABBATH SCHOOL - 2nd quarter lessons 6.
 
How to study your bible
How to study your bibleHow to study your bible
How to study your bible
 
ABTI Hermeneutics 3 - Text, Canon, and Translation
ABTI Hermeneutics 3 - Text, Canon, and TranslationABTI Hermeneutics 3 - Text, Canon, and Translation
ABTI Hermeneutics 3 - Text, Canon, and Translation
 
Class #03
Class #03Class #03
Class #03
 

Más de Beulah Heights University (20)

Kotler mm 14e_22_ippt
Kotler mm 14e_22_ipptKotler mm 14e_22_ippt
Kotler mm 14e_22_ippt
 
Kotler mm 14e_21_ippt
Kotler mm 14e_21_ipptKotler mm 14e_21_ippt
Kotler mm 14e_21_ippt
 
Kotler mm 14e_20_ippt
Kotler mm 14e_20_ipptKotler mm 14e_20_ippt
Kotler mm 14e_20_ippt
 
Kotler mm 14e_19_ippt
Kotler mm 14e_19_ipptKotler mm 14e_19_ippt
Kotler mm 14e_19_ippt
 
Kotler mm 14e_18_ippt
Kotler mm 14e_18_ipptKotler mm 14e_18_ippt
Kotler mm 14e_18_ippt
 
Kotler mm 14e_17_ippt
Kotler mm 14e_17_ipptKotler mm 14e_17_ippt
Kotler mm 14e_17_ippt
 
Kotler mm 14e_16_ippt
Kotler mm 14e_16_ipptKotler mm 14e_16_ippt
Kotler mm 14e_16_ippt
 
Kotler mm 14e_15_ippt
Kotler mm 14e_15_ipptKotler mm 14e_15_ippt
Kotler mm 14e_15_ippt
 
Kotler mm 14e_14_ippt
Kotler mm 14e_14_ipptKotler mm 14e_14_ippt
Kotler mm 14e_14_ippt
 
Kotler mm 14e_13_ippt
Kotler mm 14e_13_ipptKotler mm 14e_13_ippt
Kotler mm 14e_13_ippt
 
Kotler mm 14e_12_ippt
Kotler mm 14e_12_ipptKotler mm 14e_12_ippt
Kotler mm 14e_12_ippt
 
Kotler mm 14e_11_ippt
Kotler mm 14e_11_ipptKotler mm 14e_11_ippt
Kotler mm 14e_11_ippt
 
Kotler mm 14e_10_ippt
Kotler mm 14e_10_ipptKotler mm 14e_10_ippt
Kotler mm 14e_10_ippt
 
Kotler mm 14e_09_ippt
Kotler mm 14e_09_ipptKotler mm 14e_09_ippt
Kotler mm 14e_09_ippt
 
Kotler mm 14e_08_ippt
Kotler mm 14e_08_ipptKotler mm 14e_08_ippt
Kotler mm 14e_08_ippt
 
Kotler mm 14e_07_ippt
Kotler mm 14e_07_ipptKotler mm 14e_07_ippt
Kotler mm 14e_07_ippt
 
Kotler mm 14e_04_ippt
Kotler mm 14e_04_ipptKotler mm 14e_04_ippt
Kotler mm 14e_04_ippt
 
Kotler mm 14e_03_ippt
Kotler mm 14e_03_ipptKotler mm 14e_03_ippt
Kotler mm 14e_03_ippt
 
Kotler mm 14e_01_ippt
Kotler mm 14e_01_ipptKotler mm 14e_01_ippt
Kotler mm 14e_01_ippt
 
Kotler mm 14e_02_ippt
Kotler mm 14e_02_ipptKotler mm 14e_02_ippt
Kotler mm 14e_02_ippt
 

Último

How to Add a many2many Relational Field in Odoo 17
How to Add a many2many Relational Field in Odoo 17How to Add a many2many Relational Field in Odoo 17
How to Add a many2many Relational Field in Odoo 17Celine George
 
Maximizing Impact_ Nonprofit Website Planning, Budgeting, and Design.pdf
Maximizing Impact_ Nonprofit Website Planning, Budgeting, and Design.pdfMaximizing Impact_ Nonprofit Website Planning, Budgeting, and Design.pdf
Maximizing Impact_ Nonprofit Website Planning, Budgeting, and Design.pdfTechSoup
 
The Singapore Teaching Practice document
The Singapore Teaching Practice documentThe Singapore Teaching Practice document
The Singapore Teaching Practice documentXsasf Sfdfasd
 
How to Manage Cross-Selling in Odoo 17 Sales
How to Manage Cross-Selling in Odoo 17 SalesHow to Manage Cross-Selling in Odoo 17 Sales
How to Manage Cross-Selling in Odoo 17 SalesCeline George
 
Clinical Pharmacy Introduction to Clinical Pharmacy, Concept of clinical pptx
Clinical Pharmacy  Introduction to Clinical Pharmacy, Concept of clinical pptxClinical Pharmacy  Introduction to Clinical Pharmacy, Concept of clinical pptx
Clinical Pharmacy Introduction to Clinical Pharmacy, Concept of clinical pptxraviapr7
 
UKCGE Parental Leave Discussion March 2024
UKCGE Parental Leave Discussion March 2024UKCGE Parental Leave Discussion March 2024
UKCGE Parental Leave Discussion March 2024UKCGE
 
PISA-VET launch_El Iza Mohamedou_19 March 2024.pptx
PISA-VET launch_El Iza Mohamedou_19 March 2024.pptxPISA-VET launch_El Iza Mohamedou_19 March 2024.pptx
PISA-VET launch_El Iza Mohamedou_19 March 2024.pptxEduSkills OECD
 
CAULIFLOWER BREEDING 1 Parmar pptx
CAULIFLOWER BREEDING 1 Parmar pptxCAULIFLOWER BREEDING 1 Parmar pptx
CAULIFLOWER BREEDING 1 Parmar pptxSaurabhParmar42
 
CHUYÊN ĐỀ DẠY THÊM TIẾNG ANH LỚP 11 - GLOBAL SUCCESS - NĂM HỌC 2023-2024 - HK...
CHUYÊN ĐỀ DẠY THÊM TIẾNG ANH LỚP 11 - GLOBAL SUCCESS - NĂM HỌC 2023-2024 - HK...CHUYÊN ĐỀ DẠY THÊM TIẾNG ANH LỚP 11 - GLOBAL SUCCESS - NĂM HỌC 2023-2024 - HK...
CHUYÊN ĐỀ DẠY THÊM TIẾNG ANH LỚP 11 - GLOBAL SUCCESS - NĂM HỌC 2023-2024 - HK...Nguyen Thanh Tu Collection
 
Patterns of Written Texts Across Disciplines.pptx
Patterns of Written Texts Across Disciplines.pptxPatterns of Written Texts Across Disciplines.pptx
Patterns of Written Texts Across Disciplines.pptxMYDA ANGELICA SUAN
 
How to Solve Singleton Error in the Odoo 17
How to Solve Singleton Error in the  Odoo 17How to Solve Singleton Error in the  Odoo 17
How to Solve Singleton Error in the Odoo 17Celine George
 
Benefits & Challenges of Inclusive Education
Benefits & Challenges of Inclusive EducationBenefits & Challenges of Inclusive Education
Benefits & Challenges of Inclusive EducationMJDuyan
 
Quality Assurance_GOOD LABORATORY PRACTICE
Quality Assurance_GOOD LABORATORY PRACTICEQuality Assurance_GOOD LABORATORY PRACTICE
Quality Assurance_GOOD LABORATORY PRACTICESayali Powar
 
How to Show Error_Warning Messages in Odoo 17
How to Show Error_Warning Messages in Odoo 17How to Show Error_Warning Messages in Odoo 17
How to Show Error_Warning Messages in Odoo 17Celine George
 
How to Add a New Field in Existing Kanban View in Odoo 17
How to Add a New Field in Existing Kanban View in Odoo 17How to Add a New Field in Existing Kanban View in Odoo 17
How to Add a New Field in Existing Kanban View in Odoo 17Celine George
 
Philosophy of Education and Educational Philosophy
Philosophy of Education  and Educational PhilosophyPhilosophy of Education  and Educational Philosophy
Philosophy of Education and Educational PhilosophyShuvankar Madhu
 
Prescribed medication order and communication skills.pptx
Prescribed medication order and communication skills.pptxPrescribed medication order and communication skills.pptx
Prescribed medication order and communication skills.pptxraviapr7
 
CapTechU Doctoral Presentation -March 2024 slides.pptx
CapTechU Doctoral Presentation -March 2024 slides.pptxCapTechU Doctoral Presentation -March 2024 slides.pptx
CapTechU Doctoral Presentation -March 2024 slides.pptxCapitolTechU
 
3.21.24 The Origins of Black Power.pptx
3.21.24  The Origins of Black Power.pptx3.21.24  The Origins of Black Power.pptx
3.21.24 The Origins of Black Power.pptxmary850239
 
The basics of sentences session 10pptx.pptx
The basics of sentences session 10pptx.pptxThe basics of sentences session 10pptx.pptx
The basics of sentences session 10pptx.pptxheathfieldcps1
 

Último (20)

How to Add a many2many Relational Field in Odoo 17
How to Add a many2many Relational Field in Odoo 17How to Add a many2many Relational Field in Odoo 17
How to Add a many2many Relational Field in Odoo 17
 
Maximizing Impact_ Nonprofit Website Planning, Budgeting, and Design.pdf
Maximizing Impact_ Nonprofit Website Planning, Budgeting, and Design.pdfMaximizing Impact_ Nonprofit Website Planning, Budgeting, and Design.pdf
Maximizing Impact_ Nonprofit Website Planning, Budgeting, and Design.pdf
 
The Singapore Teaching Practice document
The Singapore Teaching Practice documentThe Singapore Teaching Practice document
The Singapore Teaching Practice document
 
How to Manage Cross-Selling in Odoo 17 Sales
How to Manage Cross-Selling in Odoo 17 SalesHow to Manage Cross-Selling in Odoo 17 Sales
How to Manage Cross-Selling in Odoo 17 Sales
 
Clinical Pharmacy Introduction to Clinical Pharmacy, Concept of clinical pptx
Clinical Pharmacy  Introduction to Clinical Pharmacy, Concept of clinical pptxClinical Pharmacy  Introduction to Clinical Pharmacy, Concept of clinical pptx
Clinical Pharmacy Introduction to Clinical Pharmacy, Concept of clinical pptx
 
UKCGE Parental Leave Discussion March 2024
UKCGE Parental Leave Discussion March 2024UKCGE Parental Leave Discussion March 2024
UKCGE Parental Leave Discussion March 2024
 
PISA-VET launch_El Iza Mohamedou_19 March 2024.pptx
PISA-VET launch_El Iza Mohamedou_19 March 2024.pptxPISA-VET launch_El Iza Mohamedou_19 March 2024.pptx
PISA-VET launch_El Iza Mohamedou_19 March 2024.pptx
 
CAULIFLOWER BREEDING 1 Parmar pptx
CAULIFLOWER BREEDING 1 Parmar pptxCAULIFLOWER BREEDING 1 Parmar pptx
CAULIFLOWER BREEDING 1 Parmar pptx
 
CHUYÊN ĐỀ DẠY THÊM TIẾNG ANH LỚP 11 - GLOBAL SUCCESS - NĂM HỌC 2023-2024 - HK...
CHUYÊN ĐỀ DẠY THÊM TIẾNG ANH LỚP 11 - GLOBAL SUCCESS - NĂM HỌC 2023-2024 - HK...CHUYÊN ĐỀ DẠY THÊM TIẾNG ANH LỚP 11 - GLOBAL SUCCESS - NĂM HỌC 2023-2024 - HK...
CHUYÊN ĐỀ DẠY THÊM TIẾNG ANH LỚP 11 - GLOBAL SUCCESS - NĂM HỌC 2023-2024 - HK...
 
Patterns of Written Texts Across Disciplines.pptx
Patterns of Written Texts Across Disciplines.pptxPatterns of Written Texts Across Disciplines.pptx
Patterns of Written Texts Across Disciplines.pptx
 
How to Solve Singleton Error in the Odoo 17
How to Solve Singleton Error in the  Odoo 17How to Solve Singleton Error in the  Odoo 17
How to Solve Singleton Error in the Odoo 17
 
Benefits & Challenges of Inclusive Education
Benefits & Challenges of Inclusive EducationBenefits & Challenges of Inclusive Education
Benefits & Challenges of Inclusive Education
 
Quality Assurance_GOOD LABORATORY PRACTICE
Quality Assurance_GOOD LABORATORY PRACTICEQuality Assurance_GOOD LABORATORY PRACTICE
Quality Assurance_GOOD LABORATORY PRACTICE
 
How to Show Error_Warning Messages in Odoo 17
How to Show Error_Warning Messages in Odoo 17How to Show Error_Warning Messages in Odoo 17
How to Show Error_Warning Messages in Odoo 17
 
How to Add a New Field in Existing Kanban View in Odoo 17
How to Add a New Field in Existing Kanban View in Odoo 17How to Add a New Field in Existing Kanban View in Odoo 17
How to Add a New Field in Existing Kanban View in Odoo 17
 
Philosophy of Education and Educational Philosophy
Philosophy of Education  and Educational PhilosophyPhilosophy of Education  and Educational Philosophy
Philosophy of Education and Educational Philosophy
 
Prescribed medication order and communication skills.pptx
Prescribed medication order and communication skills.pptxPrescribed medication order and communication skills.pptx
Prescribed medication order and communication skills.pptx
 
CapTechU Doctoral Presentation -March 2024 slides.pptx
CapTechU Doctoral Presentation -March 2024 slides.pptxCapTechU Doctoral Presentation -March 2024 slides.pptx
CapTechU Doctoral Presentation -March 2024 slides.pptx
 
3.21.24 The Origins of Black Power.pptx
3.21.24  The Origins of Black Power.pptx3.21.24  The Origins of Black Power.pptx
3.21.24 The Origins of Black Power.pptx
 
The basics of sentences session 10pptx.pptx
The basics of sentences session 10pptx.pptxThe basics of sentences session 10pptx.pptx
The basics of sentences session 10pptx.pptx
 

Hermeneutics and the exegetical worksheets(2)

  • 3. HERMENEUTICS  The science of interpretation  The art of interpretation  Interpretation of anything  Interpretation of Scripture
  • 4. EXEGESIS  “ex” means “out of”  Exegesis draws meaning out of a text
  • 5. EISEGESIS  “eis” means “into”  Eisegesis reads meaning into a text
  • 7. In-Class Exercise  In order to be an informed citizen, you regularly read your local newspaper. Are you typically aware of the process of interpretation you utilize to understand the articles? Why, or why not?
  • 8. In-Class Exercise  Suppose you were to read Abraham Lincoln’s Emancipation Proclamation written in 1863. Are you likely to be more aware or less aware of your hermeneutical process?  Consider the same question for your reading of Shakespeare’s Macbeth.
  • 9.  Describe the additional barriers to understanding that exist for you when you read the Emancipation Proclamation and Macbeth that do not exist when you read today’s newspaper.
  • 10. Four Barriers to Spontaneous Understanding of Scripture 1. Historical gap
  • 11. Four Barriers to Spontaneous Understanding of Scripture 1. Historical gap 2. Cultural gap
  • 12. Four Barriers to Spontaneous Understanding of Scripture 1. Historical gap 2. Cultural gap 3. Philosophical/worldview gap
  • 13. Four Barriers to Spontaneous Understanding of Scripture 1. Historical gap 2. Cultural gap 3. Philosophical/worldview gap 4. Linguistic gap
  • 14. Hermeneutics Session 3 Issues in Hermeneutics: Inspiration, Inerrancy, and Infallibility
  • 15. “The Bible is an inspired text.” View 1: The biblical writers were inspired in somewhat the same sense as Shakespeare and other great writers.
  • 16.  Hermeneutic:  The Old Testament transcribes primitive Hebrew religious conceptions about God and his workings. The interpreter should develop theories of how editors pieced the ancient manuscript together from previous writings in an attempt to determine what the compilations reveal about the growing spiritual awareness of the compilers.
  • 17. “The Bible is an inspired text.” View 2: God reveals himself in acts, not words. The words of the Bible are a human attempt to express an encounter with God in human, culturally meaningful words. The Bible becomes the Word of God when individuals read it and the words acquire personal, existential significance for them.
  • 18.  Hermeneutic:  The reader should attempt to remove the archaic kernel (meaningful in a previous culture but not in ours) in which existential truth exists so that she or he may have a personal encounter with that truth.
  • 19. “The Bible is an inspired text.” View 3: God worked through the personalities of the biblical writers in such a way that, without suspending their personal styles or expression or freedom, what they produced was literally “God-breathed.” Scripture itself, not only its writers, was inspired.
  • 20.  Hermeneutic:  Read Scripture to seek the objective, propositional truth it presents. Scripture is true whether or not the reader appropriates it personally.
  • 21. Inerrancy  Full Inerrancy: The original manuscripts of Scripture are without error in ALL those things that they assert.
  • 22. Full Inerrancy  It is important to distinguish levels of intended precision. Full inerrancy maintains that statements in Scripture are understood within the parameters of precision intended by their authors.
  • 23. Full Inerrancy 1. Numbers are often given approximately, a frequent practice in popular communication (Acts 2:41).
  • 24. Full Inerrancy 2. Speeches and quotations may be paraphrased rather than reproduced verbatim, a usual practice when summarizing someone’s words (Acts 7:2f).
  • 25. Full Inerrancy 3. The world may be described in phenomenological terms (how events appear to human viewers) (Judges 19:14).
  • 26. Full Inerrancy 4. Speeches made by people are recorded or paraphrased accurately without implying that what these persons communicated was correct (Job 11:1f).
  • 27. Inerrancy  Limited Inerrancy Scripture is without error in matters of faith and practice. The biblical writings may include errors on other matters such as history, geography, science, and so forth.
  • 28. In-class Discussion  How might my interaction with a biblical text (my rules of interpretation) vary if my view on inerrancy shifts?
  • 29. Arguments for Full Inerrancy 1. Jesus consistently treated the historical narratives of the OT as straightforward records of fact.
  • 30. Arguments for Full Inerrancy 1. Jesus consistently treated the historical narratives of the OT as straightforward records of fact. 2. Jesus often chose as the basis of his teaching those very stories that modern critics find unacceptable.
  • 31. Discuss  What position should we take on inerrancy?
  • 32. Infallibility  The Bible cannot fail to achieve its purpose.  What is the Bible’s purpose?
  • 33. Hermeneutics Session 4 Issues in Hermeneutics: Where Does Meaning Reside?
  • 34. The Naphtunkian’s Dilemma  Situation: You once wrote a letter to a close friend. Enroute to its destination the postal service lost your message, and it remained lost for the next two thousand years, amid nuclear wars and other historical transitions. One day it is discovered and reclaimed. Three poets from the contemporary Naphtunkian society translate your letter separately, but unfortunately arrive at three different meanings. “What this means to me,” says Tunky I, “is . . .” “I disagree,” says Tunky II. “What this means to me is . . .” “You’re both wrong,” claims Tunky III. “My interpretation is the correct one.”
  • 35. The Naphtunkian’s Dilemma  Resolution: As a dispassionate observer viewing the controversy from your celestial (we hope) perspective, what advice would you like to give the Tunkies to resolve their differences? We will assume that you have been a fairly articulate writer.
  • 36. The Naphtunkian’s Dilemma  a. Is it possible that your letter actually has more than one valid meaning? If your answer is “Yes,” go to (b). If “no,” go to (c).  b. If your letter can have a variety of meanings, is there any limit on the number of its valid meanings? If there is a limit, what criteria would you propose to differentiate between valid and invalid meanings?  c. If there is only one valid meaning of your letter, what criteria will you use to discern whether Tunky I, II, or III has the best interpretation?  If you conclude that Tunky II’s interpretation is superior, how would you justify this to Tunkies I and III?
  • 37. Hermeneutics Session 5 Issues in Hermeneutics: The Role of the Holy Spirit
  • 38. In-Class Exercise  Group 1  “An unbeliever cannot understand Scripture.”  Group 2  “An unbeliever can understand Scripture just as well as a believer can.”
  • 39. “An unbeliever cannot understand Scripture.”  “A natural man does not accept the things of the Spirit of God, for they are foolishness to him; and he cannot understand them, because they are spiritually appraised” (1 Cor. 2:14).
  • 40. “An unbeliever can understand Scripture just as well as a believer.”  The Bible is a book. Any literate person can read and understand a book by looking at the meaning of the words, the rules of grammar, and so on. One’s religious convictions have no effect on the ability to read and understand.
  • 41. Can an unbeliever understand Scripture?  Yes and no  The reality of sin  Matching presuppositions to those of the text’s author  Understanding is not merely cognitive but experiential
  • 42. In-Class Exercise  Group 1  As a believer, when I interpret Scripture I can expect the Holy Spirit to. . .  Group 2  As a believer, when I interpret Scripture I cannot expect the Holy Spirit to. . .
  • 43. I can expect the Holy Spirit to. . .  bring understanding of the things of God.  “13 But when He, the Spirit of truth, comes, He will guide you into all the truth; for He will not speak on His own initiative, but whatever He hears, He will speak; and He will disclose to you what is to come. 14 He will glorify Me, for He will take of Mine and will disclose it to you” (John 16:13-14).  apply and convict
  • 44. I cannot expect the Spirit to. . .  do all the work for me  take the place of my mind/guarantee accurate intellectual understanding  create new meaning  do my Hermeneutics homework
  • 45. Sensus Plenior  Sensus plenior (“fuller sense”): the belief that the Holy Spirit may intend a fuller meaning than that intended by the human author.  This is an issue that arises primarily with the interpretation of prophetic texts.
  • 46. Support of Sensus Plenior  “As to this salvation, the prophets who prophesied of the grace that would come to you made careful searches and inquiries, 11 seeking to know what person or time the Spirit of Christ within them was indicating as He predicted the sufferings of Christ and the glories to follow. 12 It was revealed to them that they were not serving themselves, but you, in these things which now have been announced to you through those who preached the gospel to you by the Holy Spirit sent from heaven—things into which angels long to look” (1 Peter 1:10-12).
  • 47. Support of Sensus Plenior  “As for me, I heard but could not understand; so I said, “My lord, what will be the outcome of these events?” 9 He said, “Go your way, Daniel, for these words are concealed and sealed up until the end time” (Daniel 12:8).
  • 48. Opposition to Sensus Plenior  If we accept sensus plenior, we open the door to all kinds of possible misinterpretations and eisegesis.  1 Peter 1:10–12 may simply mean that the OT prophets did not know the time of the fulfillment of their prophecy even though they knew the meaning.
  • 49. Opposition to Sensus Plenior  Sometimes the prophets understood the meaning of their words but not the full implications of them (see John 11:50).  At times the OT prophets could have understood the meaning of their prophecy but not its historical referent.
  • 50. In-Class Exercise  Discuss: Does sensus plenior exist?  If yes, how are the “fuller meanings” of a text identified?  If no, how do you explain a passage like Matthew 1:22–23?
  • 51. Hermeneutics Session 6 History of Hermeneutics: The Old Testament through the New Testament
  • 52. Why Study the History of Hermeneutics?  To realize that our method is not the only one  To identify (and hopefully avoid) mistakes of the past  As a caution that good theory and good practice do not always go hand in hand
  • 53. Ancient Jewish Hermeneutics  Hermeneutics begins following the Babylonian Captivity  “They [Ezra and the Levites] read from the book, from the law of God, translating to give the sense so that they [the people] understood the reading” (Nehemiah 8:8).
  • 54. Four Strands of Ancient Jewish Hermeneutics  Literal (Peshat)  Midrash  Pesher  Allegorical
  • 55. Literal (Peshat)  Often not recorded in written form  Rules of Hillel:  Inference from lesser to greater  Analogy of expression  Application from specific to general  Inference from general to specific  Reading in light of context
  • 56. Midrash  “Exposition”  Focus on making texts relevant or applicable to the contemporary situation  Pharisees, Mishnah, Talmuds  Led to fanciful and imaginative interpretation  Letterism
  • 57. Pesher  Eschatological midrash  “This is that. . .”  Dead Sea Scrolls
  • 58. Allegorical  Details are thought to be symbolic of deeper spiritual truth  Philo
  • 59. Hermeneutics in the New Testament  New Testament authors’ quotation of and allusion to Old Testament texts is plentiful  Discuss: Did the New Testament authors use all four of the methods above?
  • 60. Hermeneutics Session 8 History of Hermeneutics: Patristics through Reformation
  • 61. Patristic Hermeneutics (AD 100– 600)  Three broad categories  Alexandrian School  School of Antioch  Western School
  • 62. Alexandrian School  Clement of Alexandria (AD 150–215)  Origen (AD 185–253)  Threefold sense of Scripture  Allegorical method
  • 63. School of Antioch  Spiritual sense is in no way separate from the literal sense.
  • 64. Western School  A mixed bag  Augustine (AD 354–430)  Interpreters must have Christian faith.  The literal and historical meaning is held in high regard.  Scripture has more than one meaning so allegory is also a proper method.  The interpreter should seek the meaning of the author rather than his own meaning.  A verse should be studied in context.  Obscure passages should be interpreted in light of clear passages.
  • 65. Western School  “Rule of faith”  Fourfold sense of Scripture  Literal  Allegorical  Tropological (moral and ethical)  Anagogical (mystical or eschatological)
  • 66. Middle Ages (AD 600–1500)  Few hermeneutical developments  Limited access to Scripture
  • 67. Middle Ages (AD 600–1500)  Continuation of fourfold sense of Scripture  “The letter (literal) shows us what God and our fathers did (historical). The allegory shows us where our faith is hid. The moral meaning gives us rules for daily life. The anagogy shows us where we end our strife (eschatological).”
  • 68. Middle Ages (AD 600–1500)  Continuation of “rule of faith”  “Learn first what you should believe, and then go to the Bible and find it there.” – Hugo of St. Victor
  • 69. Middle Ages (AD 600–1500)  Cabbalists  Extreme letterism
  • 70. Middle Ages (AD 600–1500)  Few advocates of peshat  Spanish Jews of twelfth through fifteenth centuries  Victorines at Abbey of St. Victor  Nicholas of Lyra  Consult the original languages
  • 71. Middle Ages (AD 600–1500)  Chapter and verse divisions added  Discuss:  Does the presence of chapter and verse demarcations influence your interpretive process?  How?  What advantages do they provide? Disadvantages?
  • 72. Reformation (1500s)  Groundwork with original languages laid by Reuchlin and Erasmus.
  • 73. Reformation (1500s)  Martin Luther  Translated the Bible into the vernacular  Advocated literal interpretation  Perspicuity of Scripture  Rejected allegorical interpretation  “Christ principle”
  • 74. Reformation (1500s)  John Calvin (1509–1564)  Sola Scriptura replaced “rule of faith”  “It is the first business of an interpreter to let the author say what he does say, instead of attributing to him what we think he ought to say.”
  • 75. Reformation (1500s)  William Tyndale  “Thou shalt understand, therefore, that the Scripture hath but one sense, which is the literal sense. And that literal sense is the root and ground of all, and the anchor that never faileth, whereunto if thou cleave, thou canst never err or go out of the way.”
  • 76. Hermeneutics Session 9 History of Hermeneutics: Reformation through Twentieth-Century Developments
  • 77. Post-Reformation (1550–1800s)  Three trends  Confessionalism  Pietism  Rationalism/Liberalism
  • 79. Pietism  Arose in reaction to bitter fighting of the Reformation  Used Scripture for mutual Christian concern  Early Pietists used grammatical-historical methods.  Later Pietists used subjective, pious reflections
  • 80. Rationalism/Liberalism  Rationalism upheld human reason as the highest authority  Ministerial use of reason  Magisterial use of reason
  • 81. Rationalism/Liberalism  The application of rationalistic principles to theology results in theological liberalism  Focus on human authorship rather than divine authorship
  • 82. Rationalism/Liberalism  Limited inerrancy  Rejection of the supernatural  Source criticism
  • 83. Trends of Twentieth-Century Hermeneutics  Dominance of Historical-Critical Method  Neoorthodoxy  “New Hermeneutic”  Structuralism  Reader-Response  Deconstructionism
  • 84. Historical-Critical Method  Emphasis on the human author  Naturalism  Evolutionary models  What sources does this text incorporate?  What does the text tell me about the developing religious consciousness of this primitive Hebrew cult?
  • 85. Historical-Critical Method  Source Criticism  Pentateuch: Documentary Hypothesis  Gospels: Two-Source Theory and “Q”  Form Criticism
  • 86. Hermeneutics Session 10 History of Hermeneutics: Twentieth- Century Developments, cont.
  • 87. Neoorthodoxy  Bible as myth  Method is to demythologize to an existential core  Rudolf Bultmann
  • 88. “New Hermeneutic”  Not a method per se  Asks how understanding occurs
  • 89. “New Hermeneutic” 1. Texts are distanced from their authors  Author’s intended meaning is irretrievable because a text stands in the author’s place  Reading is an encounter with the subject discussed in the text NOT an encounter with an author  Thiselton’s example: joy
  • 90. “New Hermeneutic” 2. The reader contributes to the interpretive process  Preunderstanding  Does preunderstanding influence interpretation?  Does preunderstanding determine interpretation?
  • 91. “New Hermeneutic”  H. G. Gadamer  “Fusion of horizons” as goal of interpretation  Author’s horizons  Reader’s horizons  A fusion is a mutual influencing
  • 92. Structuralism  Desired a “scientific” approach to studying literature that would produce consistent results  Deep structures exist for all texts  The goal of interpretation is to reconstruct these deep structures
  • 93. Structuralism  Several kinds of structuralist approaches  Actantial analysis  Sender  Subject  Helper  Opponent  Object  Receiver
  • 94. Structuralism  Several kinds of structuralist approaches  Paradigmatic analysis  Repetition  Binary opposites  Metaphor and metonymy  Diachronic/synchronic study
  • 95. Reader-Response  Two kinds of reader-response:  Moderate reader-response  Radical reader-response
  • 96. Moderate Reader-Response  Reader contributes to the meaning  See “New Hermeneutic”  Multiple, but limited, interpretations possible
  • 97. Radical Reader-Response  Reader produces the meaning  The “reader’s response is not to the meaning; it is the meaning.” – Stanley Fish  Unlimited possible meanings
  • 98. Radical Reader-Response  Reader = “reading community”  Communities have shared preunderstandings because of similar social locations and experiences.  Communities establish localized rather than normative meanings.
  • 99. Radical Reader-Response  Socio-Critical Theologies  Liberation  Feminist  Black  Queer
  • 100. Deconstructionism  Meaning can never be fixed.  “Iterability alters.” – Jacques Derrida  The interpreter should “play” with the text so as to avoid all normative interpretation.  Musical example
  • 101. Hermeneutics Session 12 Steps in the Exegetical Process
  • 102. Pre-Steps to the Exegetical Process  Determining the Text  Observations
  • 103. The Text  What constitutes an appropriate passage to study? Where do I start and stop the passage?  What words did my author write? Since we don’t have his original copy, is there any debate about the text he actually penned?  Which translation should I work from if I don’t know the original languages?
  • 104. Observations  What factual observations can I draw from this text?  What have I read into the text?
  • 105. The Exegetical Process  Historical-Cultural and Contextual Analysis  Lexical Analysis  Canonical and Theological Analysis  Literary (Genre) Analysis  Secondary Sources  Application
  • 106. Historical-Cultural and Contextual Analysis  Broad Historical-Cultural  What significant philosophical, geographical, historical, or cultural influences do I need to know to understand this text?
  • 107. Historical-Cultural and Contextual Analysis  Narrow Historical  What is the specific history of this written text?  Author  Audience  Dating  Situation for Writing
  • 108. Historical-Cultural and Contextual Analysis  Contextual: Outlining  How does my passage fit into the larger literary context in which it is found?  Outline
  • 109. Historical-Cultural and Contextual Analysis  Contextual: Logical Relationships  What is the flow or logic within my passage?  Sentence flow
  • 110. Lexical Analysis  What do the words in my text mean?  Unclear words  Repeated words  “Technical” words
  • 111. Canonical and Theological Analysis  How does the rest of biblical teaching relate to my passage?  What other passages speak of similar issues?  To what systematic categories does my text contribute?
  • 112. Literary (Genre) Analysis  What literary genre is my text?  What reading strategy does the author expect a reader of that genre to use?  What pitfalls do I need to avoid in interpreting this genre?
  • 113. Secondary Sources  What have other students of this text understood it to be saying?  What issues have I missed?
  • 114. Application  How does this text apply today?  What principles does the text convey?  Are there any culturally comparable situations to the situation of the text?  Are the commands of the text culturally bound or transcultural?
  • 116. Mark 14:3–9  While he was in Bethany, reclining at the table in the home of a man known as Simon the Leper, a woman came with an alabaster jar of very expensive perfume, made of pure nard. She broke the jar and poured the perfume on his head. Some of those present were saying indignantly to one another, “Why this waste of perfume? It could have been sold for more than a year’s wages and the money given to the poor.” And they rebuked her harshly. “Leave her alone,” said Jesus. “Why are you bothering her? She has done a beautiful thing to me. The poor you will always have with you, and you can help them any time you want. But you will not always have me. She did what she could. She poured perfume on my body beforehand to prepare for my burial. I tell you the truth, wherever the gospel is preached throughout the world, what she has done will also be told, in memory of her.”
  • 117. Describe the woman  Is she of questionable background?  Does she have great faith?  Is she Mary?  Of Bethany?  Magdalene?
  • 118. Observation vs. Interpretation  Observation:  An act or instance of noticing or perceiving  An act or instance of regarding attentively or watching  An act or instance of viewing or noting a fact of occurrence  Interpretation:  To set forth the meaning of; explain; explicate; elucidate  To construe or understand in a particular way
  • 119. Example  Observation:  The man opened the door for the woman.  Interpretations:  He has romantic intentions.  He’s being helpful.  He’s being chauvinistic.
  • 120. Example  Observation:  A student fails to submit homework when I collect it in class.  Interpretation:  He is lazy.  He has poor time-management skills.  He failed to understand the assignment.  He had a family emergency.  He already slipped it under my office door.
  • 121. Reader’s Digest example  “Every year there’s a softball game between our marketing department and support staff. And every year, the support staff wins. Or so they thought before the spinmeisters [interpreters] took over. “The marketing department is pleased to announce,” read a memo issued to all employees after the game, “that for the 2005 softball season, we came in second place, having lost but one game all year. The support department, however, had a rather dismal season, as they won only one game.”
  • 122. Observations vs. Interpretations  Observations generally answer:  Who?  What?  When?  Where?  If someone can disagree with you, you have probably made an interpretation.
  • 123. Why Observe?  The same facts can be open to multiple interpretations.  It is not wrong to interpret. We just need to know when we’re doing it.  Observations can be asserted. Interpretations must be supported.
  • 124. Why Observe?  We so often miss details  Story of Agassiz and the fish
  • 125. Observation Worksheet  Use the New American Standard  Write in full sentences  Provide parenthetical verse references for each observation
  • 127. Review  An observation is factual. No one can disagree with it.  Often observations answer who, what, when, or where.
  • 128. Acts 1:8  “But you will receive power when the Holy Spirit has come upon you; and you shall be My witnesses both in Jerusalem, and in all Judea and Samaria, and even to the remotest part of the earth.”
  • 130. Historical-Cultural Analysis  Fact: We face a historical and cultural gap when we read the Bible.
  • 131. What Is Culture?  Eugene Nida: “All learned behavior which is socially acquired; that is the material and non-material traits that are passed on from one generation to another.”
  • 132.  Culture provides:  Set of accepted behaviors/values for a community  Set of possibilities  Set of personal and collective lived experiences
  • 133. Discuss  Have you ever had a cross-cultural experience? In that experience did you experience any “cultural misunderstandings?”
  • 134. Broad Historical-Cultural Analysis  “What significant philosophical, geographical, historical, or cultural influences are in the background of this text?”  I have to ask this question because  God’s revelation took place within history  I do not share the same history and culture as the biblical authors
  • 135. Example One  A young boy in a cowboy hat knocks on the door of a stranger’s home, waves a gun, and makes a demand. The homeowner appears unfazed by the child’s clothing, gives the child what he demands, and sends him to the house next door where the scenario repeats itself.
  • 136. Example One  What cultural context is an important background to this scenario?  The awareness that this event occurred on Halloween along with an explanation of “trick or treating” would be necessary to prevent the bewildered observer from calling the police.
  • 137. Example Two  An individual with a beat-up sac stands on the side of the road. He put his thumb in the air and got a ride to the next town.
  • 138. Example Two  What cultural context is an important background to this scenario?  Hitchhiking
  • 139. Genesis 15:9ff  9 So the LORD said to him [Abram], “Bring me a heifer, a goat and a ram, each three years old, along with a dove and a young pigeon.” 10 Abram brought all these to him, cut them in two and arranged the halves opposite each other; the birds, however, he did not cut in half. Then birds of prey came down on the carcasses, but Abram drove them away. . . . 17 When the sun had set and darkness had fallen, a smoking firepot with a blazing torch appeared and passed between the pieces. 18 On that day the LORD made a covenant with Abram and said, “To your descendents I give this land. . . .”
  • 140. Brainstorm Questions  What is a covenant?  How are animals used in establishing a covenant?  Why does the smoking firepot pass between the pieces?
  • 141. Genesis 29  “When the morning came, there was Leah.”  Research ancient Near Eastern wedding customs
  • 142. Sources  Questions about geography  Consult a Bible atlas
  • 143. Sources  Questions about large-scale historical developments  Consult  Old/New Testament History  Old/New Testament Introduction  Old/New Testament Survey
  • 144. Sources  Questions about specific cultural practices  Consult  Bible handbooks  Bible dictionaries  Old/New Testament introductions  Commentaries
  • 145. Cautions  Beware of using theological dictionaries in this step  Beware of anachronistic information
  • 146. Hermeneutics Session 18 Historical-Cultural Analysis: Broad Historical Issues, cont.
  • 147. Romans 14  “One man’s faith allows him to eat everything, but another man, whose faith is weak, eats only vegetables. The man who eats everything must not look down on him who does not, and the man who does not eat everything must not condemn the man who does, for God has accepted him.”
  • 148.  Meat  Vegetables  Food  Food offered to idols
  • 149. 1 Corinthians 9:24–25  “Do you not know that those who run in a race all run, but only one receives the prize? Run in such a way that you may win. Everyone who competes in the games exercises self-control in all things. They then do it to receive a perishable wreath, but we an imperishable.”
  • 150. 1 Corinthians 9:24–25  Running  Prize  Athletic competition  Crown
  • 151. Matthew 1:18–20  Now the birth of Jesus Christ was as follows: when His mother Mary had been betrothed to Joseph, before they came together she was found to be with child by the Holy Spirit. And Joseph her husband, being a righteous man and not wanting to disgrace her, planned to send her away secretly. But when he had considered this, behold, an angel of the Lord appeared to him in a dream, saying, “Joseph, son of David, do not be afraid to take Mary as your wife; for the Child who has been conceived in her is of the Holy Spirit.”
  • 152. Matthew 1:18–20  Marriage  Divorce  Engagement  Betrothal
  • 153.  Brainstorm topics for broad historical-cultural analysis in your texts!
  • 155. Narrow Historical Context  We want to know the history and culture of the people involved with that particular literary creation.  Author  Audience  Date  Provenance  Purpose
  • 156. Author  Does it give a name?  Can you conclude the author’s ethnicity (Jew, gentile) and/or region of origin?  Is the author an eyewitness of recorded events?  What kind of person is the author? Background? Traits?
  • 157. Audience  Who is the intended/original audience of the writing?  Are they people in a specific geographic region?  Can you determine the social and/or economic background?  What customs/concepts are they familiar with and what customs/concepts must the author explain?  What is their spiritual state?  What is their relationship to the author?  Is the author in the community with them or writing from a distance?
  • 158. Dating  Can you specify a year or a time range?  What historical events or people are referenced?  What notable historical events or people are not referenced?  If you have a timeline for the author’s life, when in his/her life was it written?  If the author has written multiple texts, when was this text written in comparison to others?
  • 159. Provenance  Where was the document written?  Does the author explicitly state his/her location or context?  What implicit information is given?
  • 160. Purpose  Does the author state a purpose for writing?  What events or information prompted the author to write to these people at this time?  What does the author want the audience to do as a result of this information?
  • 161. Two-Step Process 1. Consult the text itself  What does the author explicitly or implicitly reveal about his life, his background, his identity?  What knowledge does he assume his readers have? What must he explain to them?  What historical events are mentioned that might help you to date the writing?  What topics receive the most attention, suggesting the primary purpose or theme of the writing as a whole?
  • 162. Two-Step Process 2. Confirm and augment your work by consulting secondary sources about these issues. Secondary sources will alert you to the conversations in the field regarding author, audience, dating, and so on. Introduction information in a commentary OT/NT introduction Bible dictionary that gives introductory info
  • 164. Contextual Analysis  Broad – Outlining  Narrow – Logical Relationships
  • 165. Broad Contextual Analysis  What is the literary context of my passage?  How does my passage fit into the larger context in which it is found?  How do the main points of my passage relate to the main points of the writing (letter, gospel, history, etc.) as a whole?
  • 166. Difference from Historical Analysis  The analysis of literary context has different interests from historical analysis.  It is concerned not with the entire historical context but with the particular way a biblical author has placed an individual passage within an entire block of literature.
  • 167.  For biblical exegesis, the most important literary context of a passage is the entire biblical book in which it is found. How a given passage fits within that book – what it contributes to the entire flow of that book AND what the structure of that book contributes to it – is of significant interest in the literary context step in exegesis.
  • 168. Hermeneutical Circle  One cannot fully understand a selected passage without understanding the literary whole in which it is found.  One cannot fully understand a literary whole without understanding the selected passages within it.
  • 169. The Process of Outlining 1. Read the entire biblical writing.  It might be useful to print out an unmarked copy of the entire biblical book where your passage appears.  You should not follow chapter and verse breaks uncritically. You should not blindly accept the translation’s paragraph or stanza breaks, nor should you opt for changes without good reason. These are interpretive decisions that you must make and you must be prepared to argue for your choice.
  • 170. The Process of Outlining 2. Identify larger sections and changes in topic.
  • 171. The Process of Outlining  Clues to identify transitions between sections in a text:  Repeated words and phrases that serve as structural clues  Changes in concepts and themes  Transitional words or phrases
  • 172. The Process of Outlining 3. Consider the relationship between the various sections.
  • 173. The Process of Outlining Material might be arranged by:  Chronology  Geography  Topic  Doctrine  Reigns of Kings  Major Characters  Major Events
  • 174. The Process of Outlining  Gospels  All four gospels can be outlined chronologically or geographically.  A topical outline is far more informative.
  • 175. The Process of Outlining 4. Complete the outline of the text  Outlining is somewhat subjective.  Consult other outlines and compare!
  • 176. A Three-Level Outline I. Main topics/central ideas should be listed. A. Provide subtopics to the main topic. B. Include at least two or it becomes a main topic. 1. Subpoints to subtopics appear here. 2. Write in complete sentences. 3. Be sure to include parenthetical verse references for ALL sections.
  • 177. Additional Questions for Outlining  With your completed outline, write 1–2 sentences (each) summarizing each major section (should be the A, B, C. . . level) in your outline that precedes your passage.  Write one paragraph summarizing the entirety of topics and literary context that come after your passage. Think about how your text is instrumental in preparing the reader for what will follow.
  • 178. Additional Questions for Outlining  What is the main point of the section immediately before your passage? How does it relate to the passage you are studying?  Write one paragraph about the theme and purpose of your book as a whole, highlighting the place of your text within the larger purpose.
  • 179. Examples  Genesis 22  Ruth 4  Why is it important to know what preceded these texts?
  • 180. Genesis 17  How would you “outline” this passage?  How many paragraphs would you identify?  How are they connected to one another?
  • 181. Hermeneutics Session 26 Lexical-Syntactical Analysis: Translations and Translation Theory
  • 182. Issues in Translation  Moving from one language to another is complicated.  Languages do not have a one for one correlation.
  • 183. Bible Translations  There are many English translations of the Bible available.  NAS  KJV/NKJV  TEV  RSV/NRSV  NIV  NLT  Which is the best? How do they differ?
  • 184. Translation Theory  Formal Equivalence  Gives preference to the form of the original language at the expense of function in the receptor language  NASB, KJV  Functional/Dynamic Equivalence  Gives preference to the function in the receptor language at the expense of the form of the original language  NIV  Paraphrase/Free Translation  Intentional translation plus full interpretation in one  NLT
  • 185. Which translation theory is best?  Formal equivalents add the least interpretation  BUT in their desire to maintain a closeness to the words and grammar of the original language, formal equivalents may introduce ambiguities into the receptor language.
  • 186. Which translation theory is best?  Functional equivalents provide good, readable English.  Doing so requires making interpretive decisions.  Example: genitive relationships  The reader may be unaware of other interpretive options.
  • 187. Which translation theory is best?  Paraphrases/free translations are the easiest to understand.  When they provide the right interpretation, they make it incredibly clear.  What if the interpretation chosen is wrong?  The reader is unaware of other interpretive options.
  • 188. Which translation will I use?  The reader cannot simply choose the translation that he/she likes best.  An author-centered hermeneutic requires a comparison of translations.  By identify places where translations differ in significant ways, the reader knows there is an interpretive choice to be made.
  • 189. Example – Genesis 2:18  Difference in word connotations  NIV: “The LORD God said, ‘It is not good for the man to be alone. I will make a helper suitable for him.’”  NEV: “Then the LORD God said, ‘It is not good for the man to be alone. I will provide a partner for him.’”
  • 190. Example – Genesis 19:5  Difference in word connotations  NIV: “They called to Lot, ‘Where are they men who came to you tonight? Bring them out to us so that we can have sex with them.’”  NRSV: “and they called to Lot, ‘Where are the men who came to you tonight? Bring them out to us, so that we may know them.’”
  • 191. Example – Matthew 28:19–20  Grammar and syntax  NRSV: “Go therefore and make disciples of all nations, baptizing them in the name of the Father and of the Son and of the Holy Spirit and teaching them to obey everything I have commanded you.”
  • 192.  Where is the main verb? What actions are subordinate to the main verb?  Go?  Make disciples?  Baptize?  Teach?
  • 193. Example – Judges 19:25  Referents  “The man took his concubine and sent her outside to them.”  Who is “the man”?
  • 194. The exegetical steps  Word studies  When words are translated in significantly different ways  Consult secondary sources/commentaries  When grammatical/syntactical issues are apparent
  • 196. Steps in a Word Study  Choose a word to study.  Identify the original language word.  Find the range of meaning.  Modify the range of meaning based upon comparisons with author.  Draw a conclusion for a given use of the word.  Compare your results with secondary literature as needed.
  • 197. Choose a word  What words should I choose?  Compare translations. Words that are translated in significantly different ways are good choices.  Repeated words  Words whose meaning will have a significant impact on your interpretation  “Technical” words
  • 198. Identify the original language word  For each English word that needs to be studied, the original word from which it was translated must be identified.  The Old Testament was written mainly in Hebrew with a few sections in Aramaic.  The New Testament was written in Greek.
  • 199. Determining original language words  If you know Hebrew/Greek:  Consult BHS or UBS/NA and find your word.  Determine its lexical form.  An analytical lexicon can provide assistance if needed.
  • 200. Determining original language words  If you do not know Hebrew/Greek:  Consult an exhaustive concordance and look up your English word.  Be sure you are using the word that appears in the translation that corresponds to the translation of your concordance!  Under the entry for your word, find your passage.  These are listed in biblical order.  Identify the numerical code for your word listed at the end of the column.
  • 201. Determining original language words  If you do not know Hebrew/Greek:  Turn to the appropriate dictionary section in the back of the concordance.  Be sure you’re in the Hebrew section for OT words and the Greek section for NT words.  Search by number to find your original language word.  Listed in the original language alphabet.  English transliteration is provided.
  • 202. Find the range of meaning  With your original language word in hand, “look it up.”  There is a simplistic dictionary in the Exhaustive Concordance.  An original language lexicon is a better dictionary.  Consult the alphabetical list of Greek/Hebrew letters for assistance.  Remember: Hebrew reads from right to left.  List out the dictionary entries; these are the semantic range of the word.
  • 203. Modify the range of meaning based upon comparisons with author  Not all of the semantic range is possible for any given use of a word.  Beware anachronistic meanings.  Avoid the “root meaning” fallacy.
  • 204. Modify the range of meaning based upon comparisons with author  Determine which meanings were possible for your author.  Consult an original language concordance.  Look up your word (listed alphabetically).  List the other places where your author (or those closest to him) use the same word.  Look up these passages and read them in their context.  Use contextual clues to augment the dictionary definitions. Create subcategories to your semantic range.
  • 205. Draw a conclusion for a given use of the word  Consider the similarities and differences of your text’s context with other uses of the word.  From the augmented list of definitions, which category fits the use in your text?
  • 206. Hermeneutics Session 30 Theological Analysis: Continuity and Discontinuity
  • 207. Theological Analysis  The presence of one biblical text in a volume alongside other biblical texts creates a theological and canonical context that must be considered in exegesis.
  • 208. Theological Analysis  How does this passage fit into the total pattern of God’s revelation?  Accurate interpretation must consider  how the passage contributes to the theology of the whole canon  how the passage is influenced by the theology of the canon
  • 209. The Hermeneutical Circle  Although theological analysis wants to know how one text fits into the total pattern of God’s revelation, such a question requires that one first identify what God’s pattern of revelation is.
  • 210. Solution  Take a preliminary theological position  Begin the exegetical process with a self- aware commitment to that perspective  Reassess the theological position if data does not fit the initial framework
  • 211. Theories about the pattern of God’s revelation  Stress discontinuity  “Theologies but no theology”  Dispensationalism  Stress continuity  Lutheran  Covenantal  Epigenetic
  • 212. Theologies but No Theology  Scripture is a product of evolutionary development of religion.  The writings in the Bible reflect different levels of sophistication and may conflict with one another.
  • 213. Dispensationalism  Dispensationalism recognizes multiple distinct dispensations throughout salvation history.  A dispensation is “a period of time during which man is tested in respect of obedience to some specific revelation of the will of God.”
  • 214.  In each dispensation  God establishes a pattern for obedience  Humans fail to obey  God responds in mercy by giving a new pattern for obedience
  • 215.  Dispensationalism has changed throughout the past 200 years.  Dispensationalism has recognized between four and nine dispensations.
  • 216. Ryrie’s Seven Dispensations  Dispensation of Innocence or Freedom (Gen 1:28– 3:6)  Dispensation of Conscience (Gen. 4:1–8:14)  Dispensation of Civil Government (Gen. 8:15–11:9)  Dispensation of Promise (Gen. 11:10–Exod. 18:27)  Dispensation of Mosaic Law (Exod. 18:28–Acts 1:26)  Dispensation of Grace (Acts 2:1–Rev. 19:21)  Dispensation of the Millennium (Rev. 20)
  • 217. Lutheran  Law and Gospel are two parallel and ever-present truths in Scripture. God has always responded to man with both Law and Gospel. They are not two different epochs in God’s dealing with man.  Law: God in his hatred of sin, judgment, and wrath  Gospel: God in his grace, love, and salvation
  • 218. Covenantal  All biblical history is divided into two covenants.  A covenant of works in place until the fall.  A covenant of grace in place from the fall to the present.
  • 219. Epigenetic  Divine revelation is analogous to the growth of a tree. All parts are always present even prior to full maturity.  Progressive revelation  God’s revelation gradually increased in definiteness and clarity.
  • 221. Steps in Theological Analysis 1. Determine your own view of the pattern of God’s revelation. 2. Identify implications of this view for the passage you are studying.
  • 222. Steps in Theological Analysis 3. Assess the extent of theological knowledge available to the people of that time (biblical theology). 4. Determine the meaning of the passage for its original recipients in light of their knowledge. 5. Identify additional knowledge about this topic which is available in light of later revelation (systematic theology).
  • 223. Seven Categories of Systematic Theology  Theology  What is God like?  Anthropology  What are people like?  Christology  The person and work of Christ
  • 224. Seven Categories  Pneumatology  The person and work of the Holy Spirit  Soteriology  How is salvation accomplished?  Ecclesiology  How are the people of God (“church”) understood?  Eschatology  What can we know about the end times?
  • 225. Example: 1 Thess 4:13-18  What theological categories are addressed in this text?  “But we do not want you to be uninformed, brethren, about those who are asleep, so that you will not grieve as do the rest who have no hope. For if we believe that Jesus died and rose again, even so God will bring with Him those who have fallen asleep in Jesus. For this we say to you by the word of the Lord, that we who are alive and remain until the coming of the Lord, will not precede those who have fallen asleep. For the Lord Himself will descend from heaven with a shout, with the voice of the archangel and with the trumpet of God, and the dead in Christ will rise first. Then we who are alive and remain will be caught up together with them in the clouds to meet the Lord in the air, and so we shall always be with the Lord. Therefore comfort one another with these words.”
  • 226. 1 Thessalonians 4:13–18  Christology  Belief that Jesus died and rose again.  Eschatology  What Jesus’ return will be like.  The “end” result for individual believers.
  • 227.  Compare and contrast the passage with other texts that address the same issues.  Interpret less clear texts in light of clearer ones.
  • 228. Finding other texts  Concordance  Look up a particular word  Chain reference Bible  Consult the verse references provided
  • 229. Finding other texts  Bible dictionary  Look up a given topic  Systematic theology textbook  Consult the chapter on your topic for discussions of major texts
  • 231. The final exegetical step. . .  Compare your work with others  Because you have done the exegetical work, you are not merely dependent upon the views of other scholars, but you are prepared to be in dialogue with them.
  • 232. Kinds of secondary sources  Monographs  Commentaries  Journal articles
  • 233. Commentaries  One-volume commentaries on the whole Bible  Very limited information on any given passage  If you’ve done the exegetical process well, you probably know everything that it says already!
  • 234. Commentaries  English-language commentaries  Can offer more detail than one-volume commentaries  Do not have grammatical, syntactical, or lexical insight because they work only from the English translation
  • 236. Exegetical Commentaries  Based on the original language text  Discuss various possible meanings, evaluates them, then argue for the one the author thinks is correct  Include text critical discussions  Provide in-depth historical context (broad and narrow)  Provide a bibliography
  • 237. Recommended commentaries  Word  NICOT/NICNT  See the Appendix in Fee/Stuart  See the bibliography in Duvall/Hays, Grasping God’s Word
  • 238. Journal Articles  ATLA search engine  Some articles are available with full text  Recommended journals:  JETS  JBL  Novum Testamentum  Bibliotheca Sacra  Hermeneia  JSOT/JSNT
  • 239. Internet Resources  Is the author clearly stated (i.e., an individual or a professional group)?  Does the author have credentials on the topic about which he is writing?  Does the writing style/content demonstrate interaction with other materials in the field?  Is the purpose to inform and educate or to sell you something?  Are the content and conclusions compatible with other established knowledge in the area?
  • 241. Special Hermeneutics  General hermeneutics provides the rules that we use in interpreting any text  Special hermeneutics refers to the unique additional guidelines that arise for any given literary type/genre  We want to identify the unique reading strategy that is required for various genres
  • 242. Epistles  Which biblical texts are epistles?  Paul’s thirteen New Testament letters (Romans through Philemon)  Hebrews  James  1 and 2 Peter  1, 2, 3 John  Jude
  • 243. Discuss  When you write a letter, what parts do you include?  How do you start?  How do you finish?
  • 244. Letter Structure  The first-century Greco-Roman world had an expected letter structure which is visible in many of the biblical epistles  Salutation  Author  Audience  Greetings  Thanksgiving  Body  Concluding Greetings/Benediction
  • 245. Example  Turn to Philemon  Where is the salutation?  Where is the thanksgiving?  Where is the body?  Where are the concluding greetings and benediction?
  • 246. Situational/Occasional Documents  Letters are written in a particular time and place between people who actually lived and communicated. They were written in historical situations and on historical occasions.  Discuss the implications of this for the hermeneutical process.
  • 247. Discuss  Describe the reading strategy that you will use when interpreting a letter.
  • 248. Hermeneutics Session 35 Literary Analysis: Old Testament Narrative and Acts
  • 249. Historical Narrative  The purpose of historical narrative is to:  Tell what actually happened  To interpret historical events for the reader  Can a narrative be both “biased” and historically accurate?  Biblical narrative emphasizes God’s activity in human history
  • 250. Three Levels of Historical Narrative  Third (“top”) level: Metanarrative  Second level: Covenants  First level: individual stories/pericopae
  • 251. Elements of a Narrative  Narrator  Scenes  Characters  Dialogue  Plot
  • 252. Clues for Finding an Author’s Point  Introductory and concluding statements  Repetition of key words or phrases  Comments where the author actually tells the reader how to interpret an event  Side comments by the narrator  Words attributed to God  Use of summary statements  Movement from indirect to direct dialogue
  • 253. Reading Strategies for Narrative  Narrative RARELY teaches doctrine.  Narratives are descriptive NOT prescriptive.  Key figures in narratives should not be glorified.  Narratives are selective.  Look for God as a “silent character.”
  • 254. Acts is Historical Narrative  It is historical, NOT doctrinal.  It is descriptive, NOT prescriptive.  It is selective and incomplete.  Christians err when we read Acts as setting historical precedent for the church; only what is intended to be taught is normative for contemporary (or any!) Christian practice!
  • 255. Example: Acts 1:21–26  Are these valid conclusions from this text?  Casting lots is a satisfactory means of determining God’s will.  Prayer is a necessary means of seeking God’s will.  Jesus’ apostles cast lots and prayed to seek God’s will.
  • 256. Example: Acts 2:42–46  Are these valid conclusions from this text?  It is wrong for rich Christians today to hold on to their possessions rather than selling their possessions in order to provide for those in the church who are in need.  The most Christian form of government is communism (believers hold everything in common).  If our churches could follow this model, then God will add to the number of those being saved each day.  Studying the apostles’ teaching, fellowship, breaking bread, and prayer are activities that are appropriate for God’s people.
  • 257. Example: Acts 10:44–48  Are these valid conclusions from this text?  The Holy Spirit is poured out on Gentile believers in Christ.  Speaking in tongues provides the necessary proof of whether someone has received the Holy Spirit.  Believer’s baptism is preferable to infant baptism.  All believers in Christ should be baptized in the name of Jesus Christ.  God has included non-Jews among his New Covenant people.
  • 258. Hermeneutics Session 36 Literary Analysis: Gospels and Gospel Parallels
  • 259. The Gospel Genre  Gospels are historical narratives  Three levels of narrative apply to gospels  Individual stories/pericopae  The evangelist’s arrangement of the material into a gospel  God’s metanarrative
  • 260. Additional Form within Gospels  Various forms within the gospels require specific reading strategies to avoid misinterpretation  Parables  Hyperbole  Proverbs  Poetry
  • 261. Unique Factors for Gospel Interpretation  The gospels reflect multiple historical contexts.  Jesus’ context.  The context of the early church and their memories about Jesus.  The context of the gospel writer and his audience.
  • 262. Unique Factors for Gospel Interpretation  We have four gospels.  They are similar to each other.  They differ from each other.
  • 263. Higher Criticisms in Gospel Studies  One’s decision about the relationship between the gospels and the relative reliability of the early believers will affect one’s interpretation of the gospels.  Source Criticism  Form Criticism  Redaction Criticism
  • 264. Clues to the Author’s Intent  Selectivity  Arrangement  Adaptation  Use a gospel synopsis to compare parallel texts between gospels.
  • 265. Contradiction or Different Perspective?  Read Luke 19:28f and Matthew 21:1–7.  How many donkeys?
  • 267. Compare Similes and Metaphors  Simile:  An expressed comparison  Uses the words like or as  Compares the subject and thing compared  Metaphor:  An unexpressed comparison  Does not use the words like or as  Intertwines the subject and the thing compared  Not meant to be taken literally; rather stresses a single point of comparison
  • 268. “Parables” and “Allegories”  Parable:  An extended simile  Allegory:  An extended metaphor  The words parabole (Gk) and mashal (Heb), translated as “parable,” have broader definitions!  The “distinction between parable and allegory. . . is among the most debated issues in New Testament studies.”
  • 269. Getting to the Point. . .  How many points does a “parable” intend to make?  Many – read them as full allegories  One and only one  Several – one main point per main character?
  • 270. Example: Matthew 13:33  “The kingdom of heaven is like yeast that a woman took and mixed into a large amount of flour until it worked all through the dough.”  Simile?  Parable?  Allegory?
  • 271. Jesus’ use of Parables  The word “parable” appears more than 50 times in the gospels  Typical parables draw on common images in life to emphasize a spiritual truth  Jesus frequently teaches by means of parables  Why? (Matt. 13:10f; Mark 4:11f)  Reveal truth to believers  Prevent understanding
  • 272. Reading Strategies for Parables  Literary Context  Sometimes the intended meaning is stated explicitly in the introduction to the parable.  Sometimes the intended meaning is conveyed through the application that is made of the parable.  Sometimes the placement of the parable near a certain event in Jesus’ ministry or with other teachings of similar themes clarifies meaning.
  • 273. Reading Strategies for Parables  Historical-Cultural Analysis  Parables draw on examples from everyday life requiring historical-cultural awareness for full understanding.  The stories expressed within parables themselves are not historic occurrences. The characters are literary creations not actual people.
  • 274. Reading Strategies for Parables  Clues to the main point(s):  Main characters  Topics receiving the most attention  Elements in direct dialogue  Principle of end stress  Identify the unexpected twist that catches the listeners off guard and forces them to reconsider their perspective
  • 275. Can a parable be explained?  Know any good jokes?  When you fail to “get” a joke and someone has to explain it to you, does it lose its meaning?  If parables have to be explained, do they lose their punch?  If we already know the ending, is the parable stripped of its power to shock?  Consider “rewriting” parables so that they are truly heard
  • 276. Caution!  Parables are not primarily doctrinal or historical  Consider Luke 16:19–31 – Lazarus and the rich man  Consider Luke 16:1–8 – the Shrewd Manager
  • 278. Which Texts Are Law?  Books of the Law:  Genesis  Exodus  Leviticus  Numbers  Deuteronomy
  • 279. Historical Context of the Law  The Law cannot be understood apart from the historical context in which it is given  It is given to the redeemed Israelites  Freed from Egyptian bondage  Headed to the Promised Land
  • 280. Purpose of the Law  The Law is to make God’s people distinct from those around them.  “When you enter the land the LORD your God is giving you, do not learn to imitate the detestable ways of the nations there” (Deut. 18:9).
  • 281. Purpose of the Law  The Law reveals something of God’s character.  The individual precepts are tied to God’s character.  “Do not do anything that endangers your neighbor’s life. I am the LORD. . .” (Lev. 19:16).
  • 282. Purpose of the Law  The Law points people to their guilt as lawbreakers and hence it highlights their need for God’s grace.  “Therefore no one will be declared righteous in his sight by observing the law; rather, through the law we become conscious of sin” (Rom. 3:20).  “The law was added so that trespass might increase. But where sin increased, grace increased all the more” (Rom. 5:20).
  • 283. Three Categories of Laws  Ritual  Worship  Sacrificial system  Priestly requirements  “From the day after the Sabbath, the day you brought the sheaf of the wave offering, count off seven full weeks. . . . Then present an offering of new grain to the Lord” (Lev. 23:15).
  • 284. Three Categories of Laws  Civil  Governmental  Deut. 19:1-4: Set up cities of refuge for those who are guilty of accidental murder
  • 285. Three Categories of Laws  Moral/Ethical  “Do not steal” (Lev. 19:11)
  • 286. Two Types of Laws  Apodictic  Direct commands of general application  Ten Commandments  Apply to everyone in all circumstances  Casuistic  Case law  If. . . then. . .  Apply to some people in certain circumstances
  • 287. Discuss  How do we read the Law today?  To understand how it was helpful to them in their historical setting  To learn about God  Fee and Stuart say the Old Testament Law is “still the Word of God for us, even though it is not the command of God to us.” What does this mean?
  • 289. What Biblical Books Are Prophecy?  Major Prophets  Isaiah  Jeremiah  Ezekiel  Minor Prophets  Hosea  Joel  Amos  Obadiah  Jonah  Micah  Nahum  Habakkuk  Zephaniah  Haggai  Zechariah  Malachi
  • 290. What Is Prophecy?  When we use the word “prophecy” we typically mean a prediction of future events.
  • 291.  Sometimes the OT prophets predict future events:  In their own time  In the time of Christ  In the end time
  • 292. Can prophecies overlap the times?  Isaiah 7:14 predicts the birth of a child.  Most likely this was fulfilled in Isaiah’s own time.  Matthew 1:21–22 claims the fulfillment of Isaiah 7:14 in the birth of Jesus.
  • 293. Fulfillment of Prophecy  Any predictive element in prophecy looks to a time in the future (so far as the author and audience are concerned).  The great majority of the time these predictive elements are PAST to us.  We do not need to look for further fulfillment.
  • 294. What Is Prophecy?  Fee and Stuart argue that Old Testament prophets are better understood as “forthtellers” rather than “foretellers.”  Forthtelling occurs within the covenant context.  Prophets are covenant enforcers.  The blessings and curses of the covenant apply corporately rather than individualistically.
  • 295. The Purpose of Prophecy  Prophecy [including predictive prophecy] is generally concerned to  Bring about repentance  Reestablish proper covenant relationship  The majority of prophecy maintains an opportunity for repentance  Jonah example
  • 296. The Hermeneutic Challenge  The intended meaning of prophecy cannot be fully grasped without knowing the historical context in which the prophet is speaking.  Challenge: Most of our prophetic texts lack historical narrative to give the contextual data!  Bible dictionaries and commentaries are invaluable helps.
  • 297. The Hermeneutical Challenge  Minimal context given for prophetic oracles  Where does one oracle start and the next begin?  Identify various “forms” of prophetic oracles can help  Lawsuit  Woe  Enactment
  • 298. The Hermeneutic Challenge  Sensus plenior  Look to see if a New Testament text has already identified a secondary fulfillment of your text.  Can you identify a sensus plenior?
  • 299. The Hermeneutic Challenge  Prophetic texts often incorporate poetic language.  Synonymous parallelism  Antithetical parallelism  Chiasm
  • 301. Exegesis Leads to Application  Exegesis determines historical meaning.  Application focuses on contemporary relevance.
  • 302.  Exegesis must lead to application; a text can’t mean (apply) what it never meant.  But how do we move from then to now? What is a valid application?
  • 303. Leading Questions. . . . . . as we move from meaning to application 1. What is the main point of my passage?  This is the meaning discovered through exegesis.
  • 304. Leading Questions. . . 2. What general principles (spiritual, moral, theological) can be deduced from the main point of the passage?  What does this passage teach about God?  What does this passage teach about the nature of people?  Is it concerned with proper belief? Proper action?  Avoid allegories here!
  • 305. Leading Questions. . . 3. What is the expression of that principle in its own historical context?  Within what sectors of life does it require application?  Interpersonal? Piety? Social? Economic? Spiritual? Familial?
  • 306. Leading Questions. . . 4. Do the same life issues addressed by the passage in its historical context continue to exist today?  What specific situations today are comparable to those of the historical context?
  • 307. Leading Questions. . . 5. What is the specific audience of the application in its historical context?  Individual?  Corporate? 6. Does that same audience exist now?
  • 308. Leading Questions. . . 7. Is there an application that is primary?  Even though other secondary applications may be present, it is best to focus on the one, primary application.  State it as concretely as possible
  • 309. Leading Questions. . . 8. Are any responses/expressions culturally or temporally bound? What is pancultural and pantemporal?
  • 310. Is the Command Culturally Bound?  Distinguish between the command and the principle behind it  What is the reason given for the principle?  Either. . .  Retain the command as it stands  Retain the principle but modify its expression  Who are the intended recipients?
  • 311. Examples  2 Timothy 4:13 – “Do your best to come to me quickly. . . When you come bring the cloak that I left with Carpus at Troas, and my scrolls, and the parchments.”  Leviticus 19:9–10 – Gleaning  “Greet one another with a holy kiss”  John 13:12–16  1 Peter 2:13–17  Colossians 3:22–25