ST Test Flashcards
1
Q
How are words arbitrary signs?
A
People have randomly assigned what sounds and symbols mean.
2
Q
Name and describe the 4 types of word meanings
A
. Referential – this is the object, action, or idea to which the word refers, called the refernt.
1. So, ___every___ word has referential meaning.
2. Example: A dog is outside my house. The word “dog” refers to that animal__ outside.
B. Denotative – this is the meaning most people understand for the word in __most contexts.
Example: a dog is a domesticated carnivorous mammal that often has a long snout, great sense of smell, and a barking voice.
C. Connotative – this is a special meaning (more specific) that a certain group of people has for the word in certain contexts.
1. Example: “For dogs have surrounded me…. (Ps 22:6).” Here, “dogs” means “Gentiles,” the meaning Jews assigned to that word in certain contexts.
2. So, in every context a word will have __either_ denotative or connotative meaning.
D. Contextual – the immediate context (the words around a specific word) _limits__ the meaning of the word to one of the above meanings.
1. It is unusual for a single word to express a complete concept on its own. It must be __combined__ with other words in order to convey a larger concept.
Example: Do you want a _piece__ of jewelry or a piece of pie?
2. One must study the literary _context___ (and background) as well as the __historical__ setting for a specific passage to see if the words in it have denotative or connotative meaning.
A. Today “pants” and “trousers” do not have much difference in meaning in the USA.
In Great Britain, “pants” means “underpants,” although it is losing this distinction.
B. “Grace” (Greek charis) was a typical Gentile greeting, and “peace” (Greek eirēnē; Hebrew shalom) was a typical Jewish greeting in Paul’s day. Yet, they had more specific meaning as a common Christian greeting in Paul’s day (e.g., Gal 1:3; 1 Cor 1:3; Titus 1:4; 1 Pet 1:2; 2 Pet 1:2).
3
Q
How does the word’s immediate context limit its meaning?
A
Contextual – the immediate context (the words around a specific word) _limits__ the meaning of the word to one of the above meanings.
1. It is unusual for a single word to express a complete concept on its own. It must be __combined__ with other words in order to convey a larger concept.
Example: Do you want a _piece__ of jewelry or a piece of pie?
2. One must study the literary _context___ (and background) as well as the __historical__ setting for a specific passage to see if the words in it have denotative or connotative meaning.
4
Q
When we interpret the Bible, what do we mean by host and receptor language?
A
The goal of the interpreter is to determine the referent and type of meaning for each word in the host language and find a word or phrase in the receptor language that _best___ communicates that concept.
A. When dealing with the Bible, Hebrew, Greek, or Aramaic is the host language.
B. In our case, English is the receptor language.
5
Q
What does the statement mean that most words have multiple meanings?
A
A. Some meanings can overlap with other meanings.
For instance, BDAG gives 8 different meanings of kosmos (“world”): (1) adornment (1 Pet 3:3), (2) order, (3) everything (the universe) (Matt. 13:35), (4) all beings above animal level (1 Cor 4:9), (5) planet earth (Mark 16:15), (6) humanity (John 3:16-17), (7) human existence (Matt 16:26), and (8) totality (James 3:6).
B. Some meanings of a word can vary greatly.
Example: I can can a can of peas while doing the cancan.
6
Q
Why and how can a word’s meaning change over time? How does this affect biblical hermeneutics?
A
- Word meanings __change__ over time.
A. We are dealing with Hebrew word usage from 3,600-2,400 years ago and Greek word usage almost 2,000 years ago.
B. The word’s __etymology_ (how it came to be) may be very different from its meaning.
C. The word’s original meaning may be very different from its meaning in a later context.
D. Thus, the context determines the meaning of a word.
1. Analysis of synchronic meaning (“with time”—at the current time it is used) is more important.
2. Analysis of diachronic meaning (“__through__ time”—how its meaning changes over time) is less important.
E. English example: changes in English since KVJ 1611:
1. “Mean man” meant “_common__ man” in 1611. Today it means “cruel man” or “bad man.”
A. Isa 2:9; 5:15; 31:8 all say “mean man” in today’s KJV, but the meaning is “common man.”
2. “Peculiar” meant “belonging to __one__ person” in 1611. Today it means “strange.”
A. God’s people are called a “peculiar people” in Deut 14:2; 26:18; Titus 2:14; 1 Pet 2:9 in KJV. In the NASB it is translated “a people for God’s own possession.”
3. “Suffer” meant “_allow__” or “let” in 1611. Today it means to “endure hardship.”
A. Matt 19:14 says “Suffer little children” in the KJV. NASB has “Let the children alone.”
B. Mark 5:19 says “suffered him not” in the KVJ. NASB has “did not let him.”
C. Mark 5:37 says “he suffered no man to follow him” in the KJV. NASB has “He allowed no one to accompany Him.”
4. “Prevent” meant “to come _before__” in 1611. Today it means “to hinder.”
A. Ps 88:13 says “in the morning shall my prayer prevent thee” in the KJV. NASB has “in the morning my prayer comes before you.”
B. 1 Thess 4:15 says “we which are alive…shall not prevent them who are asleep” in the KJV. NASB has “we who are alive…will not precede those who have fallen asleep.”
5. KJV: “And mount Sinai was altogether on a smoke” (Ex 19:18)
NASB: “And mount Sinai was all in smoke (Ex 19:18)
6. KJV: “Doth he thank that servant because he did the things that were commanded him? I trow not.” (Luke 17:9)
NASB: “He does not thank the slave because he did the things which were commanded, does he?”
7. Others: “neesings” = “sneezes” (Job 41:18); “wimples” = “cloaks” (Isa 3:22); “crisping pins” = “money purses” (Isa 3:22); “ouches of gold” = “settings of gold” (Ex 28:13); “sod”
7
Q
Define synchronic and diachronic meaning. Which is the more important of those two for the Bible interpreter? Why?
A
Analysis of synchronic meaning (“with time”—at the current time it is used) is more important.
Analysis of diachronic meaning (“__through__ time”—how its meaning changes over time) is less important.
8
Q
Do greek and Hebrew words have a one to one correspondence with English? In other words, each Hebrew or Greek word can be translated into one word in English and vice-versa.
A
- Sometimes the __same_ English word is used to translate different Hebrew or Greek words in the Bible.
When this occurs, determine the nuanced meaning of each Greek word to give a better understanding to its English translation.
A. “I love” can translate the Greek verbs agapō and philō.
B. “Servant” can translate the Greek nouns diakonos, pais, oiketēs, doulos, & 7 more words.
C. “Man” can translate the Greek anēr (male adult) or anthrōpos (male adult or person).- Often, a Hebrew or Greek word can be translated by different English words. This is because most words have different possible meanings.
The specific context will help you determine the exact meaning of the word in that context.
For instance, the English word “fire” has different meanings in a movie theater, when skeet shooting, or in a human resources office.
A. Hebrew ruach and Greek pneuma can mean “wind,” “human spirit,” a “spirit” (noncorporeal being), or “__spirit___” [of God].
B. Greek kurios can be translated as “__lord__,” “master,” or “sir.”
C. Greek peirasmos can be translated as: (1) a “__test__” or “trial” to learn the nature of someone or something, or (2) a “temptation” to sin. - Sometimes the same English word translating a Hebrew or Greek word can have different __meanings___.
The __context__ will help you determine the exact meaning of the word in a text.
A Hebrew or Greek lexicon (dictionary) will show the different meanings of each word.
The English word “elder” can mean “pastor” (Acts 14:23; 1 Tim 5:17, 19; 1 Tim 1:5; 1 Pet 5:1) or “older man” (Luke 15:25; Acts 2:17; 1 Tim 5:1).
A semantic domain lexicon shows the semantic _range__, allowing you to compare the word with other words in its domain and contrast it with words not in its domain. - In Louw-Nida, look up the Greek word in vol. 2. It gives the number of each semantic domain. Then look up the semantic domain in vol. 1.
- Often, a Hebrew or Greek word can be translated by different English words. This is because most words have different possible meanings.
9
Q
When the same English word can be used to translate different Hebrew or Greek words, what challenges does this present?
A
hum not sure. There could be a lack of depth in the English word. And the English reader might miss the depth of the original word.
10
Q
Can a Hebrew or Greek word translated by the same English word in different meanings? Why or why not?
A
Yes? Context?
11
Q
What are the semantic domains? How do they help a person better understand a word?
A
A semantic domain lexicon shows the semantic _range__, allowing you to compare the word with other words in its domain and contrast it with words not in its domain.
1. In Louw-Nida, look up the Greek word in vol. 2. It gives the number of each semantic domain. Then look up the semantic domain in vol. 1.
12
Q
What is the interliner?
A
Use an interlinear translation if you do not know Hebrew or Greek.
1. There are different kinds of interlinears. a. A Hebrew interlinear has Hebrew text with English words underneath the Hebrew words. b. A Greek interlinear has Greek text with English words underneath the Greek words. c. A \_\_Revere_ interlinear has the English translation with Hebrew or Greek words underneath the English words. 2. Find the Hebrew or Greek word matched with the English word(s) that translates it. 3. However, an interlinear translation cannot tell you every occurrence of the Hebrew or Greek word in the OT or NT. You need Bible software, an \_\_exhaustive\_\_ concordance (large book), or a lexicon (just has partial listings) to do that.
13
Q
What is a reverse interlinear? How does it differ from a interlinear.
A
A __Reverse_ interlinear has the English translation with Hebrew or Greek words underneath the English words.
14
Q
What is Strong’s numbers?
A
An exhaustive concordance of the words in scripture.
15
Q
How can a study of the Greek use of the LXX benefit us in interpreting the Bible today?
A
We get to see how they translated the word from Hebrew into Greek closer to the time that it was written. Examples would be the translation of the word virgin from OT to LX.
16
Q
How does studying the use of Hebrew and Greek words outside of the Bile help s in interpreting the Bible?
A
Provides a great context for the Biblical words.
17
Q
Define semitism. Are Biblical Semitisms easy to identify and interpret without any help?
A
Semitisms (language tendencies of the ___Jews___) in both Hebrew and Greek.
Correctly identifying and interpreting these Semitisms is imperative. Missing them leads to erroneous translation and interpretation.
It is very difficult to identify and interpret biblical Semitisms without _help___.
18
Q
Name 3 tools that can help one to identify and interpret Semitisms.
A
Use Hebrew and Greek __lexicons__, grammars, and theological dictionaries/wordbooks for help.
19
Q
Name and define 3 types of Hebrew semitisms.
A
A. The typical word order in Hebrew and Greek is: verb, subject, object.
B. Sometimes to __emphasize__ a word, phrase, or clause the writer will ___front___it: put it at the first of a sentence.
This is almost impossible to detect unless you consult the Hebrew and Greek text. This is because word order in the receptor language is often governed by different__ rules.
In translation or exposition, try to show the same emphasis in the receptor language by using __italics or in word order when writing, or using __vocal___ emphasis when speaking, but realize that most English translations do not do this.
Also
2. Hendiadys (“two for one”) – two words or phrases express the _same__ thing, and the second word/phrase ___intensifies ___ the first.
Some English translations combine these two words or phrases into _one. ____________.
There sometimes is disagreement among scholars as to when hendiadys occurs.
A. “multiplying I will multiply” (Gen 3:16, literal)
“I will intensify” (CSB); “I will greatly multiply” (NASB, KJV, NKJV)
“I will severely multiply” (ESV); “I will make very severe” (NIV)
B. “a city and a mother” (2 Sam 20:19, KJV, NKJV). Abel Beth-maacah was a city, but it was a metropolitan city: a mother with daughter towns around it.
1. “a city, even a mother” (NASB); “a city that is a mother” (ESV, NIV); “a city that is like a mother” (CSB); “an important city” (NET); “a city which is a mother” (RSV)
However, none of these translations fully communicate the idea in this Semitism.
Also
3. Idiom – This is a phrase whose meaning is different from the literal meaning of its words.
Idioms are language or region __specific_, so they are not understood in another language or area.
Idioms are dead metaphors. Their meaning is so well-known to a group that the metaphorical connection has been dropped or forgotten.
Bible translators will render an idiom: (1) word-for-word in the receptor language (but this is almost impossible to understand, so this is often not effective), (2) as a __comparable___ idiom in the receptor language, or (3) simply tell the action with no__ idiom.
Examples:
A. English idioms
1. “It is raining cats and dogs,”
20
Q
What is the typical word order in Hebrew and Greek?
A
The typical word order in Hebrew and Greek is: verb, subject, object.
21
Q
What is fronting? Give some examples.
A
Sometimes to __emphasize__ a word, phrase, or clause the writer will ___front___it: put it at the first of a sentence. Examples of fronting:
1. when a subject precedes its verb
Egō eimi hē anastasis kai hē zōē (“I am the resurrection and the life,” John 11:25)
2. when a direct object precedes the verb
auton estaurōsan (“they crucified him,” John 19:18)
3. when a predicate nominative or predicate adjective precedes their subject and/or their verb.
ho theos phōs estin (“God is light,” 1 John 1:5)
4. when a genitive noun/pronoun precedes the noun it modifies.
a. In Greek a genitive noun usually follows its noun.
b. If it precedes its noun, it is being emphasized.
c. Examples:
alēthōs theou huios ēn houtos (“truly this man was God’s Son,” Matt 27:54)
Xriston, theou dunamin kai theou sophian (“Christ, God’s power and God’s wisdom, 1 Cor 1:24)
5. when a prepositional phrase precedes its verb
ek Nazaret dunatai ti agathon einai; (“Can anything good come out of Nazareth?” John 1:46)
22
Q
How can a person reflect fronting in a translation exposition of a biblical text?
A
In translation or exposition, try to show the same emphasis in the receptor language by using __italics_ or in word order when writing, or using __vocal___ emphasis when speaking, but realize that most English translations do not do this.
23
Q
What is Hendiadys? Give some examples.
A
Hendiadys (“two for one”) – two words or phrases express the _same__ thing, and the second word/phrase ___intensifies ___ the first.
A. “multiplying I will multiply” (Gen 3:16, literal)
“I will intensify” (CSB); “I will greatly multiply” (NASB, KJV, NKJV)
“I will severely multiply” (ESV); “I will make very severe” (NIV)
B. “a city and a mother” (2 Sam 20:19, KJV, NKJV). Abel Beth-maacah was a city, but it was a metropolitan city: a mother with daughter towns around it.
1. “a city, even a mother” (NASB); “a city that is a mother” (ESV, NIV); “a city that is like a mother” (CSB); “an important city” (NET); “a city which is a mother” (RSV)
However, none of these translations fully communicate the idea in this Semitism.
24
Q
Define: idiom. How is an idiom a dead metaphor?
A
This is a phrase whose meaning is different from the literal meaning of its words.
Idioms are language or region __specific_, so they are not understood in another language or area.
Idioms are dead metaphors. Their meaning is so well-known to a group that the metaphorical connection has been dropped or forgotten.
25
What are three different ways to translate a biblical idiom? which of these is usually the worst way to translate a biblical idiom?
Bible translators will render an idiom: (1) _word_-for-word in the receptor language (but this is almost impossible to understand, so this is often not effective), (2) as a __comparable___ idiom in the receptor language, or (3) simply tell the action with no__ idiom.
26
What does the Semitic idiom "son of blank" mean? What are two meanings for the Semitic idiom "to break bread"?
“Son of blank” can mean you are a _great__blanker or have a lot of blank.
a. “Son of man” (e.g., used 98 x in Ezekiel; Jer 49:18, 33; Dan 3:25; 7:13; 8:17).
b. ‘Son of peace’ (Luke 10:6) means “a peaceful man.”
“To break bread” (Heb.: paras lechem; Greek: klasai arton) means “to eat a _meal_” (e.g., Deut 26:14; Jer 16:7; Isa 58:7; Ezek 24:17; Hos 9:4; Acts 20:7, 11; 27:35). However, in some contexts (_last_ Supper/__Lord’s_ Supper) it means literally “to break bread/to eat bread” (e.g., Matt 26:26
27
Be able to recognize and explain all 1 of the 11 common errors in interpreting Hebrew and Greek words.
A. Etymology Error (aka root abuse) – the wrong expectation that the present meaning of a word is always found in its etymology.
1. _Sometimes__ word roots do give understanding to a later meaning of the word. Studying a word’s etymology may help.
2. Often a word _changes__ in meaning from its roots.
3. So, using etymological meaning often __confuses__ and abuses the later meaning of many words. Examples:
A. No understanding of ‘butterfly’ comes from understanding ‘butter’ and ‘flies.’
B. ‘_Lasagna__’ comes from the Greek word lasonon or Latin lasanum (“chamber potty”).
C. ‘Nice’ comes from the Latin word nescius, meaning “ignorant.”
D. ‘Good-by’ is a contraction of “_God_ be with you,” but no one thinks of that anymore.
E. The Hebrew words “bread” (leḥem) and “war” (milḥamah) have the same root (lḥm), but there is no connection between those words.
F. The Greek hupēretēs in the NT (e.g., John 18:18; 1 Cor 4:1) is a “servant” like diakonos, and has nothing to do with an “under rower” (hupo + eretēs).
B. Subsequent Meaning (aka anachronism) – using a _newer__ meaning for a word that was unknown in its present context. Examples:
1. The early church being “in one __accord___” (Acts 1:14; 2:1, 46) had nothing to do with them getting into a Honda.
2. When Jesus said to “take up your cross daily” (Luke 9:23), He meant one must be willing to die a __martyr’s___ death.
Some modern Christians wrongly thought Jesus said that a godly Christian will carry a small wooden cross in one’s pocket each day, so that is what they did.
3. “The blood of Jesus His Son cleanses us from all sin” (1 John 1:7) refers to His atoning, violent _death__ on the cross.
To attach modern knowledge of how blood cleanses human cells of impurities and nourishes the body is misleading.
C. Previous Meaning (aka obsolete meaning) – using an __older__ meaning for a word that was no longer in use at the time of the biblical text.
1. This is the difficulty with the KJV. Many of its 17th-century words no longer have those meanings today.
2. Although kephalē could mean “head, authority, source, or origin” in Classical Greek, it meant only “head” or “authority” by the time period of Koine Greek (such as in Eph 5:23; 1 Cor 11:2-13).
D. Unknown or Unlikely Meaning – using a meaning for a word that was not used in the biblical period or is __unlikely_ in that context.
1. This fallacy often is the result of poor research or __eisegesis__ of the alleged evidence.
2. The wrong belief that authenteō means “to proclaim oneself the author of man” rather than “to have authority” (1 Tim 2:12). There is no known use of that first meaning.
3. It is unlikely Paul used nomos in Rom 3:21 to mean “legalism” or in 1 Cor 14:34 to mean “rabbinical teaching” because all other times he used nomos to refer to “the Mosaic __law___” or “the Mosaic law covenant.”
E. Unwarranted Semantic Overuse (aka semantic smorgasbord) – using _every___ meaning of a word as legitimate in one context.
1. Greek kosmos has eight possible meanings. There is no use of kosmos in any context that has all or even a few of the meanings.
2. Greek peirasmos can mean “test” or “trial” (Heb 3:8-9; Jam 1:2; 1 Pet 1:6; 4:12) or “temptation” or “enticement” to sin (e.g., Jam 1:12; Matt 26:41; 1 Tim 6:9).
Context determines the meaning.
F. Unwarranted Semantic Restriction – being overly _restrictive__ or technical about a word’s meaning.
1. Due to the differences in languages, there can be some __overlap___ in the semantic range (possible meanings of the word).
chrēstotēs (Gal 5:22) can mean “uprightness,” “goodness,” “kindness,” “generosity.”
agathōsunē (Gal 5:22) can mean “goodness,” or “generosity.”
pistis (Gal 5:22) can mean “faithfulness,” “faith,” “trust,” “body of belief”
(“gentleness, goodness, faith” – KJV)
(“kindness, goodness, faithfulness” – ESV, NASB, NET, NIV, RSV)
(“kindness, goodness, faith” – CSB)
G. Illegitimate Totality Transfer – bringing _every___ characteristic of a referent into the meaning of a word even though that goes far beyond the context.
1. “All of us like sheep have gone astray” (Isa 53:6) is focusing on the _waywardness__of sheep. Bringing other sheep characteristics (dumb, dirty, etc.) into the passage is wrong.
2. “My sheep hear my voice…” (John 10:27) focuses on the quality of sheep _knowing___ and following the voice of their shepherd, but not on other sheep characteristics.
3. How does one “receive the kingdom of God like a _child__” (Luke 18:17)?
Some biblical characteristics of a child are: innocence, helplessness, vulnerability, faith, and __humility____. In addition, children are naive, weak, imaginative, and own very little. But one cannot attach all of these qualities to Luke 18:17.
H. Improper Parallel (aka verbal parallelomania) – using a word or passage as parallel in meaning when it is not.
1. This history-of-religions school much __abused_ this practice, allegedly finding Sumerian/Babylonian/Canaanite roots to most of Judaism and mystery religion roots in much of Christianity.
2. The most common meaning of a word is not its meaning in ___every_ context.
A woman being “saved” in childbirth (1 Tim 2:15) is not the prevalent meaning of sōzō. It means they are “preserved” (see 1 Tim 4:16) through their role of motherhood.
I. _Wrong__ Meaning – simply using the wrong meaning of a word in a given context.
1. Phoebe was a “servant” and not a “deacon.” Both meanings are possible for diakonos, but there were no instances of women deacons in the early church.
2. ‘Flesh’ can refer to fallen nature, but it can also refer to humanity (1 Pet 1:24-25).
J. _Cognate_ Confusion – the problem of taking an English cognate and expecting insight into the Greek word.
1. “Dynamite” comes from the Greek dunamis (“power”), but Jesus was not saying that Christians would get “explosive” power in Acts 1:8.
2. The Greek hilaron meant “cheerful,” and it did not mean “hilarious” even though the English word has almost the same letters (see 2 Cor 9:7).
God is not looking for people to get hysterical when the church offering plate is collected in a public worship service.
3. Although apostolos (“messenger”) is a cognate of apostellō (“I send”), the emphasis of apostolos is more on the __message___ than the aspect of being sent, so the apostolos is a special messenger.
4. When Jude wrote to “contend for” the faith (epagōnizomai, Jude 3), he did not mean that we should “agonize” over it.
K. Confusion of Sense and Referent.
1. The sense is the meaning of a word in its __context__.
2. The referent is the object to which it is referring. The two are not interchangeable.
3. Examples:
A. Timothy was a ‘co-worker’ (sunergōs) of Paul (1 Thess. 3:2; Rom. 16:21). He was also a senior pastor at Ephesus (1 Tim 1:3).
B. Euodia and Syntyche were also ‘co-workers’ with Paul (Phil. 4:2), but this does not mean that they were also pastors.
28
Define: etymology, anachronism, subsequent, obsolete, semantic range, and cognate.
Etymology Error (aka root abuse) – the wrong expectation that the present meaning of a word is always found in its etymology.
1. _Sometimes__ word roots do give understanding to a later meaning of the word. Studying a word’s etymology may help.
2. Often a word _changes__ in meaning from its roots.
3. So, using etymological meaning often __confuses__ and abuses the later meaning of many words. Examples:
A. No understanding of ‘butterfly’ comes from understanding ‘butter’ and ‘flies.’
```
Subsequent Meaning (aka anachronism) – using a _newer__ meaning for a word that was unknown in its present context. Examples:
1. The early church being “in one __accord___” (Acts 1:14; 2:1, 46) had nothing to do with them getting into a Honda.
```
Cognate_ Confusion – the problem of taking an English cognate and expecting insight into the Greek word.
1. “Dynamite” comes from the Greek dunamis (“power”), but Jesus was not saying that Christians would get “explosive” power in Acts 1:8.
Previous Meaning (aka obsolete meaning) – using an __older__ meaning for a word that was no longer in use at the time of the biblical text.
1. This is the difficulty with the KJV. Many of its 17th-century words no longer have those meanings today.
2. Although kephalē could mean “head, authority, source, or origin” in Classical Greek, it meant only “head” or “authority” by the time period of Koine Greek (such as in Eph 5:23; 1 Cor 11:2-13).
Unwarranted Semantic Restriction – being overly _restrictive__ or technical about a word’s meaning.
1. Due to the differences in languages, there can be some __overlap___ in the semantic range (possible meanings of the word).
29
Contrast between a word's sense and referent.
The sense is the meaning of a word in its __context__.
2. The referent is the object to which it is referring. The two are not interchangeable.
3. Examples:
A. Timothy was a ‘co-worker’ (sunergōs) of Paul (1 Thess. 3:2; Rom. 16:21). He was also a senior pastor at Ephesus (1 Tim 1:3).
B. Euodia and Syntyche were also ‘co-workers’ with Paul (Phil. 4:2), but this does not mean that they were also pastors.
30
Define rhetoric pattern, or chiasmus, intercalation or sandwich technique, palindrome.
Rhetorical Patterns
It is important to note if the focal text fits within a rhetorical pattern. Its purpose within the pattern can impact the meaning of the focal text.
These patterns become evident through _multiple_ readings of the focal text within its larger context.
Some patterns are usually visible _only_ when studying the Hebrew or Greek text (catchwords, chiasm, and acrostic).
One must avoid _eisegesis__ in finding rhetorical patterns (such as finding chiasm everywhere).
31
Define Inclusio
Inclusio (aka bookends)
A. A text is an inclusio when it is _framed__: it begins and ends similarly (with similar words, phrases, subject, event, etc.).
1. The section of narrative or poetic text could be as short as a paragraph or as long as several chapters.
2. The inclusio emphasizes a singular-__thematic_ element of the marked text.
B. Examples:
1. Historical narrative:
a. Moses framed the Flood narrative (6:1-9:27) with statements about the wickedness of humanity (6:1-8 and 9:20-27).
32
Define chiasm
Chiasm (aka chiasmus or inverted parallelism)
A. This common pattern throughout Scripture has lines of successive elements, and the elements in the second half are parallel with and in _reverse__ order to the elements in the first half: A-B-B’-A’, A-B-C-B’-A’, A-B-C-C’-B’-A’, A-B-C-D-C’-B’-A’, A-B-C-D-E-D’-C’-B’-A’, etc.
1. They can have a single center or __doubleb.ko___ center.
2. This pattern is like a palindrome at a higher level (word/clause/sentence/paragraph/ pericope).
3. FYI: palindromes - “madam, i’m adam,” “too hot to hoot,” “taco cat,” “civic.”
B. It is named for the Greek letter __chi_ (X), because a line drawn through the elements forms this letter.
A chiasm is often only evident in the Hebrew or Greek.
33
Define Intercalation
Intercalation (aka __sandwich__ technique).
A. This is a form of chiasm, but it has only _two_ elements: the bread and the meat, in an A-B-A’ “sandwich.”
B. It is a specific way to tell a story in which story A is interrupted to tell story B. One finds a _connection____ between the stories—especially when story A is resumed.
▪ Each story helps give meaning to, __explains__, or contrasts with the other story.
C. Examples:
A – 1st event (top bread) is related to… A – Joseph sold into slavery (Gen 37)
B – 2nd event (PB & J), that is related to… B – Sin of Judah and Tamar (Gen 38)
A’ – 1st event (bottom bread). A’ – Joseph story resumed (Gen 39)
34
What are the emphases of chiasms (the main parts)? What is the danger in looking for a chiasms?
In an extended chiasm, the primary emphasis of the passage is the __center___ element, and the next emphasis is on the outer frames (A and A’)
Beware of using _eisegesis__ in finding chiasms. Some people seem to find them everywhere.
35
Define catchwords
Catchwords (aka chain-link)
A. This pattern has a series of words linked together. Each link has a __key___ word in a sentence or paragraph that is related to the key word in the next sentence or paragraph.
B. James 1:2-4 – trials testing of faith endurance perfect and complete
C. This pattern can appear __within___ another pattern, such as chiasm.
36
Define trilogy pattern.
Trilogy
A. There are many groupings of __3___ in the Scriptures.
B. Examples in Jude and 2 Peter:
1. 3 times of God’s judgment on egregious sin (rebellious Jews in Egypt, sinning angels, Sodom/Gomorrah, Jude 5-7) (sinning angels, the Flood, Sodom/Gomorrah, 2 Pet 2:4-6)
37
Define alternating pattern.
```
Alternating
A. In this pattern of _4__ events, the first and third correspond with each other, and the second and fourth events correspond with each other.
B. Examples:
1. Psalm 31:20
A – “in the shelter of Your presence
B – You hide them
A’ – in Your dwelling
B’ – You keep them safe
```
38
Define ascending/descending pattern.
Ascending or Descending – In both of these patterns, each section leads to the next section in an order of ascension or descension.
A. 1 John ascends from the testimony of John and others bearing witness to Christ (1:1-4) to the readers bearing witness to Christ (5:13-21).
B. 2 Samuel 13:3-20 descends from Amnon’s lust after his half-sister Tamar to his terrible violation of her.
39
Define parallelism.
Parallelism “is that phenomenon whereby two or more successive poetic lines dynamically strengthen, reinforce, and develop each other’s thought. As a kind of emphatic additional thought, the follow-up lines further define, specify, expand, intensify, or contrast the first.”
40
Define and be able to identify the following parallelisms: synonymous,
Synonymous – the 2nd line says something very similar to the first line.
“As a ring of gold in a swine's snout,
So is a beautiful woman who lacks discretion (Prov 11:22).”
41
Define Parallelism antithetical
Antithetical – the 2nd line _contrast_ the 1st line; however, it does relate to the first line because it gives its opposite.
“Better is a dish of vegetables where love is,
Than a fattened ox and hatred with it (Prov 15:17).”
42
Define Parallelism Step
Step_ (aka Synthetic or Developmental) – the 2nd lines adds information to the 1st line.
“The eyes of the LORD are in every place, Watching the evil and the good (Prov 15:3).”
“A man has joy in an apt answer, And how delightful is a timely word (Prov 15:23)!”
43
Define Climatic Parallelism.
Climactic – this is a step parallelism that builds to a __climax___.
“Ascribe to the LORD, O sons of the mighty,
Ascribe to the LORD glory and strength.
Ascribe to the LORD the glory due to His name;
Worship the LORD in holy array (Ps 29:1-2).”
44
Define incomplete parallelism.
Incomplete – the 2nd line _omits___ an element from the first line, and the lines are usually synonymous.
“The earth is the LORD’S, and all it contains,
The world, and those who dwell in it (Ps 24:1).”
45
Define Ballast Variant parallelism.
– this is an incomplete parallelism in which the 2nd line adds an _additional_ element to make up for the missing element.
“He delivered me from my strong enemy,
And from those who hated me, for they were too mighty for me (Ps 18:17).”
46
define Illustrative parallelism
. Illustrative – the 2nd line illustrates the 1st line with an example or symbol. ______.
“Do not hold back discipline from the child,
Although you beat him with the rod, he will not die (Prov 23:13).”
47
Define X+1 parallelism
X + 1 – A list is given, plus one more.
“There are three things which are too wonderful for me, Four which I do not understand:
The way of an eagle in the sky, The way of a serpent on a rock, The way of a ship in the middle of the sea, And the way of a man with a maid (Prov 30:18-19 NAS).”
See Prov 6:16-20; 30:15-16, 21-23, 29-31.
48
Define acrostic parallelism.
Acrostic – In this pattern found in Hebrew Wisdom Literature, each line starts with a successive _letter___ of the 22-letter Hebrew alphabet.
49
Define stitch
Each line of poetry is called a stich Three lines are a triplet or tristich.
1. Most stichs are 1-3 lines, but sometimes they are 4-5 lines.
2. Stichs combine to form a strophe. One or more strophes form a _stanza_____.
50
Why does the bible interpreter need to know the major themes of the OT and the NT as well as the meta-narrative of the Bible?
1. Is it reasonable to expect a meta-narrative (grand, overarching message) for these 66 books of the Bible, written over a period of 1,600 years by over 40 writers? __Yes_!
A. God_ is ultimately the author of the entire Bible, so its thematic unity and inter-connectedness should be expected.
B. Genesis and Revelation have much in common: books that describe the beginning and the end.
See how the OT focal text fits within the major themes of the OT
See how the NT focal text fits within the major themes of the _NT_. Here are some
Test cases:
A. Does 1 Corinthians 15:29 teach baptism for the dead? Is it salvific? Mormons base their practice of baptism-by-proxy on this verse.
51
List some major themes in the OT.
See how the OT focal text fits within the major themes of the OT:
A. God worked through covenants with all humanity (Adamic and Noahic)
B. God worked through covenants with His people (Abrahamic, Mosaic, and Davidic) that led up to the __New_ Covenant.
C. God gave the law to His people as a _custodian__ to care for them until Christ came (Gal 3:24-25).
D. God works through nations to bring about His will.
52
List some major themes in the NT.
A. Jesus’ first coming was as Suffering Servant: the sin _bearer__ for the world.
B. As the Good Shepherd, Jesus showed and taught His followers how to live a godly life.
C. The early church was victorious when they lived in the power of the Holy Spirit.
D. Jesus’ second coming will be as __judge______.
53
List the meta-narrative of the Bible. List a bad meta-narrative of the Bible.
It is __Christocentric___. The Triune God made humanity, by grace prepared for its redemption since the fall, and by the atonement of Christ offers salvation to anyone who believes in Him.
But here is a __wrong__ meta-narrative. The History of Religions school claims Judaism and Christianity were derived from copying other religions of their day—just a product of their culture. This claim is easily debunked; yet, liberal scholars tenaciously hold on to it.
54
how do organizing categories, OT, NT, and meta-narrative relate? How do ones understand of them help to interpret the focal text?
There are several options of organizing categories to help understand the biblical meta-narrative. However, not all of these categories are mutually exclusive. Also, some of these categories are better than others:
A. __promise__-Fulfillment
Determine: is the focal text in the promise part of Scripture or the fulfillment part, and how does that affect the interpretation of the text?
B. __Kingdom__ Anticipated—Kingdom Inaugurated—Kingdom Consummated
Determine: at which stage of God’s Kingdom does the focal text fit, and how does that affect the interpretation of the text?
55
Define 8 organization categories.
A. __promise__-Fulfillment
Determine: is the focal text in the promise part of Scripture or the fulfillment part, and how does that affect the interpretation of the text?
B. __Kingdom__ Anticipated—Kingdom Inaugurated—Kingdom Consummated
Determine: at which stage of God’s Kingdom does the focal text fit, and how does that affect the interpretation of the text?
C. Old Covenant—New Covenant
Determine: during which covenant does the focal text fit, and how does that affect the interpretation of the text?
D. Covenant Theology
This typically-Calvinistic, _Christocentric_ view believes there are three groups of covenants:
1. The Covenant of Redemption, when God the Father elected a bride for His Son to redeem.
2. The Covenant of _works___, seen in the Adamic and Mosaic Covenants.
3. The Covenant of __grace___, first mentioned in Gen 3:15, and seen in God’s covenants with Abraham and David as well as in the New Covenant.
God’s people in the OT are Israel and in the NT are the __church___ (composed of Gentile and Jewish believers).
E. Law-Gospel
Determine: does the focal text fit within the Law or Gospel section of the Bible, and how does that affect the interpretation of the text?
F. Dispensationalism
Classic Dispensationalism believes there are 7 dispensations in which God worked differently with His people:
1. _innocence_ (Gen 1:3-3:6) – Creation to the Fall
2. Conscience (Gen 3:7-8:14) – Fall to the Flood
3. Civil Government (Gen. 8:15-11:9) – Covenant with Noah to Tower of Babel
4. __Patriarchal__Rule (Gen 11:10-Ex. 18:27) – Abraham to the Exodus
5. Mosaic Law (Ex. 19:1-Acts 1:26) – Moses to Christ’s death
6. __Grace__ (Acts 2:1-Rev 19:21) – Pentecost to the 2nd Coming of Christ
7. Millennium (Rev. 20:1-15) – The __1,000__-year reign of Christ
A key belief is that Israel and the church are separate entities: the church has not replaced Israel.
G. Progressive Dispensationalism
This recent revision of Dispensationalism offers fewer dispensations and gives the biblical covenants more ______________ in biblical interpretation.
5. As a result of the inter-connectedness of the Bible, one may use other verses in the Bible (__proerly____ interpreted) to help in the interpretation of a focal text.
6. Test case: Is it fine to have __multiple____ wives today (following the examples of Abraham, Jacob, David, and Solomon)?
56
Explain the difference between when the Bible is descriptive and prescriptive.
1. __Describes__ (tells what happened—sometimes not saying whether or not it is sin) or
2. __Prescribes__ (a teaching that says what someone must do). Although it may be limited to a certain individual(s) or certain group(s).
a. So, let the prescriptive passages help you interpret the descriptive passages!
b. Use descriptive passages as __examples__.
c. Use prescriptive passages for direct __teachings__ as well as principles.
B. God’s standard in all these issues is clear: one man and one woman for life (Gen 2:24).
57
Give examples of background information that a person must discover before properly interpreting the OT.
1. Note: to __whom_ was the law, command, or promise given?
Is it also directly applicable to others? If so, to whom?
2. Has the ___promise__ been fully fulfilled or not?
3. Is it during the Old Covenant, and what difference does that make?
A. Keep in mind that Israel was a theocracy, so their state was organized differently (God was the leader) than any government is today.
B. Note: The New Covenant supersedes the Old Covenant.
4. Determine if the focal text law or command has been __rescinded_, changed, or made obsolete:
5. Determine if the focal text is in a category still to be followed today:
A. __moral__ laws are still in effect.
6. With a teaching/law in any of the above categories, we can principlize it:
58
Explain the 6 main elements of OT narrative.
1. Plot—this is the story line that holds the narrative together. The plot tells __what___ happened and __how__ it happened. Most plots have 3 elements:
A. Introduction: the story begins and the characters are introduced.
God told Abraham to sacrifice Isaac (Gen 22:1-2).
B. __Conflict__: this is the problem, either internal (inside a character) or external (between characters).
Isaac was the fulfillment of God’s promise and needed to live (Gen 12:1; 15:1-4).
At no other time did God require human sacrifice.
Abraham had faith that God would bring Isaac back to life if necessary (Heb 11:19).
C. Resolution: this is when the problem is __solved__ and the story ends.
God provided a ram as a substitute sacrifice instead of Isaac (Gen 22:13-14).
2. Setting—this tells _where__ and __when__ the story occurs.
Abraham took Isaac to Mt. Moriah, the later location of the Temple (Gen 22:1; 2 Chron 3:1).
3. Characters—they are the people __who_ move the story forward. Often one sees the meaning of the story in the behavior of the characters.
The main characters are God and Abraham (Gen 22:1-2; see Heb 11:17-19).
4. Narrator—the storyteller conveys the __meaning_ of the story either explicitly or implicitly.
5. Comparison or ___Contrast__—this is a major element in OT narrative as the plot develops.
6. Figures of Speech are used sometimes (see lessons #6 & 8 for more figures of speech).
An example is: Type–A type is a _real__ person, animal, place, thing, or event that represents, bears a likeness to, or prefigures what it represents (the future antitype)
1. ‘Type’ is from the Greek tupos, used 16 times in the NT.
2. Clear examples of types and who they represent:
59
What are the elements of narrative plot?
introduction, conflict, and resolution.
60
Define type and apostrophe.
An example is: Type–A type is a _real__ person, animal, place, thing, or event that represents, bears a likeness to, or prefigures what it represents (the future antitype)
Apostrophe – addressing someone or something as present even though they are not__there__.
The psalmist said what God will do (Ps 2) and suddenly addresses kings and judges (vv. 8-10).
In King David’s lament over Saul and Jonathan (1 Chron 21:17-27), he also addressed “the daughters of Israel” (v. 24) and dead Jonathan (v. 26).
61
Examples of OT types.
A. Adam (type of Christ) (Rom 5:14). E. Passover _Lamb_ (Christ) (John 1:29, 36)
B. _Abraham___ (God) (Gen 22:2) F. Cities of Refuge (Christ) (Num 35; Josh 20)
C. Isaac (Christ) (Gen 22:2; Heb 11:19) G. Bronze _serpent__ (Christ) (Num 21:8-9)
D. The ram (Christ) (Gen 22:2) H. Day of Atonement (Christ) (Lev 16:29-34)
3. Debated type:
Was Melchizedek (Gen 14:18-24; Ps 110:4) a type of Christ, or was he a Christophany (a pre-incarnational appearance of Christ)? See Hebrews 5:6-10; 6:20-7:17.
62
What questions should one ask about an OT law, command, or promise, in order to properly interpret it?
1. Note: to __whom_ was the law, command, or promise given?
Is it also directly applicable to others? If so, to whom?
2. Has the ___promise__ been fully fulfilled or not?
3. Is it during the Old Covenant, and what difference does that make?
A. Keep in mind that Israel was a theocracy, so their state was organized differently (God was the leader) than any government is today.
B. Note: The New Covenant supersedes the Old Covenant.
4. Determine if the focal text law or command has been __rescinded_, changed, or made obsolete:
A. OT _sacrificial_ laws were made obsolete by the atonement of Christ (Heb 10:1-14).
B. OT dietary laws were rescinded by Christ (Mark 7:18-19; Acts 10:1-17).
However, 7th-Day Adventists wrongly still observe all of these laws.
C. OT _feasts_ and festivals are obsolete since Jesus’ death and resurrection (Galatians 4:10).
D. Note _unique_ social laws that were applied to that specific culture only. Examples:
1. Levirate marriage; Cities of Refuge; leaving corners of a field unharvested
2. neighbor laws (if they kill your cow by accident, etc.) (Ex 21-23)
3. wearing clothing of more than one type of material (Deut 22:11)
4. the punishments for Jews who disobeyed moral laws (e.g., Lev 24:14-16; Deut 21:18-21).
E. Worship/_ritual_ rules (Tabernacle and Temple structures and implements, priest and Levite rules and regulations, holy day regulations, Sabbath laws)
1. They are obsolete because of the death and resurrection of Christ (the Temple Veil was torn, Matt 27:45, 51-53).
2. Yet, we base some of what we do on the Lord’s Day on what the Jews did on the Sabbath.
F. _unknown_ cultural practice—in a few passages, we are no longer sure what they are describing. Examples:
1. “You shall not boil a kid in its mother's milk (Exod 23:19b; 34:26b; Deut 14:21c).” This practice “has been much debated, but it clearly has to do with a [Canaanite] religious or cultic ritual so abhorrent to the Lord that it is mentioned” two previous times in strategic places.
2. “Jacob took fresh rods of poplar and almond and plane trees, and peeled white stripes in them, exposing the white which was in the rods (Gen 30:37).” He used visual aids in some mysterious selective breeding practices in order to gain a strong flock (vv. 37-43).
5. Determine if the focal text is in a category still to be followed today:
A. __moral__ laws are still in effect.
Examples: 10 Commandments, laws about marriage, homosexuality, etc.
B. Health laws are no longer in effect, but we follow many of them due to our medical knowledge.
1. _washings___ (e.g., Lev 6:27-28; 11:25, 28, 40; 13-15)
2. Forbidding the touching of a corpse. If so, isolation (Lev 22:4; Num 19:11-22)
3. Burning the clothes of a leper and isolating lepers (Lev 13:45-14:57)
6. With a teaching/law in any of the above categories, we can principlize it:
A. Determine what it meant to the _original_ recipients.
B. Ascertain the differences between the original recipients and Christians today.
There are differences of _culture__, language, time, situation, and covenant.
C. Decide the theological __principle__ in the focal text.
1. It will be __timeless___.
2. It will not be culture bound.
3. It will be tied to the text.
4. It will be consistent with the _rest_ of Scripture.
5. It will be applicable__ to the original recipients as well as today.
D. See if the New Testament teachings modified or qualified that theological principle.
E. _apply__ the modified theological principle in your life.
Test case: “You shall not plow with an ox and a donkey together. You shall not wear a material mixed of wool and linen together (Deut 22:10-11).”
Are they directly applicable, or do they need to be principlized?
1. Both of these teachings are within Moses’ address of miscellaneous social laws to the Jews prior to their entering Canaan (21:1-26:19).
2. They are part of the __old__ Covenant.
3. They are _social__ laws under Israel’s amphictyony (a loose confederation of tribes united in religion).
4. So, they are no longer applicable today under the New Covenant.
5. Are there _moral__ teachings that are still in effect? No.
6. Are there health teachings that it would be good to still follow? No.
Yet, not plowing with an ox and donkey still makes sense today because of the __nature__ of those animals. So, just v. 11 needs to be principlized.
The steps of principlization:
1. This teaching was tied to _holiness__ (being sanctified: set apart from others) since it appears in Leviticus 19:2-37, with an emphasis on holiness. So, this was one of many ways they acted/looked different to show they were the holy people of Yahweh: He set them apart.
2. The OT Jews and modern North American Christian have little parallel in dress or in the meaning of the dress.
3. A theological principle that is tied to the text: let your _modest___ way of dress show that you belong to God.
4. This principle also _fits_ with the NT teachings of 1 Corinthians 11:5-6 and 1 Tim 2:9.
5. Put this principle into practice.
63
What OT groups of teachings/laws are now obsolete?
OT _sacrificial_ laws were made obsolete by the atonement of Christ (Heb 10:1-14).
64
What OT groups of teachings/laws have been rescinded?
OT dietary laws were rescinded by Christ (Mark 7:18-19; Acts 10:1-17).
65
What is principlizing the text? What are the five steps in principlizing a text?
With a teaching/law in any of the above categories, we can principlize it:
A. Determine what it meant to the _original_ recipients.
B. Ascertain the differences between the original recipients and Christians today.
There are differences of _culture__, language, time, situation, and covenant.
C. Decide the theological __principle__ in the focal text.
1. It will be __timeless___.
2. It will not be culture bound.
3. It will be tied to the text.
4. It will be consistent with the _rest_ of Scripture.
5. It will be applicable__ to the original recipients as well as today.
D. See if the New Testament teachings modified or qualified that theological principle.
E. _apply__ the modified theological principle in your life.
Test case: “You shall not plow with an ox and a donkey together. You shall not wear a material mixed of wool and linen together (Deut 22:10-11).”
66
How many Psalms are in the OT? How many books is Psalms divided into
150? 5 books.
67
Define 6 types of Psalms.
A. Celebration (__royal__ Psalms: 2; 24; 93; 101; 110; Songs of Zion: 46; 76; 87; 125)
B. Imprecatory (calling for God’s __judgment__ upon one’s enemy—35; 60; 70; 109; 132; 140)
C. Lament (crying out in __distress__ to God) (some 1/3 of the psalms are laments, e.g., 3; 9; 12; 13; 17)
D. Penitential (showing __repentance___ for sin—6; 32; 38; 102; 130; 143)
E. Praise (106; 101-113; 146; 150)
F. Thanksgiving (for individuals: 18; 32; 40; 92; or groups: 65; 75; 107; 136)
G. Wisdom (1; 19; 73; 119).
68
Who wrote most of the Psalms, according to the superscription?
David.
69
What is a superscription of a Psalm, and what can it tell us?
They provide the author and the setting of the Psalm.
70
What are the various ways the OT Jews and NT Christians use Psalms?
use as songs and prayers.
71
Characteristics of Hebrew Wisdom Literature.
A. Religious D. Memorable
B. Terse. There are __few___ words, and they are carefully chosen E. _emotional__
C. _poetic___: well-suited for figures of speech. F. Subjective
72
3 types of widsom lit.
Gnomic like Proverbs, Dramatic like Job, and Elegy (Lament) like Ecclesiastes and Laminations.
73
How and why is a proverb not usually a promise?
They are a truth from God but there are exceptions to the to these truths.
74
Define wordplay
wordplay__. This tool uses the sounds, spellings, forms, and meanings of words for emphasis.
75
Define alliteration.
Alliteration–the repetition of the same or similar sound (usually __consonants_) at the beginning of words in a textual unit.
1. im-yhwh lo-yishmar-ir
shawe shaqad shomer (Ps 127:1b)
76
Define onomatopoeia.
Onomatopoeia–the word itself _sounds____ like its meaning.
1. Examples: the bee buzzed, the cow mooed, and the baby babbled.
2. Proseuchomenoi de mē battalogēsēte (Matt 6:7a)
“When you pray, don’t babble…”
77
Define Pun.
Pun (root wordplay, changes in vowels, or similar sounding words)
78
Define word repetition.
Word repetition. The poet repeats the same word or similar forms of a word.
“Let me sing (shir) now for my well-beloved (lididi)
A song (shir) of my beloved (dodi) concerning His vineyard (kerem).
My well-beloved (lididi) had a vineyard (kerem)
on a fertile hill (Isa 5:1).”
79
Define assonance.
Assonance–the repetition of ___vowel____ sounds within words in a textual unit.
1. maddua yerash malkam et-gad
weammo bearayw yashab (Jer 49:1b)
80
Why is it helpful to harmonize OT passages? What are 3 ways to reconcile them?
1. Read them side by side.
2. Appreciate how most details _dovetail___ together.
3. Understand that what may look like a discrepancy can be harmonized. It can explained as a compatible due to (these are just a few examples):
A. _rounding__ off of numbers
B. different perspectives or emphases of the authors
1. Example: Are Genesis 1 and 2 are two contradictory creation accounts?
The answer is that they focus on different aspects: Genesis 1 giving a bird’s-eye view, and Genesis 2 giving a close-up view of what happened with Adam and Eve.
C. different _cultural_ practices (Israel and Judah changed whether they counted the first partial year of a king’s reign in the total number of years or not)
4. Examples:
A. Harmonize 1 Samuel-2 Kings with 1-2 Chronicles. Example: William Day Crockett, A Harmony of Samuel, Kings, and Chronicles (Grand Rapids: Baker, 1985)
B. Harmonize 1 Samuel-2 Chronicles with the Prophets.
81
Name and explain the two roles of the OT prophet. How does the spiritual gift of prophecy differ today?
Foretelling and forthtelling. The majority of prophecy is forthtelling. Some information from God about what will soon happen. Foretelling is sharing what will happen in the future perhaps far in the future.
82
Wht are the two test that can be given to a prophet to see if he is from God.
were they true 100 percent of the time?
| They will never promote worship of false gods.
83
What are the reason for studying biblical prophets?
1. It is a great motivation to live _godly__ lives.
2. It _comforts__ and calms God’s people.
3. It gives __urgency__ for sharing the gospel.
We do not know how much time we have left. The Rapture (or Second Coming) could occur any moment (1 Thess 4:17).
4. It helps __verify__ the gospel. It is a great witnessing tool. It affirms the truthfulness of the Bible.
A. The early church cited prophecy fulfillment in sharing the Gospel (Acts 2:17-21).
5. God __blesses__ Christians who read and heed the prophecy in Revelation. “Blessed is he who reads and those who hear the words of the prophecy, and heed the things which are written in it; for the time is near (Rev 1:3).”
84
What are the pitfalls of misusing prophecy?
1. Misinterpreting prophecy can lead to _heresy__.
A. Critics deny the virgin birth of Christ, misinterpreting Isaiah 7:14.
2. Misinterpreting prophecy can lead to __complacency__.
Some Christians believe Christ’s return is far off. So, there is a temptation to procrastinate in kingdom work and to live ungodly lives.
3. _setting__ dates for the Rapture or Christ’s return has dangers.
B. When the date comes and goes, and nothing happens:
1. It makes Christians look __foolish_ to non-believers.
2. It makes the gospel look _false___ to non-believers.
85
Why is setting a date for the 2nd coming wrong?
Jesus said it was wrong!
86
WHy does it help to know the literary boundaries of a focal prophecy?
Determine the _historical__ setting of the prophecy. Who gave it? Why? When and to whom was it given?
What was the specific context in which the focal prophecy appears?
3. Examine the literary _boundaries__ of the prophecy.
What are the boundary __makers___ of this specific prophecy text?
87
Define Categories of prophecy.
1. Announcement of Judgment
These prophecies typically have two main elements:
2. Salvation Oracle
Often the judgement and salvation descriptions are _joined__________.
Many of these prophecies deal with the final state of _Israel___.
3. Instructional Accounts—In these prophecies, instruction is a _main__ feature of the prophecy (but in the above subgenres, instruction is more of a minor element if present).
4. Miscellaneous
A. Vision/Dream Reports (Dan 7-8; Zech 1-6; Amos 7:1-6; 7:7-9; Jer 42:7-12; Isa 6; Ezek 1-3; Zech 2-6).
B. Prophetic Hymns/Songs. Poetry (Isa 5:1-2; 12:4-6; 42:10-12; 52:7-10; Jer 20:13; 31:7; 33:11; Dan 2:20-23; Amos 4:1-3; 5:8-9); Songs (Isa 26; Hab 3).
C. Prophetic Prayers (Isa 37:14-20; 38:2; Jer 32:16-25; Dan 9:4-19; Jon 2:1-9; Hab 3).
D. Prophetic Letters—letters within a prophetic book (Jer 29:24-28, 29-32).
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Can a conditional prophecy in the OT appear to be an unconditional prophecy?
Sometimes the conditions are not stated, so a prophecy _appeared_ to be unconditional but actually was conditional. For example, Jonah 3:4. See 4:1-2.
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What are some of the ways to help understand a specific symbol in a focal prophecy?
1. Look further in the chapter you are reading, and often the symbol is explained.
2. Stay close to the _context__ where the symbol appears.
a. The ‘7 lampstands’ are the ‘7 churches’ (Rev 1:20).
3. Look for what the symbol means in the _OT__ prophecies.
4. Look for what the symbol means in __NT_ prophecies, such as the Olivet Discourse.
5. Beware of being _overly___literal.
6. Try to not be too tied to a certain theological position that predetermines how you interpret every symbol.
7. There is no symbolic or hidden meaning in _chapter__ and verse numbers.
8. There is no symbolic or hidden meaning in __letter___ counting (so-called Bible codes).
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Is there any symbolic of hidden meaning in chapter or verse numbers?
NO!
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What is prophetic foreshadowing (prophetic peaks)
When a prophet speaks of something and does not realize there will be a time in between those two things that he mentioned.
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Apply a forthtelling element of a focal prophecy.
Apply the _forthtelling___ elements of the focal prophecy. One should find points of analogy.
A. Most _moral__ admonitions are immediately applicable or have analogous situations today.
1. Notice what follows prepositions in the text, such as “for,” “because,” “since.” This information usually gives the _reasons___ for God’s coming judgment.
2. Example—Problems in Judah in Jeremiah’s day (which are analogous to today):
a. Religious __leaders__ turned from God to a false god; much false prophesy (2:8; 5:31)
b. The people had forsaken God and turned to false gods (2:13; 4:22; 5:7).
c. Large class distinction between rich and poor; injustice (2:34; 5:1)
d. _Wickedness___ (5:26-28)
e. Family __breakdown__ (3:1; 5:7-8)
B. Principlize the theological _truths__ (see the steps in the previous lesson).
C. Some cautions to keep in mind:
1. Do not immediately take what God said to Israel and apply it to nations today.
a. They were God’s covenant people and were a theocracy. No nation is like that today.
2. Do not expect God’s divine judgment to immediately __follow__every sin.
God judged Israel and Judah after a long history of their rebellion and sinful behavior (see Jer 7:12-15).
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Apply foretelling elements of a focal prophecy.
Apply the _foretelling__ elements of the focal prophecy.
A. Study fulfilled OT prophecies to appreciate the sovereignty and economy of God.
B. Learn how _NT_ writers interpreted OT prophecy to learn how we should interpret OT prophecy:
1. Some prophecies will have unexpected fulfillment.
2. Some prophecies have suspended __fulfillment____.
3. Some prophecies will have __spiritual__ fulfillment.
4. Some prophecies will have __literal___ fulfillment.
C. Use unfulfilled OT eschatological/messianic prophecies (Day of the Lord—Jesus’ Second Coming) as motivations to live godly lives and be bold __witnesses__ for Christ.
D. Use fulfilled OT prophecies as witnessing tools.
E. Cautions against eisegesis:
1. Start with exegesis of the biblical prophecy. Do not start with a _current_ event.
2. Do not interpret Bible prophecy with the Bible in one hand and a newspaper in the other hand.
3. Be very _slow__ to claim a current event is a fulfillment of biblical prophecy.
4. Believe __10%__ of what you read on the Internet and 1% of what you read on YouTube and Facebook in regard to biblical prophecy.
5. Realize there is probably more variation of teaching and more __false__ teaching on the subject of Bible prophecy among conservatives than possible any other area of doctrine.
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What is the danger of interpreting with the Bible in one hand and the new paper in the other?
eisegesis
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Name and describe some cultural practice evident in the culture of the NT writings that are very different from today?
A. Levirate marriage: if a husband dies with no male heir, his brother should step in and produce an heir, who is the legal son of the deceased husband (Deut 25:5-6).
1. Jesus’ genealogy _many_ have an instance of Levirate marriage (Matt 1:12; Luke 3:27).
2. The Sadducees tried to cite a theological conundrum when they asked Jesus who would be the husband in Heaven to a woman married _7 times (Matt 22:23-33).
He replied that there is no marriage in Heaven (v. 30).
B. Ancient betrothal (espousal) was different from modern engagement.
Betrothal was __stronger__ than modern engagement, breakable only by divorce (Matt 1:19).
C. They used the _roof of a house to rest, relax, eat, and do many other activities.
Peter had his heavenly vision while asleep on the rooftop of Simon the Tanner (Acts 10).
D. They were an honor-__shame__ culture.
Herod Antipas had to fulfill Salome’s request for John the Baptist’s head on a platter because he made a public promise to fulfill her request (Mark 6:17-28).
E. They were a __patron__-benefactor culture.
Luke dedicated his Gospel and Acts to Theophilus, who may have been his benefactor (Luke 1:1-4; Acts 1:1).
F. They were a __highly__ stratified society.
1. Most people in ancient Palestine were _poor___.
Jesus had much to say about the poor (e.g., Luke 4:18; 6:20; 7:22; 14:13; 16:20; 18:22).
2. Women and children were near the bottom of the list.
The Disciples turned away parents with infants and babies from Jesus because they shared the common societal bias __against__ children (Mark 10:13-16).
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What are the purposes for using a gospel harmony or an Acts/Epistles harmony?
. Purposes of a Gospel Harmony and an Acts-Epistles Harmony:
A. They help give a chronology of the Gospel events and Acts events.
Sometimes a Gospel will give a __thematic __ or theological order rather than a chronological one.
B. They help you determine when the same event or saying is recorded in _more___ than one Gospel or in Acts as well as in any epistles.
1. When they occur in more than one Gospel, often each one may give additional information or a unique emphasis about the event.
The rich young ruler—you need __multiple____ Gospels to know this description of him.
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Possible pitfalls of using harmony?
A. It can cause you to ___miss___ the theological emphases in each specific book in the Bible.
They are most visible when one focuses on __only__ one Gospel.
B. One can get so caught up in debating the differences in the passages or harmonizing biblical passages that the spiritual message of the passages gets sidetracked or overlooked____________.
C. If you harmonize two passages that were not the same event, you will __lose__ one of the messages of the two passages.
1. For instance, the Parable of the Minas has 10 servants each receiving one mina. Every Christian is given the same amount of something: the __Gospel___ message. We need to share this message with everyone.
2. In the Parables of the Talants, 3 servants were given different amount of talants: 10, 5, and 1 talants. So, the different amounts refer to the various amounts of talents (abilities), gifts, and opportunities for service that God gives to each Christian.
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What does it mean that scripture may either describe or prescribe?
Some things in scripture are there so we know what to do. Somethings are in so we know what happened.
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Name 3 NT related events that changed how God works among His people.
A. The death, burial, and resurrection of Jesus.
1. Not long after this there were more __Gentile___ believers than Jewish believers.
This explains the drop-off in miracles. God used miracles among the Jews; whereas, Gentiles like wisdom (1 Cor 1:22).
B. The ascension of Christ and the coming on the Holy Spirit upon _all_ believers at Pentecost (Acts 2:1-4).
For a brief period, there was a delay in the Holy Spirit coming to some Gentile Christians so Jewish Christians could verify this. Sometimes they spoke in _tongues_ for the same reason.
C. The canonization of the New Testament (mid _300s_ AD).
1. Now Christians had the complete Word of God.
a. Prior to this, a word of knowledge or miracles helped __verify___ God’s Word to the church.
b. Now they are no longer needed (1 Cor 13:8-10).
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Describe at least 5 interpretive principles for interpreting the NT parables.
A. Determine the __main__ truth (or truths) in the parable.
1. A parable often has __one___ primary meaning, but it can have more meanings.
a. The main teaching of Matt. 13:44-46: the immense value of God’s Kingdom.
An additional teaching: people discover it in __different__ ways (stumbling across or seeking).
2. Often the main point has to do with what happens to the main character.
The Jewish man going to Jericho was robbed and beaten. He was rescued by a Samaritan (surprise!). The lesson: __everyone__ is your neighbor, so be good to them (Luke 10:25-37).
B. Note what points in the parable are explained in the context.
C. Look for the __surprise__ element in the parable. The meaning of the parable is often connected with the surprise element.
The enemy (Satan) who sowed tares in a neighbor’s field (Matt. 13:24-30) was surprisingly, disgustingly ___evil__!
D. Notice the stock images in the parable:
1. _father_, master, king, or judge = God.
2. fig tree or vine = Israel
3. _enemy___ = Satan
E. Note that parts of a parable may vary in other Scripture.
‘Leaven’ (yeast) is usually _bad__ (Ex. 12:15; Lev. 2:11; Matt. 16:6, 11-12; Mark 8:15), but it is good in Matt. 13:33.
F. Check to see if _other__ Scripture is compatible with your interpretation of the meaning of the parable.
G. Note the intended or actual response of the original listeners.
The chief priests and Pharisees knew Jesus’ parables in Matthew 21 were about them (v. 45).
H. Avoid _over_-allegorizing parables (Mark 4:13-20; Matt. 13:36-43).
1. The Good Samaritan (Luke 10:25-37) is the most overly-allegorized parable.
2. Do not expect every detail of a parable to have meaning.
3. Avoid allegorizing any Scripture passage that is not clearly an allegory.
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Descibe at least 4 interpretive principles for NT epitles.
1. Recognize the typical first-century AD Epistolary Form to understand the context of the focal text:
2. Understand the occasion (_purpose____) the author had for writing the focal letter.
A. Each letter was written to help with spiritual problems or needs.
B. With a letter we have ___half___ of the communication.
So, practice _mirroring__ (cautiously speculating on the other half of the communication).
3. Determine the main _themes_____ of the letter to see where the focal text fits.
Example for 2 Thessalonians:
A. Encouragement during __persecution__ (ch. 1).
B. Clearing up ___misunderstanding____ about the 2nd coming of Jesus Christ (ch. 2).
C. How to deal with “__unruly____” and “undisciplined” people (ch. 3).
4. Be _slow_ to play the culture card (to claim a teaching was for the culture back then with no direct application today, such as women wearing veils (1 Cor. 11:5-6).
Examples: are these situations for the first-century AD culture only or are they directly applicable today, too?
A. a wife being subject to her husband (Eph 5:22; Col 3:18)
B. women teaching men (1 Tim 2:11-15)
C. women covering their _head___ (with a hat, veil, or hair bun?) in a worship service (1 Cor 11:4-16)
D. women keeping “_silent__ in the churches” (1 Cor 14:34-35)
E. homosexual activity (Rom 1:26-27; 1 Cor 6:9-10; 1 Tim 1:9-10)
5. Realize that __much__ of our theology is based on the NT epistles.
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Is there a difference between NT letter and NT epistles?
No
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What is mirroring when used in the interp of NT epistles?
With a letter we have ___half___ of the communication.
| So, practice _mirroring__ (cautiously speculating on the other half of the communication).
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Four ways to interpret Revelation.
A. Preterist: Revelation refers only to the __1st__-century Roman persecution of the church.
B. Historicist: Revelation is a _coninuous__ chronicle of church history from apostolic times until Christ’s return.
C. Idealist – Revelation omits references to history and time. It is a _symbolic___ picture of the ongoing struggle between good and evil in the church and world history.
D. Futurist – Revelation _4-22__ refers to future events.
