*(From Chapter 11; How to Read the Bible for all its Worth)
“How do words that are spoken to God [as well as about God] function as a Word from God to us?” p. 187
They help us
1)express ourselves to God
The Psalms can help us express our joys and sorrows, successes and failures, hopes and regrets.
2)consider his ways
--Some Psalms are fairly easy to follow, like Psa. 23: The Lord is our Shepherd, but others are not so easy to follow...
--What about psalms that dwell on the misery of the speaker? "Be merciful to me O God, for men hotly pursue me (Psa 56:1)"
--That speak of the glory of kings? Ps 21:1 O LORD, the king rejoices in your strength.
How great is his joy in the victories you give!
--That speak of infants being dashed against rocks (137:8-9)?
PS 137:8 O Daughter of Babylon, doomed to destruction,
happy is he who repays you
for what you have done to us--
PS 137:9 he who seizes your infants
and dashes them against the rocks.
I. General Points about Interpreting the Psalms
1.It’s poetry
a.Synonymous parallelism (Psa 19:1, 2, 4; 34:15,16 ); take it as a whole—Your turn 1,2,5, 6, 9, 10, 12 Psalm 33:Which verses are synonymous?
b.Musical poems--addressed to the heart:
A Mighty fortress is our God—he’s not a building
In sin did my mother conceive me (Psa 51:5) This is poetic, not literal.
c.vocabulary is metaphorical
mountains skip, PS 114:4 the mountains skipped like rams, the hills like lambs. enemies spit swords, God is a shepherd, fortress, shield and rock
2.The Psalms as Literature
a.Types-lament, thanksgiving…
b.Form (according to its type)
c.Function-you don't read something written for kings at a wedding. That doesn't relate.
d.Patterns-repetitions of words, acrostics (Psa. 119)
e.Literary unit-each verse fits into the whole. Don’t take things out of context.
II. The Types of Psalms
1.Laments-largest group, Individual (3*, 22, 31, 39, 42, 57, 71, 120, 139, 142) or corporate (12, 44, 80, 94, 137)
2.Thanksgiving- Community (65, 67, 75, 107, 124, 136), individual (18, 30, 32, 34, 40, 66, 92, 116, 118, 138*)
3.Praise-Salvation History-78*, 105, 106, 135
Imprecatory Psalms
137:7-9 Jerusalem destroyed. Taken captive by Babylon aided and encouraged by Edomites. We tell God our angry words. He is the one that will judge. We have handed over judgment to Him. Hate (Psa 139:22) can also mean despise, unable to put up with, reject. (See Mal. 1:2 Esau have I hated)
Concluding Observations
How can we use these words of God that are words to God?
Opportunities for us also to speak to God.
Three benefits:
a.An guide to worship
b.Encouragement to honest expression to God
c.Demonstrate the importance of reflection and meditation.
Caution: We are not guaranteed a problem free existence. Psa 23:6; David had a very difficult life.
Tuesday, April 20, 2010
The Gospels: One Story, Many Dimensions
*How to Read the Bible for All Its Worth, Fee & Stuart
Nature of the Gospels
1. Jesus didn’t write the gospels, they are books about him. (There is an extra person that we need to understand.)
2. There are four different gospels: Mark 1st, Matthew and Luke using Mark and then, separately, John.
--They each have their own reason for writing
--One reason for four is that there were different needs in the different Christian communities.
So we must take into consideration the historical setting
1. of Jesus and
2. of the writers.
The Historical Context of
Jesus
1. General historical context of Jesus-
a. 1st century Judaism- Pharisees, Sadducees…
---Also recall some of the things we learned from the excerpt from Philip Yancey on the background of Jesus
b. parables, proverbs
c. hyperbole-gouging out an eye
2. Specific historical context of Jesus-
a. came from individual stories, with a context and saying; (or just a saying)
b.Sometimes there are different contexts for the same saying. (Mt 10:5-20; Lk 9:2; 10:3; 21:12; 12:11)
c. Were the sayings intended for disciples, crowds or opponents?
--What was Jesus’ point?
The Historical Context of
the Evangelist
Why was it that Mark (and the others) wrote their gospels?
Mark- What did it mean to be the Messiah?
1. He was powerful, it is true, but he kept the fact that he was the Messiah secret. (7:36) Why?
They don’t understand what the Messiah was to be like, that he was to be a servant that would die.
2. The cross and servanthood are part of being the Messiah, and are part of being a disciple as well. (8:31 and 34)
3. Probably written in Rome shortly after Peter’s martyrdom, at a time of great suffering. p. 120
This is Mark’s historical setting. He will be more concerned about persecution than the other Gospel writers.
Matthew-Jesus is the promised Messiah; the Messianic kingdom has arrived
Luke-Evangelism-confirming the faith of Theophilus; eyewitnesses, prophecy, defend Christianity as a religion in the Roman Empire
John-that people might believe that Jesus is the Son of God, that he was God
The Literary Context
1. Think Horizontally --look at the parallels in the other Gospels.
a. We will see what is distinctive
b. We will see the different contexts for the sayings and stories.
2. Think vertically Jesus’ and the writer’s historical contexts.
Interpreting the Gospels as a Whole
(Factors in composing the Gospels)
1.Selectivity
(John 20:30-31)
(Luke doesn’t use Mark 6:45-8:26)
2. Arrangement
due to different interests (Jn 20:31)
Jesus ministry mostly in Jerusalem & Judea because Jesus was the Jewish Messiah
3. Adaptation
a. Fig tree is withered
Mk 11:12-14, 20-25 and Mt. 21:18-22
b. Take a look at Mark 1:21-3:6
What does this emphasize about Jesus?
--Jesus’ popularity then opposition.
Compare Matthew and Luke's version of the Sermon on the Mount.
Nature of the Gospels
1. Jesus didn’t write the gospels, they are books about him. (There is an extra person that we need to understand.)
2. There are four different gospels: Mark 1st, Matthew and Luke using Mark and then, separately, John.
--They each have their own reason for writing
--One reason for four is that there were different needs in the different Christian communities.
So we must take into consideration the historical setting
1. of Jesus and
2. of the writers.
The Historical Context of
Jesus
1. General historical context of Jesus-
a. 1st century Judaism- Pharisees, Sadducees…
---Also recall some of the things we learned from the excerpt from Philip Yancey on the background of Jesus
b. parables, proverbs
c. hyperbole-gouging out an eye
2. Specific historical context of Jesus-
a. came from individual stories, with a context and saying; (or just a saying)
b.Sometimes there are different contexts for the same saying. (Mt 10:5-20; Lk 9:2; 10:3; 21:12; 12:11)
c. Were the sayings intended for disciples, crowds or opponents?
--What was Jesus’ point?
The Historical Context of
the Evangelist
Why was it that Mark (and the others) wrote their gospels?
Mark- What did it mean to be the Messiah?
1. He was powerful, it is true, but he kept the fact that he was the Messiah secret. (7:36) Why?
They don’t understand what the Messiah was to be like, that he was to be a servant that would die.
2. The cross and servanthood are part of being the Messiah, and are part of being a disciple as well. (8:31 and 34)
3. Probably written in Rome shortly after Peter’s martyrdom, at a time of great suffering. p. 120
This is Mark’s historical setting. He will be more concerned about persecution than the other Gospel writers.
Matthew-Jesus is the promised Messiah; the Messianic kingdom has arrived
Luke-Evangelism-confirming the faith of Theophilus; eyewitnesses, prophecy, defend Christianity as a religion in the Roman Empire
John-that people might believe that Jesus is the Son of God, that he was God
The Literary Context
1. Think Horizontally --look at the parallels in the other Gospels.
a. We will see what is distinctive
b. We will see the different contexts for the sayings and stories.
2. Think vertically Jesus’ and the writer’s historical contexts.
Interpreting the Gospels as a Whole
(Factors in composing the Gospels)
1.Selectivity
(John 20:30-31)
(Luke doesn’t use Mark 6:45-8:26)
2. Arrangement
due to different interests (Jn 20:31)
Jesus ministry mostly in Jerusalem & Judea because Jesus was the Jewish Messiah
3. Adaptation
a. Fig tree is withered
Mk 11:12-14, 20-25 and Mt. 21:18-22
b. Take a look at Mark 1:21-3:6
What does this emphasize about Jesus?
--Jesus’ popularity then opposition.
Compare Matthew and Luke's version of the Sermon on the Mount.
Acts: The Question of Historical Precedent
*from "How to Read the Bible for All Its Worth," Fee & Stuart
Court cases: --precedent
--the decision that is made in a particular case determines how things will be decided in the future.
Advertisement: “Pleading for the restoration of NT Christianity” Is this what Luke is there for?
Luke, with the Holy Spirit, intended something—
“What was it?”
If we can get a good idea of Luke’s basic intent, it will help us understand the individual passages.
Exegesis of Acts: what’s the right focus?
---Historical details? What do we know about the early Christian church?
---Apologetic value? Showing how the Bible is true because of Luke’s accuracy as an historian.
---Inspiration of early church? We see models that inspire us.
Background:
Acts as History:
Hellenistic historiography-
1. encourage, entertain and
2. inform, moralize or offer an apologetic—showing divine activity
We are interested in…
--What happened, but also
--Why did Luke write what he did, why did he include what he did?
--Did he write to provide a pattern for the church, or was there some other reason?
1. Read it through
2. Note key people and places, natural divisions
3. Why did Luke write the book?
What are the natural divisions?
Section 1--1:1—6:7 The primitive church in Jerusalem
Section 2 6:8—9:31 First expansion—by Hellenists
Section 3 9:32—12:24 First expansion to the Gentiles
Section 4 12:25—16:5 First expansion to the Gentile world
Section 5 16:6—19:20 Further, westward, expansion into the Gentile world
Section 6 19:21—28:30 Events that move Paul and the Gospel to Rome
The Role of the Holy Spirit is essential in all of this…
Luke’s purpose:
1. To show how the Jewish, Jerusalem-based church became a Gentile and worldwide one
2. Was he interested in
--biographies of apostles?
--church organization?
--the expansion of the church throughout the world?
--no description of expansion other than in the direction of Rome
In light of the above, a comprehensive church history is not what Luke had in mind
3. Was Luke interested in standardizing the practice of the churches?
--in conversion-
Spirit and baptism constant;
but laying on of hands, tongues, repentance not standard
--Jerusalem church had a communal life, but Gentile churches apparently did not.
4. The “model” seems to be a church…
--triumphant, joyful
--expanding to Gentiles
--empowered by HS
--where lives are changed
A look at 6:1-7
How does this fit into the book? What purpose does it serve structurally?
1. Hellenists were Greek speaking Jews
2. Hellenists not native to Jerusalem
3. Their widows caused strain on Jerusalem
4. Hellenists had their own synagogue (Stephen and Saul)
5. Church had made large advances in that synagogue
6. “Seven” not called deacons; ministers (Stephen & Philip)
Why does Luke include this story?
6:1-7 One reason is that it sets the scene for expansion outside of Jerusalem.
Hermeneutics of Acts
"Unless Scripture explicitly tells us we must do something, what is only narrated or described does not function in a normative way—unless it can be demonstrated on other grounds that the author intended it to function in this way.” p. 106
Perhaps we can argue that something ought to be a principle if it is always done this way in the New Testament.
If there are different patterns, it would be something that could possibly be repeated, but is not a law.
If it is cultural, it is not a principle. (pp. 111-112)
Court cases: --precedent
--the decision that is made in a particular case determines how things will be decided in the future.
Advertisement: “Pleading for the restoration of NT Christianity” Is this what Luke is there for?
Luke, with the Holy Spirit, intended something—
“What was it?”
If we can get a good idea of Luke’s basic intent, it will help us understand the individual passages.
Exegesis of Acts: what’s the right focus?
---Historical details? What do we know about the early Christian church?
---Apologetic value? Showing how the Bible is true because of Luke’s accuracy as an historian.
---Inspiration of early church? We see models that inspire us.
Background:
Acts as History:
Hellenistic historiography-
1. encourage, entertain and
2. inform, moralize or offer an apologetic—showing divine activity
We are interested in…
--What happened, but also
--Why did Luke write what he did, why did he include what he did?
--Did he write to provide a pattern for the church, or was there some other reason?
1. Read it through
2. Note key people and places, natural divisions
3. Why did Luke write the book?
What are the natural divisions?
Section 1--1:1—6:7 The primitive church in Jerusalem
Section 2 6:8—9:31 First expansion—by Hellenists
Section 3 9:32—12:24 First expansion to the Gentiles
Section 4 12:25—16:5 First expansion to the Gentile world
Section 5 16:6—19:20 Further, westward, expansion into the Gentile world
Section 6 19:21—28:30 Events that move Paul and the Gospel to Rome
The Role of the Holy Spirit is essential in all of this…
Luke’s purpose:
1. To show how the Jewish, Jerusalem-based church became a Gentile and worldwide one
2. Was he interested in
--biographies of apostles?
--church organization?
--the expansion of the church throughout the world?
--no description of expansion other than in the direction of Rome
In light of the above, a comprehensive church history is not what Luke had in mind
3. Was Luke interested in standardizing the practice of the churches?
--in conversion-
Spirit and baptism constant;
but laying on of hands, tongues, repentance not standard
--Jerusalem church had a communal life, but Gentile churches apparently did not.
4. The “model” seems to be a church…
--triumphant, joyful
--expanding to Gentiles
--empowered by HS
--where lives are changed
A look at 6:1-7
How does this fit into the book? What purpose does it serve structurally?
1. Hellenists were Greek speaking Jews
2. Hellenists not native to Jerusalem
3. Their widows caused strain on Jerusalem
4. Hellenists had their own synagogue (Stephen and Saul)
5. Church had made large advances in that synagogue
6. “Seven” not called deacons; ministers (Stephen & Philip)
Why does Luke include this story?
6:1-7 One reason is that it sets the scene for expansion outside of Jerusalem.
Hermeneutics of Acts
"Unless Scripture explicitly tells us we must do something, what is only narrated or described does not function in a normative way—unless it can be demonstrated on other grounds that the author intended it to function in this way.” p. 106
Perhaps we can argue that something ought to be a principle if it is always done this way in the New Testament.
If there are different patterns, it would be something that could possibly be repeated, but is not a law.
If it is cultural, it is not a principle. (pp. 111-112)
Old Testament Narratives
The OT Narratives: Their Proper Use*
* A Summary from How to Read the Bible for all its Worth
The Nature of Narratives
a. What Narratives Are:
b. Three levels of Narratives
c. What Narratives are not:
I. The Nature of Narratives
What Narratives Are:
Showing God at Work in His Creation and Among His People
B. Three Levels of Narrative
1. Top Level: God’s Big Plan
--Creation
--Fall
--Power of Sin
--Need for Redemption
--Christ’s incarnation and sacrifice
The Big Plan is “The Story of Redemption”
2. Middle Level --Centers on Israel
--The Call of Abraham
--The Establishment of Abraham’s descendants
--The Enslaving of Israel
--God’s deliverance of Israel
--Conquest of Canaan
--Israel’s frequent sins
--God’s patient protection
3. Bottom Level --Individual Narratives
Joseph, Gideon, David…
Each narrative is also a part of the story of Israel and a part of the
“Story of Redemption”
C. What Narratives are Not:
1. Not just stories about people who lived in OT times
God is the “protagonist”, the hero, the focus
2. Not allegories or stories filled with hidden meanings
“Joseph relates the prophetical dreams he had. Though he was now about seventeen years old, yet he was pious and devout, and well-inclined, and this fitted him for God’s gracious discoveries of himself to him.”
3. Do not always teach directly; they often illustrate what is explicitly taught elsewhere.
4. Each individual narrative does not necessarily have a moral of its own. The whole unit has the message.
Principles for Interpreting Narratives (see handout)
Ways NOT to interpret Narratives
(OR, “How to make a passage say anything you want it to!”)
1. Make an allegory
2. Ignore the context
3. Pick and choose
4. Tricky combination
5. Change the definition
6. Use an outside authority
7. Finding a moral
8. Find a personal application
* A Summary from How to Read the Bible for all its Worth
The Nature of Narratives
a. What Narratives Are:
b. Three levels of Narratives
c. What Narratives are not:
I. The Nature of Narratives
What Narratives Are:
Showing God at Work in His Creation and Among His People
B. Three Levels of Narrative
1. Top Level: God’s Big Plan
--Creation
--Fall
--Power of Sin
--Need for Redemption
--Christ’s incarnation and sacrifice
The Big Plan is “The Story of Redemption”
2. Middle Level --Centers on Israel
--The Call of Abraham
--The Establishment of Abraham’s descendants
--The Enslaving of Israel
--God’s deliverance of Israel
--Conquest of Canaan
--Israel’s frequent sins
--God’s patient protection
3. Bottom Level --Individual Narratives
Joseph, Gideon, David…
Each narrative is also a part of the story of Israel and a part of the
“Story of Redemption”
C. What Narratives are Not:
1. Not just stories about people who lived in OT times
God is the “protagonist”, the hero, the focus
2. Not allegories or stories filled with hidden meanings
“Joseph relates the prophetical dreams he had. Though he was now about seventeen years old, yet he was pious and devout, and well-inclined, and this fitted him for God’s gracious discoveries of himself to him.”
3. Do not always teach directly; they often illustrate what is explicitly taught elsewhere.
4. Each individual narrative does not necessarily have a moral of its own. The whole unit has the message.
Principles for Interpreting Narratives (see handout)
Ways NOT to interpret Narratives
(OR, “How to make a passage say anything you want it to!”)
1. Make an allegory
2. Ignore the context
3. Pick and choose
4. Tricky combination
5. Change the definition
6. Use an outside authority
7. Finding a moral
8. Find a personal application
Friday, April 16, 2010
Journaling Project-Philipians
Please spend at least 10 minutes on each number below. Your responses should be approximately 1/2 to one journal page per section (1-5). Please number and letter your responses 1-5 as I have done below so it is easier for me to match your comments to my questions.
To be handed in by 26 April
1. Read the introduction to Philippians
2. Write down 5 important facts that you learn about the city and the occasion for the letter.
3. Read through Philippians in one sitting.
4. What are three things you learn about the Philippians (with references)
--a.
--b.
--c.
5. What is Paul's attitude (with references)
To be handed in by 3 May
1. a. (Looking at the whole book) What causes Paul to write-what is the occasion?
b. Next, state the logical divisions of the book (be a bit more specific than the title headings given in your Bibles)?
2. a. Read Phil. 1:1-11 in two translations.
b. What do you know about the recipients from this section?
3. Read Phil. 1:1-6
a. Literary Context: What does Paul have to say to them in this section?
b. Why is he saying it? How does it fit into all of what he is saying?
c. How does this apply to us?
4. a. Read Phil. 1:7-11 in two translations. (Which did you read?)
b. Literary Context: What does Paul have to say to them in this section?
Why is he saying it? How does it fit into all of what he is saying?
c. How does this apply to us?
5. a. Read the next section, Phil. 1:12-26, in two translations (which two did you use?)
b. Historical Context: What more do you learn about the Philippians in this section?
c. Literary Context: How would you title this section? What are Paul's purposes in this section?
To be handed in by 10 May
1. Read Phil. 1:12-18a
a. Literary Context: What does Paul have to say to them in this section?
Why is he saying this to the Philippians? How does it fit in to all of what he is saying?
b. How does this apply to us?
2. Read Phil. 1:18b-26
a. Literary Context: What does Paul have to say to them in this section?
Why is he saying this to the Philippians? How does it fit in to all of what he is saying?
b. How does this apply to us?
3. a. Read Phil. 1:27-2:18 in two versions. (Which ones did you read?)
b. Historical Context: What more do you learn about the Philippians in this section?
c. Literary Context: How would you title this section? What are Paul's purposes in this section?
4. Read Phil. 1:27-30.
a. Literary Context: What does Paul have to say to them in this section?
Why is he saying this to the Philippians? How does it fit in to all of what he is saying?
b. How does this apply to us?
5. Read Phil. 2:1-4
a. Literary Context: What does Paul have to say to them in this section?
Why is he saying this to the Philippians? How does it fit in to all of what he is saying?
b. How does this apply to us?
To be handed in on 17 May
1. And 2. Read Phil. 2:5-11 (This section is longer so I am giving you two days to work on it. You will answer the questions below once, but they should be longer answers.)
a. Literary Context: What does Paul have to say to them in this section?
Why is he saying this to the Philippians? How does it fit in to all of what he is saying?
b. How does this apply to us?
3. Read Phil. 2:12-13
a. Literary Context: What does Paul have to say to them in this section?
Why is he saying this to the Philippians? How does it fit in to all of what he is saying?
b. How does this apply to us?
4. Read Phil. 2:14-18
a. Literary Context: What does Paul have to say to them in this section?
Why is he saying this to the Philippians? How does it fit in to all of what he is saying?
b. How does this apply to us?
5. a. Read Phil. 2:19-30 in two versions. (Which ones did you read?)
b. Historical Context: What more do you learn about the Philippians in this section?
c. Literary Context: How would you title this section? What are Paul's purposes in this section?
To be handed in on 24 May
1. Read Phil. 2:19-24
a. Literary Context: What does Paul have to say to them in this section?
Why is he saying this to the Philippians? How does it fit in to all of what he is saying?
b. How does this apply to us?
2. Read Phil. 2:25-30
a. Literary Context: What does Paul have to say to them in this section?
Why is he saying this to the Philippians? How does it fit in to all of what he is saying?
b. How does this apply to us?
3. Read Phil 3:1-16 in two translations (which ones did you read?)
a. Historical Context: What more do you learn about the Philippians in this section?
b. Literary Context: How would you title this section?
c. What are Paul's purposes in this section?
4. Read Phil 3:1-6
a. Literary Context: What does Paul have to say to them in this section?
b. Why is he saying this to the Philippians? How does it fit in to all of what he is saying?
c. How does this apply to us today?
5. Read Phil 3:7-11
a. Literary Context: What does Paul have to say to them in this section?
b. Why is he saying this to the Philippians? How does it fit in to all of what he is saying?
c. How does this apply to us today?
To be handed in 31 May
1. Read Phil 3:12-14
a. Literary Context: What does Paul have to say to them in this section?
b. Why is he saying this to the Philippians? How does it fit in to all of what he is saying?
c. How does this apply to us today?
2. Read Phil 3:15-16
a. Literary Context: What does Paul have to say to them in this section?
b. Why is he saying this to the Philippians? How does it fit in to all of what he is saying?
c. How does this apply to us today? What would Paul have wanted us to learn?
3. Read Phil 3:17-21
a. Literary Context: What does Paul have to say to them in this section?
b. Why is he saying this to the Philippians? How does it fit in to all of what he is saying?
c. How does this apply to us today? What would Paul have wanted us to learn?
4. Read Phil 4:1-23 in two translations (which ones did you read?)
a. Historical Context: What more do you learn about the Philippians in this section?
b. Literary Context: How would you title this section?
c. What are Paul's purposes in this section?
5. Read Phil 4:1-3
a. Literary Context: What does Paul have to say to them in this section?
b. Why is he saying this to the Philippians? How does it fit in to all of what he is saying?
c. How does this apply to us today? What would Paul have wanted us to learn?
To be handed in 7 June
1. Read Phil 4:4-7
a. Literary Context: What does Paul have to say to them in this section?
b. Why is he saying this to the Philippians? How does it fit in to all of what he is saying?
c. How does this apply to us today? What would Paul have wanted us to learn?
2. Read Phil 4:8-9
a. Literary Context: What does Paul have to say to them in this section?
b. Why is he saying this to the Philippians? How does it fit in to all of what he is saying?
c. How does this apply to us today? What would Paul have wanted us to learn?
3. Read Phil 4:10-13
a. Literary Context: What does Paul have to say to them in this section?
b. Why is he saying this to the Philippians? How does it fit in to all of what he is saying?
c. How does this apply to us today? What would Paul have wanted us to learn?
4. Read Phil 4:14-20
a. Literary Context: What does Paul have to say to them in this section?
b. Why is he saying this to the Philippians? How does it fit in to all of what he is saying?
c. How does this apply to us today? What would Paul have wanted us to learn?
5. Read Phil 4:21-23
a. Literary Context: What does Paul have to say to them in this section?
b. Why is he saying this to the Philippians? How does it fit in to all of what he is saying?
c. How does this apply to us today? What would Paul have wanted us to learn?
To be handed in 14 June
1. Write about four journal pages summarizing the main points of Philippians and
2. the main applications to our lives.
3. Include three or four personal, measurable goals for yourself based on the applications you have made.
--b.
--c.
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