BI505 Hermeneutics Rosscup Fa12

8/10/2019 BI505 Hermeneutics Rosscup Fa12

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Hermeneutics

BI 505

James E. Rosscup, Th. D., Ph. D.

Latest Revision Fall 0!


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T"BLE #F $#%TE%T&

"I'& "%D RE()IRE'E%T&...................................................................................................... *

F#R' F#R P"PER + ! EPHE&I"%& 5!-................................................................................ !

F#R' F#R P"PER + ................................................................................................................ !-

T#PI$ #%E I%TR#D)$TI#%.................................................................................................. 0

T#PI$ T# &$H##L& #F I%TERPRET"TI#%..................................................................... *-

T#PI$ THREE /E%ER"L PRI%$IPLE&..................................................................................1

T#PI$ F#)R '#RE &PE$IFI$ PRI%$IPLE&.........................................................................25

T#PI$ FI3E P"R"BLE&, FI/)R"TI3E L"%/)"/E, "%D &4'B#LI&'.......................1

T#PI$ &I6 T4P#L#/4...........................................................................................................!!1

T#PI$ &E3E% PR#PHE$4.....................................................................................................!*1

"PPE%DI6 I...............................................................................................................................!55

"PPE%DI6 II..............................................................................................................................!52

"PPE%DI6 III.............................................................................................................................!

"PPE%DI6 I3............................................................................................................................! 1

"PPE%DI6 3..............................................................................................................................! 5

"PPE%DI6 3I............................................................................................................................! 2

"PPE%DI6 3II...........................................................................................................................! -

"PPE%DI6 3III..........................................................................................................................!21


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BI 505 7 HermeneuticsPro8essor J. E. RosscupFall, 0!

"I'& "%D RE()IRE'E%T&

I. "I'& #F THE $#)R&E

". To help stu9ents un9erstan9 an9 learn to use :asic ;or.

B. To help stu9ents 9evelop a , Bi:lical Interpretation Past Present. Do;ners /rove, ILInter3arsit> Press, !. Har9:ac o8 Bi:lical Interpretation. Pea:o9>, '"

Hen9ric


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Rea9 Ro> B. uclla:us topics *2the principles more 8ull> an9 clearl> an9 =ive e?amples as stu9ents 8ill in their

notes in this s>lla:us.

Report rea9in= class s>lla:us :> Rosscup 8or pa=es he announces in class a;ee< :e8ore each rea9in= ;ill :e 9ue. These or uc< rea9in=s are not allo;e9 to:e late ;ithout =ra9e 8all. I8 >ou miss a class, have a prearran=e9 stu9ent 8rom;hom >ou relia:l> 8in9 out the rea9in= @i8 an> an9 , not a:sentin= >oursel8 more than the 'asters&eminar> permits @8or a unit class, >ou are allo;e9 a:sences ;ithout nee9in=an e?cuse. For an> e?cuse9 a:sence or reuest to :e e?cuse9 a stu9ent must turnin a ;ritten note ;ith 8ull, :rie8 9etail at the ne?t class. I8 >ou miss an> class, >oustill are responsi:le to have rea9 material 8or that class on time an9 to report it onthe class roll sheet to :rin= >our recor9 up to 9ate ;hen >ou return. 4ou are alsoresponsi:le to ;or< out an arran=ement ;ith a 8rien9 in the class, so 9eci9e a 8rien9the 8irst ;ee< o8 the semester to :e a:le to secure rea9in= assi=nments an9orlecture notes or chan=es in 9ue 9ates promptl> 8or an> class >ou miss. This alsoinvolves havin= >our 8rien9 secure an> han9outs 8or >ou an9 =ive them to >ou:e8ore the ne?t class. 4ou also are responsi:le to 8in9 out 8rom the 8rien9 ;here toinsert these ;here the> :elon=.

B. E?ams %one.

$. T;o Papers @25C o8 =ra9e totall>

!. Paper + ! #:servation paper, *pp, sin=lespace9 on Ephesians 5!-@5C

a. Due Dates

Last names starting with A-G due at the beginning of (e!t" ##).Last names :e=innin= ;ith H# 9ue at 5th meetin= o8 class. Last namesP 9ue at th class.

:. Title Pa=e an9 Form /ui9e

)se no title pa=eK simpl> 8ollo; the


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verse an9or its conte?t care8ull> relate9 to the verse stimulates in >ourthin i8 >ouare to =et the correct meanin= an9 e?poun9 the passa=e accuratel> toothers.

c. %um:erin=

%um:er the three sections accor9in= to the 8orm on pa=es !!, !1!:elo;. &ee pa=es !! :elo; 8or a99itional in8ormation on thisassi=nment an9 an e?ample o8 the 8orm.

9. Help

&ome help @sample on the same ou on ho; to =ain a :etter=ra9e. )se no other helps at all on this assi=nment, i.e. 9o not loothin= up in articles, commentaries, past papers, Bi:le 9ictionaries,

enc>clope9ias, le?icons, concor9ances, or translations other than the%"&B. 4ou ma> use the /ree< te?t as ;ell as the %"&B i8 >ou are a:le.Focus on >our o;n care8ul o:servations that are vali9 on ;hat is sai9./uar9 a=ainst puttin= 9o;n as ;hat it sa>s ;hat it 9oes not sa>, that is,rea9in= thin=s in 8rom ;hat >ou have rea9 or hear9. Even i8 a statementin itsel8 is vali9 8rom some other consi9erations in &cripture, i8 it is notsurel> state9 in this passa=e or 9e8initel> an9 reasona:l> relate9 closel>;ith the thou=ht here, 9o not put it 9o;n.

e. $onte?t o8 Ephesians 5!-

4ou ma> inclu9e in the o:servations matters care8ull> =leane9 8romsurroun9in= verses li sure to state e?pressl> ho; >ou see ever> o:servation reall> isthere, an9 ho; it vitall> relates @ties in in a close ;a> to 5!- so as to :eo:viousl> pertinent. Do not leave the =ra9er ;on9erin= e?actl> ;hatconnection >ou see :et;een the verse an9 verse !-, an9 ho; or ;h> it isplainl> vali9 @ho; >ou 8i=ure it is vali9.

8. /ra9in=

4our =ra9e ;ill :e 9eci9e9 on the ualit> an9 the si=ni8icance o8>our o:servations as to ho; crucial or vital the> are to help come to asoun9 interpretation later on, a8ter the o:servation process. The =ra9ealso is to :e 9etermine9 :> :ein= accurate in ;hat >ou put 9o;n an9 onthe literar> ualit> o8 >our ;ritin= in =oo9 En=lish, on =oo9 sentences,on correct spellin= @;atch thisA, on neatness an9 accurac> in the t>pin=,on choosin= ;or9s ;ell to sa> ;hat nee9s to :e sai9 9irectl> to the point;ithout =ettin= ver:ose @i8 >ou have 1 pp. or more trim itA, on turnin=the paper in to meet the 9ue 9ate, an9 also on 9oin= the num:er o8 pointsreuire9.


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I8 >ou have more than the *5 reuire9, =ra9e ;ill :e 9eci9e9 onualit> overall an9 not :> uantit> a:ove *5A

. Paper + Bi= hermeneutics paper on interpretation o8 a Bi:le pro:lempassa=e @50C. $8. Li:rar> Reserve Des< 8or &ample Paper 8or Paper +.

a. Due Dates

Last names :e=innin= ;ith P are 9ue at the :e=innin= o8 the !0thmeetin= o8 the class. Last names H# are 9ue at !!th meetin= o8 class.Last names A-G are due on ($o%" &'). The reason 8or the three 9ates isthat a =ra9er has to =ra9e the ver> lar=e portion o8 papers. The sprea9 o8time 8acilitates this hu=e output o8 e88ort an9 hours an9 ena:les it :ein=:orne :etter, 8or the stu9ents sa the ;a>, the=ra9er nee9s pra>er 8or 9oin= the Herculean tas. I8 >ou must :e a;a>, arran=e 8or a 8rien9

to turn >our paper in the 9a> it is 9ue.

Do not sen9 >our paper :> email. 4ou taour name 8itsK so 9o not reuest this. Plan ahea9 as nee9e9

:. Topic &election

&elect 8rom the Bi:le a reall> passa=e @c8. later, pp. 2 on;hich there are at least t;o con8lictin= interpretations. )se 8iveprinciples o8 interpretation in Rosscup, Topics * an9 1 to 9iscuss thispro:lem. These principles, liste9 in Rosscup, are e?plaine9 in uc< @inpart, an9or in class lectures. I8 >ou 9o a para:le, use principles in Topic5 on Para:les. I8 >ou choose a prophec>, use principles in Topic 2 onprophec>, etc.

c. Format

This secon9 paper is to :e t>pe9, sin=lespace9, an9 at least 8ull>8our :ut not more than si? 8ull pa=es. )se the reuire9 8orm =iven onpa=es !2!-. $8. li:rar> reserve 8or past paper sample o8 this secon9paper.

9. Reuirements

)se 8ive principles 8rom Topics * an9 1 or Topic 5 @i8 on a para:le,Topic @i8 on a t>pe, or Topic 2 @a prophec>. "lso, emplo> in >ourresearch at least seven 9i88erent scholarl> sources that >ou cite at9i88erent pertinent points ;ithin the :o9> o8 the paper. &ources can :ele?icons, commentaries, s>stematic theolo=ies, Mournal articles,


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specialiNe9 :oo to use an9use in printe9 8orm the :est, most serious sources >ou can utiliNe. I8 >ouuse a computer source =o 8in9 the printe9 source o8 the same thin= an9

cite that in the ri=ht pa=e num:er@s. The stan9ar9 >ou 9ispla> here ma>;ell :e >our stan9ar9 8or a li8e o8 ministr>, an9 the ;or< ;ill :e teste9 atthe Ju9=ment &eat o8 $hrist @! $orinthians *!0!2. &ee "ppen9ices IIthrou=h 3I 8or tools to use, an9 also, Rosscup, $ommentaries 8orBi:lical E?positors, 00.

e. Ho; Principles lea9 to $onclusions

Be care8ul an9 9ili=ent on each principle to state lo=icall> an9persuasivel> ;h> the in8ormation :ase9 on @relate9 toK emplo>e9 inusin= this principle reall> lea9s more naturall> to >our pre8erre9 vie;than to some other vie;. Do not Must thro; in materialK use that materialto ar=ue a case meanin=8ull>, an9 s to;ar9 lea9in=>our rea9er @hearer :> clear lo=ic to the conclusion >ou have chosen."voi9 :rin=in= him to the en9 o8 >our section an9 leavin= himuestionin= vali9it> o8 reasons ;h> >ou thin< this in8ormationnecessaril> 8avors >our vie;. The principle ma> :e turne9 rather easil>to 8avor a 9i88erent vie; Must as ;ell or even :etter.

8. &ome selecte9 pro:lems are no; liste9 here. $H##&E #%L4 FR#'THI& LI&T.

! Is there a =ap in /enesis !O

as $ains sin in /enesis 1 that o8 :rin=in= a ve=eta:le o88erin=rather than a :loo9 sacri8ice, or in his attitu9e, or :oth, or ;hatO

* as the Floo9 in /enesis - local or universalO

1 hat is meant :> Lots ;i8e :ecomin= a pillar o8 salt @/enesis!O

5 Di9 /o9 comman9 Hosea to marr> a ;oman ;ho alrea9> ;asimmoral, or a ;oman ;ho later ;oul9 prove un8aith8ul, or :oth, orsomethin= else @Hosea !88O

hat is meant :> Isaiah 2!1, an9 ;hen ;as it 8ul8ille9O

2 "re the locusts in Joel ph>sical, literal ones, or are the> s>m:olico8 armiesO


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- Di9 Jonah ph>sicall> 9ie insi9e the =reat 8ish in or9er to :e t>picalo8 $hrist @'atthe; !, or 9i9 the Jonah episo9e relate to $hrist insome other respectO

hat is meant in 'atthe; !!-, upon this roc< I ;ill :uil9 m>

church . . .QO

!0 Does Paul in Romans 2!188. re8er to his presalvation state or hisstru==le as a save9 man an9 i8 so ;hich vie; an9 ;h>O

!! Does James !1 contra9ict Romans 1, or complement it, inre=ar9 to Musti8ication :> 8aith ;ithout ;or the Lor9s 9a> in Revelation !!0O

!* Is the an=el @messen=er in Revelation !* a celestial spirit :ein=or a human lea9er o8 some our o;n ;orin= orpartl> cop>in= some previous or current paper or other sourceK 9oin= the reuire9num:er o8 o:servationsK or=aniNin= as reuire9K meetin= the 9ue turn in timeK usin=no helps other than %"&B an9 /ree< te?t @8or those ;ho are a:le to use /reepin= neatl>K spellin= accurac>K =oo9 sentencesK =oo9 literar> ualit> o8o:servations as to ;hether the> re8lect ;hat the te?t 9oes sa> or not sa> that iscrucial @note this, or ;hether the> as< reall> important, uestions that can lea9to :i= 9iscoveries. In the section on ;hat the te?t sa>s, re8rain 8rom :rin=in= in


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thin=s that the passa=e 9oes not actuall> sa>, or thin=s 8rom crossre8erencepassa=es that ma> not :e reall> sure or help8ul. Geep statements concise an9 to thepointK avoi9 heav> ver:osit> an9 too much 9etail. The =ra9e also ;ill ta paper onEph. 5!- more than * pp. is too lon=A /et it 9one ;ith :revit>, >et ualit>A.

Remem:er to sin=lespace.

B. Paper + @Interpretive & ualit> @=oo9sentences not overl> lon=, clarit>, an9 8lo; o8 ;or9s an9 choice o8 ;or9s, correctpunctuation, neatness in t>pin=, turnin= in on the 9ue 9ate, sources, ar=uin= each principle lo=icall> an9 persuasivel> ;ith =oo9content so as to help the rea9er see that >our vie; reall> 9oes stan9 up :estK :ein=consistent in ;or9in= a:out each vie;K citin= sources accuratel> ;ith the correct8orm @see li:rar> reserve sample papers on ho; this is to :e 9oneK also see section3, pp. !0 an9 !2!- :elo;K an9 e?plainin= >oursel8 a9euatel> ;ithout :ein=heavil> ver:ose, 8uNN>, or :eatin= aroun9 the :ush. "n> paper runnin= :e>on9 si?pa=es ;ill have the =ra9e lo;ere9 a 8ull =ra9e, an9 an> paper :elo; 8our @or closeto this 8ull pa=es ;ill :e re9uce9 in =ra9e accor9in=l>K so plan to our len=th;ithin the :oun9aries speci8ie9, no more, no less.

$. Polic> on Late Papers

I e?pect ;or< to :e in on time, Must as ;e e?pect a preacher to 9eliver hismessa=e at the speci8ie9 time an9 not an hour later. "n> paper su:mitte9 an> timea8ter the :e=innin= o8 the class perio9 ;hen 9ue @;ithout a9euate reason is a late

paper. I8 ;ithin a ;ee the :e=innin= o8 the last class to =ain cre9it 8or the course,other;ise the semester 8inal =ra9e ;ill :e a 8ailure. It ma> :e a 8ailure an>;a> i8=ra9es avera=e :elo; .

3. F#R' F#R $ITI%/ )R$E& I% P"PER + @cite9 ;ithin para=raphs inparentheses ri=ht in the 8lo; o8 thou=htK not in 8ootnotes or at the en9 o8 the paper.

". E?amples o8 Di88erent T>pes o8 $itations


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!. $itation o8 a sin=levolume ;or =ive the authors 8ull name, the 8ull name o8 his ;orou are citin=, e.=. @John J. Davis,Para9ise to Prison, p. . %ote that 8irst name comes 8irst, last name last.

. $itation o8 a multivolume ;or o8 the %e; Testament, e9. /. Gittel @!51, II, 5*51.

*. $itation o8 a Mournal article

E.=. $. $. R>rie, The '>ster> in Ephesians *, Bi:liotheca &acra, !*@Jan. !, *0. In this e?ample, the !* is the volume num:er an9 the *0 isthe pa=e num:er :ein= speci8icall> cite9.

1. $itation o8 a commentar> :> one man in another mans multivolume ;or on the Hol>&criptures, e9. J. P. Lan=e, 3ol. !, p. *.

5. $itation o8 a statement :> one man ;ritin= a chapter or entr> in a ;or< e9ite9:> more than one other man

E.=. @&. Le;is Johnson, Romans 5!"n E?ercise in E?e=esis an9Theolo=>, chapter ! in %e; Dimensions in %e; Testament &tu9>, e9s. R.%. Lon=enec


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&ee sample o8 the + paper at Li:rar> Reserve Des< to see ho; these citationsare 9one in action ;ithin papers @&amples are not provi9e9 8or Paper + ! :e>on9helps in these reuirement pa=es such as the e?ample on John !5. "lso 8ollo;the structure the present pa=es =ive 8or this paper, an9 note all instructionspertainin= to the paper.


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" *+R, *+R A.R / #0 .1.A$ 20#3

c8. E?ample,Q pp. !1!

)se :asicall> !inch mar=ins an9 set up the paper as 8ollo;s

@upper ri=ht corner, one inch 9o;n %ame UUUUUUUUUUUUUUUUUUUUUUUUU$ourse UUUUUUUUUUUUUUUUUUUUUUUUDate UUUUUUUUUUUUUUUUUUUUUUUUUU&tu9ent Bo? UUUUUUUUUUUUUUUUUUUU

#:servations on Ephesians 5!-

@Title a:ove is to :e centere9 lines :elo; 1th line that =ives :o? num:er.

D. !- Ge> #:servations on hat I& &ai9

!. Form a complete, concise sentence. In ever> case, :e sure to :e speci8ic.&trive to sa> somethin= that is a statement ;hich ;ill reall> help, an9 notto =ive some useless :it o8 in8ormation such as ho; man> ;or9s there are inthe En=lish te?t or ho; man> lines are in the verse...

!-. Inclu9e at least ei=hteen o:servations, more i8 >ou choose, all num:ere9.

E. 2 Ge> #:servations on hat is %#T &ai9

!. "=ain, 8orm a complete, concise sentence. %um:er the o:servationsconsecutivel> 8rom &ection ", maou have at least seven...

5. Inclu9e at least seven statements.

F. !0 Ge> (uestions

. These are uestions ;hich, ;hen ans;ere9 properl>, ;ill >iel9 reall> =oo9in8ormation help8ul in e?plainin= the passa=e to a person or au9ience. %um:er

the uestions consecutivel> 8rom &ections " an9 B, etc...

*5. Inclu9e ten or more uestions.

For more help8ul su==estions on ho; to ;rite this paper, see the 8ollo;in= section,entitle9 Pointers to help in 9oin= Ephesians 5!- Papers. "lso see E?ample 8orEphesians 5!- PaperQ.


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I P#I%TER& T# HELP I% D#I%/ EPHE&I"%& 5!- P"PER&

Here are some tips that ma> ver> ;ell help >our =ra9e on the paper

/. &pell correctl>A Even thou=h some stu9ents shoul9 9o this, the> still

hurt themselves :> 8reuentl> spellin= incorrectl>.

H. "L"4& ;rite complete sentences or complete uestionsA

I. Punctuate properl>. &ome omit perio9s at the en9s o8 sentences, uestion mar notO @%otice thes;itch 8rom the sin=ular person to the plural the>.

4orrect " person shoul9 :e 8ille9 ;ith the &pirit, shoul9 he or she notO

ncorrect Paul contrasts t;o thin=sone shoul9 not :e 9run shoul9:e 8ille9 ;ith the &pirit. @#:serve the s;itch 8rom one to the plural the>.

4orrect Paul contrasts t;o thin=sone shoul9 not :e 9run that 5!- ma> not onl> :ere8errin= to one, :ut to a plural num:er @c8. the plural conte?t.

G. &ho; ho; >our statement is vali9 to the te?t itsel8. Do not Must sa>, It is a =oo9thin= to :e 8ille9 ;ith the &piritQ. That is true, :ut >ou have in no 9irect ;a>relate9 it to the TE6T. %o; note a 9irect tiein to the te?t 3erses !! sho;that it is =oo9 to :e 8ille9 ;ith the &pirit, :ecause the> apparentl> spell out resultso8 a &pirit8ille9 li8e or else 8eatures that accompan> it.Q Do not Must sa>, I shoul9not =et 9run< ;ith ;ineQ @>ou have not =iven proo8 that >ou are in the verseA. &a>instea9 somethin= liin= the o:vious thin= that contri:utes nothin=, 8or e?ample, ill :ein=

8ille9 have a =oo9 e88ect on :ehaviorO The te?t plainl> sho;s that it 9oes, so ;h>uestion itO Be sure that >ou have not Must ;aste9 ;or9s.

'. Be care8ul not to state the same thin= t;ice in 9i88erent ;or9s. For e?ample, apositive o:servation mi=ht :e, Drun as< it separatel>O 'ove on to somethin= ne;A


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%. Focus on =oo9 o:servations on the te?t itsel8. Do not Must as an9 =eneral to contri:ute much that is 9irectl> help8ulto most listeners ;hen >ou are spea8it to=ether Paul contrasts the ne=ative @9o not =et 9run a lot a:out 5!- itsel8. Do not Must sa> a lot a:out the surroun9in= verses.hatever >ou sa> nee9s to :e a:out 5!-, an9 i8 necessar> relate9 9irectl> in somecrucial ;a> to the surroun9in= conte?t, 8or instance, The comman9 to :e 8ille9;ith the &pirit in 5!- comes in the mi9st o8 several e?hortations in the conte?t. Fore?ample . . .Q @an9 speci8> ;hich verses 8orm this conte?tQ.

(. h> as< a uestion ;hen a 9irect o:servation is ri=ht thereO "s< uestions

;hen this is not the case.

R. &tic< to ;hat the te?t itsel8 sa>s 8or sure, or else to uestions trul> important inrelation to ;hat the te?t 9oes sa>. #8ten stu9ents ;ill ;rite 9o;n thin=s otherpassa=es sa> ;hich ma> not necessaril> :e ;hat THI& particular passa=e sa>s, orthin=s the> have hear9 or rea9 ;hich are not reall> in the te?t itsel8.


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3I. E6"'PLE F#R EPHE&I"%& 5!- P"PER

#:servations on John !5

". hat It Does &a> Wi.e. scrupulousl> ;hat it sa>s 8or sureX

!. &ome :ranch as relate9 to :earin= 8ruit is involve9 in :oth o8 the statementscontraste9 in the verse.

*. The :ranch not :earin= 8ruit is sai9 to :e in 'eQ, ;hatever this ;ill turn outto mean, an9 :ranches are i9enti8ie9 as >ouQ @;hich raises the uestion, >ouQsin=ularl> or >ouQ in a plural senseO.

1. hat the :ranch is sai9 not to 9o in the 8irst part o8 the verse is V:ear 8ruitQ,;hatever this ;ill :e 8oun9 to mean.

5. The :earin= o8 8ruit is mentione9 in conte?t @v. 1 in relation to the true vine inv. ! @Jesus, !1* etc. an9 the hus:an9man @'> FatherQ, i.e. Father o8Jesus.

. The vine:ranch8ruit picture 8its in as a part o8 the lar=er conte?t o8 Jesusinterchan=e ;ith an9 9iscourse to His 9isciples @$hapters !*!. His 9isciplesare mentione9 @!*5 an9 are 8reuentl> spea :ranch that 9oes not :ear 8ruit @v. .

-. HeQ @the Father, as in v. ! prunesQ the 8ruit:earin= :ranch, ;hatever this;ill :e interprete9 to 9enote.

. The Fathers prunin= ;or< is 8ocuse9 on each in9ivi9ual :ranch @itQ, not anemphasis on some corporate ;or< ;ith :ranchesQ or them.Q

!0. The aim the Father has in vie; in prunin= a :ranch alrea9> :earin= 8ruit is9e8ine9 this ;a>Ythat it ma> :ear more 8ruit.Q

!!. The 8act o8 num:er!0 a:ove is o:viousl> 9i88erent 8rom ;hat is sai9 o8 thenon8ruit :earin= :ranch, in ;hich no 8ruit is 8oun9 an9 8or ;hich no 8ruit inthe 8uture is sai9 to :e in vie;.

!. Bearin= 8ruit is relate9 closel> in conte?t ;ith ":i9e in 'e an9 I in >ouQ @v.1a, an9 the statement even is ma9e that the :ranch is not a:le to :ear 8ruit o8itsel8 :ut onl> as it a:i9es in the vine, an9 this relate9 to >ouQ, the 9isciples@c8. 9isciplesQ, !*5K !5-.


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!*.

!1.

!5.

!.

!2.

!-.

B. hat Is %ot &ai9 Wi.e. scrupulousl> ;hat it 9oes not sa>X

!. The non8ruit :earin= :ranch @v. a is not sai9 an>;here in the passa=e ever to:e=in to :ear 8ruit.

0. The imme9iate verses @!5!2 etc. 9o not appear to 9e8ine e?actl> ;hat in'eQ means.

!. hat is meant :> He Wthe FatherX taQ is not e?plaine9 in verse , :utverse ma> or ma> not provi9e 9e8inition since it re8ers to a :ranch as thro;na;a>Q an9 castQ thou=h these terms ;oul9 nee9 8urther stu9>.

. The meanin= o8 He prunes it Wthe 8ruit:earin= :ranchXQ is not e?plaine9, norho; this ena:les :earin= more 8ruitQ.

*. FruitQ is not 9irectl> 9e8ine9 in conte?t as the 8ruit o8 the &pirit is love . . .Qetc. @/al. 5, ho;ever thin=s sai9 to :e 8ruit o8 the &pirit in /alatians appear

in the John !1!5 conte?t as ;ell @peaceQ, !12K loveQ, !5-!K Mo>Q,!5!!. This ma (uestions on hat Is &ai9 or %ot &ai9

. Ho; 9oes the vineQ illustration 8it into the lar=er conte?t o8 ;hat Jesus claimsis His relationship to men in the ;hole /ospel o8 John in ;hich $hapter !58itsO For e?ample, are there other I amQ claims, as !5!, an9 i8 so, ho; ma>I am the vineQ correlate, i8 at all, ;ith an> other such statement in the totalpictureO

2. hat crucial meanin= is 9enote9 :> usin= :ranchQ to re8er to a person, inrelation to :ein= in a vineQ, a:i9in=Q, an9 :earin= 8ruitQO


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!2

-. Is the phrase in 'eQ, e?actl> as it is here, use9 else;here in the /ospel o8John, an9 i8 so, ;here an9 ;ith ;hat si=ni8icance, 9enotin= :ein= in Jesus$hrist in a =enuine savin= sense, or some other i9eaO

. hat tenses are use9 to sho; the time o8 the action in parts o8 the passa=e,

an9 ;hat 9o these tenses 9enote a:out 9oes not :ear 8ruitQ, taQ,:ears 8ruitQ, prunesQ, :ear more 8ruitQ, >ou are alrea9> cleanQ, I havespo


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!-

5" *+R, *+R A.R / &

The 8ormat here shoul9 :e use9 8or Paper + 9iscussin= interpretation o8 a Bi:lepro:lem passa=e. &ee also the speci8ic stu9ent sample on reserve in the li:rar> @8rontcounter 8or this course. 4ou ;ill 8in9 that it ans;ers a lot o8 8orm uestions, as apicture is ;orth a thousan9 ;or9sQ.

)pper ri=ht corner, one inch 9o;n %ameUUUUUUUUUUUUUUUUUUUUU $ourseUUUUUUUUUUUUUUUUUUUU DateUUUUUUUUUUUUUUUUUUUUUU &tu9ent Bo?UUUUUUUUUUUUUUUU

/enesis !

@$entere9 a:out ! inch :elo; stu9ent :o?

3II. &tatement o8 the Pro:lem

/ive a concise statement o8 one to 8our sentences to ma clear ;hichBi:le pro:lem >ou ;ill :e 9iscussin= an9 ;hat constitutes the pro:lem. "l;a>s ;ritein =oo9, complete sentences. &in=lespace this paper, as here, :ut 9ou:lespace as here:et;een hea9in=s an9 para=raphs.

3III. Propose9 &olutions @or 3ie;s or Interpretations

":out onehal8 o8 a pa=e shoul9 su88ice in most cases to list the main vie;s=leane9 8rom sources in >our research. Do not list more than 8our vie;s, an9 in mostpassa=es the main three ;ill :e enou=h, in some te?ts t;o main vie;s.

". The 3ie; that . . .

&pell our concisel> in the hea9in= ;hat the vie; claims is the interpretation.Here >ou are also to 9ocument ;ithin parentheses ;ho hol9s the vie;, the name o8his ;or =oo9 e?ponents o8 a vie;shoul9 su88ice. @&ee sample papers in the li:rar> an9 &ection 3 in "ims an9Reuirements to ta o8 thepaper an9 not in a 8ootnote or en9note. It ;oul9 also :e =oo9 to spell out :rie8l>in su:points the crucial aspects usuall> 8oun9 in the vie;. $ite people ;hoactuall> champion the vie;, not ;riters ;ho onl> re8er to it :ut 9o not espouse it.

B. The 3ie; that . . .

&ame as &ection " a:ove.

@Inclu9e more su:sections i8 necessar>.


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!

I6. Pre8erre9 3ie;

&pell out ;hich vie; 9escri:e9 a:ove >ou have 9eci9e9 is most correct. Then;rite, This vie; appears to :e correct :ase9 on the 8ollo;in= hermeneutical principlesapplie9 to the pro:lem

". The Principle o8 %ear $onte?t

Descri:e ;hich 8actors in the imme9iate conte?t point to >our vie; :etter thanto other vie;s, an9 ho;. )se su:points, i.e. !., ., etc. an9 9evelop ar=uments;ith plent> o8 soli9 :ee8. &trive to :e ver> lo=ical an9 clear to >our rea9er@hearer.

B. The Principle o8 i9er $onte?t

$. The Principle o8 or9 &tu9>

D. The Principle o8 $rossRe8erence @&cripture Interprets &cripture

E. Inclu9e 8ive principles, :ut no more.

#n some principles >ou ma> have onehal8 o8 a pa=e, on others three uartersor a 8ull pa=e. Just :e sure to ar=ue ;ell. Do not run thin on an> principle. "lsocut out unnecessar> lon=;in9e9ness to ou have somethin= ;orth;hile or vali9 asa pro9uct. &trive to =ive support that reall> persua9es. c8. past stu9ent sample atli:rar> reserve 9es, etc.


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0

T#PI$ #%E I%TR#D)$TI#%

I. DEFI%ITI#%&

e nee9 to relate hermeneutics to other stu9ies, an9 at the same time see ho; it is

9istinct 8rom them an9 has its o;n contri:ution to ma o8 the canon loo came historicall>.

H. Hermeneutics

Hermeneutics 9etermines the metho9s, techniues, rules, or principles ;hich;ill :est serve in =ettin= at the proper interpretation o8 an> part o8 the Bi:le.

%otice the :ac interprete9 the messa=e o8 the =o9s to mortals. The ;or9hermeneuo, meanin= to e?plain, interpret, is the root ;or9 in Lu


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!

Homiletics is the science of the !re!aration and deli%ery of sermons. Itinvolves the 8ollo;in= t;o steps

!. Preparation

a. /atherin= material

:. #r=aniNin= material

c. Interactin= ;ith an9 pra>in= over the material an9 8or people ;ho ;illhear it.

Thinon9 the present moment. "t that imme9iatemoment, he is personall> the one ;ho :ene8its, :ut other ;ill usuall> :e :ene8ite9also. Distin=uish this 8rom homiletics. Homiletics is involve9 here, :ut there is alot o8 preachin= that is not Bi:le e?position. Bi:le e?position is a particular t>pe o8messa=e ;hich 8ollo;s ri=ht 9o;n throu=h a verse or passa=e an9 :rin=s out itsmeanin= an9 implications 8or those involve9. Homiletics is :roa9er an9 caninvolve an> t>pe o8 sermon, ;hether =eare9 to a speci8ic passa=e, to a num:er o8verses in 9i88erent places, to a topic, etc.

L. Bi:lical Theolo=>

Bi:lical theolo=>, accor9in= to the e?cellent 9e8inition o8 $harles R>rie, isthat :ranch o8 theolo=ical science ;hich 9eals s>stematicall> ;ith the historicall>con9itione9 pro=ress o8 the sel8revelation o8 /o9 as 9eposite9 in the Bi:le@Bi:lical Theolo=> o8 the %e; Testament, p. !. In this 9iscipline, one isparticularl> concerne9 to relate ever> point o8 &cripture to its imme9iate conte?tan9 to see the sense it has in relation to that precise settin= or perspective.

Bi:lical theolo=> is concerne9 ;ith t;o main 8acetsthe 9istinctive theolo=>

o8 !ersons@Johannine theolo=>, Pauline theolo=>, Petrine theolo=>, etc. an9!eriods. This 9oes not mean that 9i88erent :i:lical persons contra9ict one anotherin their theolo=>, :ut it 9oes mean that each person contri:utes 9istinctiveemphases, st>le, ;a> o8 sa>in= thin=s, etc. In re=ar9 to perio9s, /o9 has an overallplan throu=h histor> in ;hich He pro=ressivel> reveals 9i88erent aspects o8 Histruth in 9i88erent sta=es an9 times ;hen men have :een prepare9 :> previousrevelation so as to :e rea9> to receive it. This means that the theolo=> 9urin= the


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pre'osaic covenant econom> is not as 8ull an9 8inal sho;in= /o9s re9emptiveplans as a ;hole as it is later, a8ter the man> aspects o8 8ul8illment in Jesus $hrist.

'. &>stematic Theolo=>

&>stematic theolo=> is a compilation o8 all that ;e an9 ever> source. Broa9l> spea concentrates upon the or9 onl>, an9 it also places =reateremphasis on the 9istinctives o8 the particular person or the conte?t o8 a perio9.

%. Histor> o8 $hristian Doctrine

Histor> o8 $hristian 9octrine is a stu9> o8 the histor> o8 various 9octrines;hich have come into 9iscussion an9 8ormulation at 9i88erent points 9urin= thenineteen centuries o8 the 9evelopin= church. It involves ;hat men have sai9 an99one historicall> a:out 9octrine.

I DI3I&I#%& #F HER'E%E)TI$&

#. /eneral Hermeneutics

This involves principles o8 interpretation ;hich serve comprehensivel> an9 in=eneral 8or all o8 &cripture. e nee9 to :e a;are o8 certain rules ;hich appl>;herever ;e are in the Bi:le.

P. &pecial Hermeneutics

This re8ers to more specialiNe9 rules that must :e :rou=ht into action 8orinterpretin= certain t>pes o8 :i:lical literature. Here, the =eneral or perspectiveprinciples @a:ove must :e supplemente9 :> more speci8ic rules help8ul in =ettin=at a particular pes, prophecies, orpara:les.

6. DI&TI%$TI#%& I% THE HER'E%E)TI$"L PR#$E&&

". #rientation

" stu9ent must 9eci9e an9 sharpen his a;areness o8 ;here he ;ill 8it in thehermeneutical picture o8 to9a>. He must =ain a sense o8 moorin=, inte=ration, or

orientation ami9st millions ;ho are stu9>in= the Bi:le in var>in= 9e=rees an9;a>s. This must :e true in relation to the 8ollo;in= 8actors, or he ;ill :e at sea an9tosse9 to an9 8ro

!. &>stems o8 interpretation throu=h the centuries

&ee &chools o8 Interpretation in these notes, an9 also uc


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*

. &pirit o8 /o9

The stu9ent o8 the or9 must :e properl> relate9 to the Hol> &pirit i8 heis to han9le it as it is in truth the or9 o8 /o9 an9 receive the true an9 realimpact /o9 inten9s it to have 8or him.

a. His Person @! $orinthians !!

:. His purpose

His purpose @John !!1, He shall =lori8> 'e. Help8ul rea9in=Ro> uc &pirit in 4our Teachin=.

*. &ituation o8 To9a>

The stu9ent must 8in9 an orientation to the situation in ;hich /o9 has:een please9 to place him. "mi9st all o8 the centuries, /o9 has place9 him at

this time in histor> an9 =iven him this situation an9 climate in ;hich to livean9 move an9 have his :ein=. I8 he is to :e a man ;ho can rise to such anhour as this, he must :e sensitive to his conte?t an9 that is relevant an9 meanin=8ul, nevercompromisin= the messa=e itsel8. ith this a;areness an9 a:ilit> tocommunicate e88ectivel> to his =eneration, he has the e?citin= prospect o8:ecomin= an instrument /o9 can =reatl> use.

B. #:servation

!. E?planation

This has :een calle9 the art o8 a;areness. Here, the $hristian mustlearn to relate to the &cripture an9 respon9 to the uestion, hat 9oes itsa>O He en=a=es in the 8ine art o8 :ein= all e>es an9 all ears. He is a9etective see clueK he pro:es 9eepl> into the passa=e 8orthe ;hat, the ;ho, the ;hen, the ;h>, the ;here, the ho;, the so ;hat, an9also ;hat 9oes not matter.

In man> cases, the =reat Bi:le stu9ent is the person ;ho has 9evelope9an a:ilit> ;ith ;hich he sees more than others see. He sees thin=s that areactuall> there, :ut ;hich most people pass over, an9 miss.

. T>pes o8 #:servation

There are 9i88erent have naturalo:servation, 8or instance. Harr> Lora>ne ;as a =oo9 e?ample o8 this. He;as the author o8 Ho; to Develop a &uperPo;er 'emor>. #8ten he ;oul9have an entire au9ience stan9 an9 =ive their names ri=ht 9o;n all o8 the ro;sat the :e=innin= o8 a pro=ram, an9 then rattle o88 all the names correctl> a8e; minutes later. He 9i9 this :> o:servin= a persons 8eatures or clothin=


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1

an9 :> ma su==est thename an9 ai9 his memor>. &plitsecon9 a:ilit> to o:serve 9istinctions thatmar< men o88 pai9 him :i= 9ivi9en9s. "ll o8 this, ho;ever, is onl> naturalo:servation 9evelope9 to a ver> hi=h 9e=ree.

The secon9 t>pe o8 o:servation is su!ernatural. This is o:servation :>the po;er o8 the Hol> &pirit ;ho controls an9 sharpens the a:ilities o8 themental 8aculties, an9 even taon9 natural a:ilit> intothe realm o8 ;hat /o9 can 9o @c8. Psalm !!!-K ! $orinthians !!A

The $hristian ;ho ;al com:ine the t;o t>pes o8o:servation in his e?ploration o8 the or9. #n the one han9, there is har9;or< in 9isciplinin= himsel8 alon= man> 9i88erent lines on naturalo:servation so that he can seiNe 8ull a9vanta=e o8 the potential ;ithin him tosee an9 to ma


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5

non>mous ;ith someother phrase For e?ample, ma> 8ille9 ;ith @:> the &pirit in Ephesians5!- mean the same thin= as stren=thene9 ;ith mi=ht :> His &pirit@Eph. *!!O

p. The overall, comprehensive 8act that the man> separate 9etails o8 aconte?t or verse sho;.

For e?ample, the 8illin= o8 the &pirit in Ephesians 5!- 8its un9er thelar=er theme @c8. the conte?t to 9etermine ;hat that theme is an9evi9ence to support this. In 'atthe; !*, ei=ht para:les 8it un9er thelar=er uni8>in= theme o8 8eatures or characteristics o8 the 9evelopment in/o9s locale, 9istance, terrain, climate, ve=etation,etc.


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v. Re8erences to chronolo=> For e?ample, 9a>s in /enesis !, Mu9=es>ears in the :oo< o8 Ju9=es, an9 certain re8erences to timin= o8 events in"cts !5 an9 /alatians , etc.

;. Ho; much space a ;riter 9evotes to a =iven su:Mect or 8acet in

comparison to ;hat he =ives to other aspects o8 the picture Fore?ample, t;o chapters 9escri:e the creation, :ut over 8ourteen chaptersare 9evote9 to ":rahams career.

?. The lea9in= an9 lesser 9octrinal vie;s in a Bi:le :oo< or in the ;ritin=so8 a =iven author, such as 'oses or Paul.

>. Features o8 a ;riters st>le For e?ample, Paul uses lon= sentences, asin Ephesians !*!1, an9 Psalm !! is ;ritten in sections :e=innin= ;itheach letter o8 the He:re; alpha:et.

$. Interpretation

The $hristian respon9s to the uestion, hat 9oes it meanO He comes to this:> a proper use o8 the ra; materials o8 o:servation;hat he has seen. " proper useo8 these ;oul9 involve loo accor9in= to =oo9 principles o8interpretation, :oth =eneral an9 speci8ic. $ompare the 8ollo;in=

#:servation Interpretation

'> concern is, hat 9oes it sa>O here is it8oun9O Is it 8oun9 an>;here else, an9, i8 so,9oes that thro; li=ht upon the statement hereOI :om:ar9 the passa=e 8rom ever> conceiva:lean=le an9 simpl> mil< it 8or all it is ;orth.

This is the result. I :e=in to come up ;ithans;ers to the ri=ht uestions, :ase9 uponsi8tin= all that I have o:serve9 throu=h thechec slo;an9 timeconsumin=, :ut the s inte=rate an9correlate man> 8actors in a 8lash, in somecases.

a. Pro:lem

&ometimes ;e Mump to conclusions a:out interpretation :e8ore ;ehave a9euate o:servations. e have not >et o:serve9 enou=h, an9 here;e are ma 8oun9e9 assertions a:out ;hat theinterpretation has to :e. e can :e so sure @out o8 i=norance, an9 >et sosurel> ;ron=A


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2

h> 9o ;e 9o thisO

! Because o8 a precipitous Mu9=ment a8ter seein= some 8actor an9ma =ivin= the passa=e a 8air chance to spea< 8oritsel8.

* LaN>min9e9ness, etc.

:. Illustration 8rom a li8e situation

The point here is that >ou can act hastil> :e8ore >ou have ma9e

enou=h o:servations. #nce >ou have o:serve9 the ;hole situation, >ourinterpretation ma> chan=e 9rasticall>.

The situation

c. $lass Discussion

)sin= a letter 8rom a 8rien9, ma, a 8rien9 ;rote me a letter. He ha9 pac value9 :oo as the car ;oul9 hol9an9 9riven several thousan9miles home, ea=er to use his ne;l>acuire9 trainin= an9 the tools /o9 ha9 =iven him.

#n a para=raph 8rom his letter, I ;oul9 liou to practice the Principle o8 #:servation.#:serve 9etails that >ou :elieve reall> can :e 9eterminative later in arrivin= at a properinterpretation o8 ;hat he means. The para=raph is as 8ollo;s

I ha9 a rou=h trip all the ;a>. First I =ot ri9 o8 a:out si?t> more poun9s o8 :oo. "8ter that I =ot ri9 o8 t;o hun9re9 poun9s o8 :oo the time I ;as throu=h it cost at least Z-0.00 to Z!00.00.

Historical Bac


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-

Interpretive Pro:lem

hat 9oes he mean :> =ot ri9 o8. . . :ooK @1 He 9onate9 :oo to ma o8 his :oo 9estro>in= them :ecause /o9 ;as not sparin= him9i88icult> an9 ma Decisive #:servations

!. !.

. .

*. *.

1. 1.

5. 5.

. .

2. 2.


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D. $orrelation

The stu9ent respon9s to the uestion, Ho; 9oes this 8it inO He relates themeanin= here to the 8lo; o8 thou=ht in the para=raph as a ;hole, the chapter as anentire unit, the section o8 the :oo< in its totalit>, an9 the :oo< in an overall sense.Be>on9 this, he can relate @or correlate it ;ith some 9octrine in &cripture as a;hole an9 sho; ho; it 8its into the picture. #r, he can correlate it ;ith otheraspects o8 truth in the 9ail> li8e o8 the :eliever, so that it is in proper perspective;ith other elements o8 the spiritual e?perience.

E. "pplication

The $hristian as applicationO e shoul9 not mean :> this simpl> to state a

principle. There is a 9i88erence :et;een puttin= 9o;n some principle ;e have=leane9 8rom a passa=e an9 actuall> ma


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*0

!. The Pro:lem o8 'a service rea9 his Bi:le one mornin= to =et hisverse 8or the 9a>. Later he turne9 up "..#.L. hen he ha9 :eenlocate9 an9 9ealt ;ith in 9ue militar> 8ashion, one o8 his :u99ies as. The verse I rea9 sai9, ["rise, =et>ou out 8rom this lan9. &o I too< that as /o9 spea speci8icall> to the case o8 Jaco:, notnecessaril> to another person.

:. E?ample

" =irl at Phila9elphia Bi:le $olle=e misera:l> 8luns the &pirit ;ill =ive >ou in that 9a> ;hat >ou shall sa>, an9 so I9i9 not 8eel I nee9e9 to stu9>. &he ha9 misapplie9 such verses as'atthe; !0!0 an9 'ar< !*!!.


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*!

c. E?ample *

" ;oman sai9 to the ;riter, '> hus:an9 9ie9. I rea9 a verse thatsa>s a ;oman ;ent on to marr> each o8 seven :rothers. Does this meanthat I shoul9 marr> m> hus:an9s :rotherO &he ha9 'atthe; *88 in

vie; an9 ;as in 9eep perple?it> an9 turmoil :ecause she 9i9 not ;ant tomarr> her :rotherinla;A

9. E?ample 1

The Dallas 'ornin= %e;s one mornin= in 'arch o8 !1 ran thestor> o8 a ;oman ;ho ;as one o8 8our can9i9ates 8or =overnor o8 Te?asin the Democratic primar>. The stor> tol9 ho; she ;as convince9 thatthe Bi:le tol9 her she ;oul9 ;in the nomination. &he ha9 receive9 theo88icial list o8 names 8rom the Te?as &tate Democratic $ommittee an9seen her name printe9 last. &he rea9 in her Bi:le the ;or9s o8 'atthe;!*0, 'an> that are 8irst ;ill :e last, an9 the last 8irst. That ;as

enou=h 8or her. &he 8elt she ha9 a ;or9 8rom /o9 that she ;as =oin= to:e 8irst. %ee9less to sa>, she lost. &he ha9 misapplie9 a verse.

e. E?ample 5

" la9> phone9 a ra9io station in the Los "n=eles area an9 tal !, !2. Di9 >ou hear a:out $>rusEaton an9 Rocrus 9oin= this ver> thin=O Thenshe rea9 over the phone the ;or9s a:out $>rus o8 ancient Persia

re:uil9in= the cit> o8 Jerusalem ;hich, :> the ;a>, ;as 8ul8ille9 in thesi?th an9 8i8th centuries B.$., or a:out ,500 >ears a=o. %o;, sheconclu9e9 ;ith an air o8 8inalit> an9 triumph, hat 9o >ou thin< o8thatO The announcer, realiNin= that somethin= ha9 o:viousl> =otten 8aramiss in her use o8 the passa=e, :ac.ell, he replie9, I 9ont :elieve I ;oul9 care to pursue the matter an>8urther.

*. hat Proper "pplication 'eans

Proper application means that a person ma come onl> ;ith instruction. It also ma> tamans Bi:le class to 9evelop a mental set that is conscious o8an9 sensitive to the use o8 interpretive principles :e8ore s;in=in= into action;ith an application. True, some have hairtri==er ten9encies to rea9 into


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*

verses ;hatever sur8ace ;him stri, The Lor9le9 me. &ome tolerate the shallo; misconception that i8 the Bi:le is to :emeanin=8ul a verse ou=ht to mean ;hatever I see in it that I perceive as a:lessin=. "n>thin= =oes. I ;rite m> o;n Bi:le. %o hol9s are :arre9. "little so:er re8lection on the principles o8 interpretation ;oul9 help people to

see that the ;or9s The Lor9 le9 me ;oul9 more truth8ull> :e, in somecases, '> o;n ima=ination le9 me. I8 ;e are to 9o :usiness 8or our =reatLor9 in a ;a> that honors Him, ;e simpl> cannot a88or9 the lu?ur> o8 suchpromiscuous e?cursion 8rom the path o8 propriet>. e nee9 applications, >es,:ut applications line9 up in harmon> ;ith trie9 an9 trust> la;s 8or =ettin= atthe proper meanin=.

1. The a> to a True "pplication

" more 9etaile9 9iscussion o8 =oo9 =ui9elines appears in Rammschapter on Devotional an9 Practical )se o8 the Bi:le. Here ;e ma> loo< atonl> t;o matters that point us in the ri=ht 9irection.

a. Be critical ;ith >oursel8 a:out in9ul=in= in little =ames o8 ma=ic ;ith>our Bi:le.

Do not put >our 8in=er on a verse sort o8 at ran9om an9 e?pect /o9to Mump out lipe o8 thin=. Face it. It is no:etter than the customs o8 heathen ;ho toss e==s on a roo8 to see i8 the>:rea< or not, or rea9 the entrails o8 chicour li8e, all o8 it, then >ou can a88or9 to =ive apart o8 it to Him in ualit> time spent in His presence. 4ou can allo;

Him to a99ress >ou out o8 His or9 in care8ul ;a>s an9 not as >ou =orushin= :>.

:. Determine i8 the statement is reall> 9irectl> applica:le to >ou.

It ma> have :een =iven to some other person lon= a=o in his speci8icnee9 an9 the e?act situation is not to :e repro9uce9 8or >ou. The ;isestep 8or >ou ma> :e to =lean a principle 8rom the passa=e an9 then looou in >our speci8ic situation as He met this otherperson lon= a=o in his speci8ic situation. /o9 can ;or< in line ;ith Hisprinciple in t;o 9i88erent lives in t;o 9i88erent ;a>s. He is 8le?i:le.

For e?ample, in "cts !-!0 /o9 promise9 Paul He ;oul9 re9in Rome. hen >ou see ho; /o9 ;orsat 9i88erent times, it helps >ou to realiNe that >ou cannot taan9 hol9 /o9 in8le?i:l> to it, :ut >ou can rather see that /o9 ;ill taou ;hatever His =oo9 pleasure 8or >ou is at the moment, :e it inli8e or in 9eath.


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**

c. 'aou have the true interpretation :e8ore ma match up accuratel> ;ith the interpretation.

The application shoul9 8lo; naturall> an9 easil> out o8 theinterpretation, reall> 8it it, an9 put no strain or arti8icialit> upon it. For

e?ample, some sa> in John !5 that a vine has no e88ort an9 :ranches 9onothin=K there8ore, ;e as people trustin= $hrist shoul9 9o nothin= toa:i9e, ma ;ill ;on9er i8 theillustration is meant to teach all points o8 truth. Besi9es, ;e are people;ith ;ill, intellect, emotions, etc., an9 not literall> :ranches. %ot onl>that, :ut other passa=es o8 an inte=rate9, consistent &cripture teach:elievers to put 8orth e88ort. Philippians !!* 9escri:es a :elieverse88ort ;ith 9epen9ence on /o9 ;ho ;or other passa=esthat sho; there can :e harmon> :et;een proper e88ort an9 9oin= this;ith a trustin= 9epen9ence on /o9 8or His ;or active, ener=etic li8e@c8. ;hole chapter on this in J. E. Rosscup, ":i9in= in $hrist &tu9ies inJohn !5, 00*K cop> availa:le at The /race Boo< &hacs to 9eli=ht in the Lor9 an9 He ;ill=ive >ou the 9esires o8 >our heart. First, note 9eli=ht >oursel8 in theLor9, ;hich sets the tone an9 sho;s that the inclination is to :e in line;ith 9eli=htin= in Him, not Must as 8leshl> 9esires, sel8ishness, etc. "lso, ;hen ;e crossre8erence;ith John !52, ! John 5!1!5, etc., ;e 8in9 that the person loo ;ith


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;hat /o9 9esires. Psalm *21 is not a :lan< chec< ;e 8ill in ;ith sel8ish;ants.

e. 'a &pirit @Romans -!1K/alatians 5!-K etc.. e nee9 His 9irection, po;er, etc.

8. 'aou LI3E #)T the truthK >ou have not applie9 it until >ou 9o.4ou 9o not Must thin< a:out it as a nice i9eaK that ;oul9 onl> :e a prett>theoriNin= or me9itation on a principle.

=. 'a to pro=ressive revelation IF suchpro=ression has a :earin= on that passa=e or point.

For e?ample, in Lu 8or the Hol>&piritK this ;as :e8ore the &pirit ;as =iven to :e in :elievers @John!1!!2 in some ;on9er8ul ne; sense. He ;as =iven in "cts . But ittoo< time, an9 pro=ressive steps 9urin= a transitional perio9, 8or

:elievers in 9i88erent areas o8 the outreachin= =ospel to realiNe this an9receive the &pirit as /o9 ;aite9 8or the truth to :ecome ou 9rop a


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pe::le into a pool an9 sen9 out circles ;i9er an9 ;i9er, >our impact onthe ;orl9 aroun9 >ou can reach out 8arther an9 8arther.

m. &hare >our appl>in= o8 the truth particularl> ;ith the person @i8 there isone ;ho :rou=ht it to >our attention>our pastor, &un9a> school

teacher, 8rien9, hus:an9 or ;i8e, etc. Let the :lessin= o8 spiritualrene;al or =ro;th :e 8elt :> others.

n. 'a ;ithother applications.

For e?ample, >ou have Must come 8rom a meetin= ;here a messa=e:rou=ht /o9s conviction to ;itness. 4ou =o to ;itness ;hen >ou aresuppose9 to :e in char=e o8 a meetin= comin= up, an9 >ou 8ail >ourresponsi:ilit> there. It ;oul9 have :een much :etter 8or >ou to maou have uphel9 >our responsi:ilit> 8or the meetin=,coor9inatin= an9 inte=ratin= the 9i88erent aspects o8 >our li8e in harmon>.

o. This list can =o on. It is >our privile=e. To use a :asour court.

%#TE &teps ", B, $, D, an9 E @a:ove are crucial in the actualmatter o8 hermeneutics, :ut in the e?perience o8 a servant o8 $hristothers are also closel> relate9 to them. &ome no; 8ollo;.

F. "ppropriation

The $hristian =oes a step 8arther than simpl> ma to his li8e. He appropriates or receives the ena:lement o8 /o9 ;ho alonecan e?ecute this truth he is appl>in= an9 ma simple, chil9li, peace, an9 all o8 the 8ruit o8 the &pirit. He notonl> ma ma 8or himsel8 at the moment since it is alrea9> real to him, :ut isappl>in= it to others. Then he appropriates the Lor9s 8aith8ulness to 9o a ;or< intheir hearts so that the> ;ill :e=in to appl> an9 live in the =oo9 o8 this truth.

/. #r=aniNation 8or &harin=

The $hristian see. He mustremem:er

I am not teachin= a lessonalone. I am teachin= it to !eo!le.

This is somethin= li >ou =ive the tal to =ive it to a !erson. I8


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>ou are 9oin= it :> phone, >ou 9o not simpl> maou call someperson.

!. #r=aniNe it 8or persons.

In this, >ou are to :e a;are o8 their Mo>s, their pro:lems, their 8ailures,etc. 4ou must tr> to sa> it so that it reaches 9o;n into them ri=ht ;here the>live.

Thin< a:out their 9ilemmasK :e availa:le to >our peopleK :e a;are o8their pro:lemsK ;hile cra8tin= the messa=e, >ou inte=rate certain thin=s sothat >ou center on ;hat the>re 9ealin= ;ith.

. #r=aniNe it aroun9 a main point or points @o8 >our passa=e.

The 9an=er here is that >ou can =et lost in a 8orest o8 9etails an9 ou reall> ;oul9 li so ;ell hi99en that no:o9> can =uess ;hatit is. To :e=in ;ith, >ou must see it clearl> >oursel8. I8 >ou have onl> the8o==iest notion a:out it, the chances are no:o9> else ;ill resurrect it 8or >ouAI8 >ou an9 sa> it clearl>, then others can rea9 >ou clearl>.Remem:er that i8 somethin= is ;orth sa>in=, it is ;orth sa>in= clearl>.

H. &upplication

The $hristian talsel8 in an

intolera:le sel8ishness :ut share it in a li:eral =la9hearte9ness. But it must :e aministr>, not simpl> motions. 4et ;ho can ma the Lor9. &ince I am4hrist6sservant, the :ur9en rolls o88 m> shoul9ers an9 onto His. In m> heart itmust :e 8orever settle9 that ;hile I mi=ht ;or< ;ith unceasin= 9evotion, the e88ecto8 all m> sharin= is not simpl> m> responsi:ilit> :ut His. Let the results in menslives :e not on the scale o8 m> o;n small 9imensions, :ut accor9in= to the ;or happ> lot to trust Him 8or that an9:elieve that throu=h m> e88orts, as I la:or ;ith a hol> care that m> e>e is sin=le to


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His =lor>, He is at the tas< even more 8erventl> than I am, seein= a:out His ancient:usiness. "n9 He is please9 to 9o it throu=h me.

I8 then the Lor9 is 8inall> responsi:le 8or the results, I must realiNe that I ;illnot al;a>s :e a:le to see ;hat He has ;rou=ht. $ertain e88ects o8 a =iven messa=e

or ;itness ma> :e imme9iatel> noticea:le an9 encoura=in= to me. #thers ;ill notappear on the sur8ace, :ut I must not :e 9iscoura=e9 as thou=h all 9epen9s upon m>limite9 9iscernment at the moment or even later. /o9 honors His or9 in ;a>s Isee an9 in ;a>s I cannot see. I8 I have :een sloth8ul an9 sho99> in preparation an9presentation o8 the or9, an9 realiNe it, I shoul9 con8ess this sin an9 chan=e m>;a>s to please the Lor9. But i8 I have la:ore9 in the or9 an9 =iven it out as8aith8ull> as I honestl> et see no apparent results, I can still rest inthe Lor9 an9 :e at peace ;ith ;hat He has 9one;hich I ta 8aith thou=h I 9onot see it as He 9oes


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*-

T#PI$ T# &$H##L& #F I%TERPRET"TI#%

e ma> stu9> the schools o8 interpretation topicall> @as Ramm, pp. * orchronolo=icall> to see the historical 9evelopment o8 all the stran9s in one 9iscussion @". B.'icponoia.'ics o8 this metho9 hat the ori=inal ;riter Wo8 &criptureX is tr>in= to sa>is i=nore9. hat the interpreter ;ants to sa> :ecomes the onl> important 8actor @p.-. Later, 'ics "lle=oriNin= is li :lots them out alto=ether @p. *2. He means that in man>cases ima=ination replaces o:servation.

". /ree< "lle=orism

The /ree :oth Je;s an9 $hristians. Thus, alle=orical interpretation later on sprin=s 8rompa=an sources.

!. The con8lict that cause9 the intro9uction o8 alle=orism @as Ramm

a. Reli=ious tra9ition in the poets Homer an9 Hesio9

The ;ritin=s o8 Homer an9 Hesio9 ha9 a popular appeal, >et ;ere8ille9 ;ith the 8anci8ul, =rotesue, a:sur9, an9 even immoral. Fore?ample, the> ;rote a:out the lust8ul escapa9es o8 /ree< =o9s, ;hich

create9 tension an9 con8lict ;ith the philosophical school o8 thou=ht.'ic


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Homer i8 ta, :ecause o8 the illicit se? capers o8 the =o9s, or torea9 in a nice e?planation 8or these ;hich ;oul9 smooth ever>thin= overan9 erase the con8lict ;ith philosoph>.

. The $onseuences

a. The solution to the pro:lem

/ree noclash a8ter all. The stories o8 the =o9s an9 the ;ritin=s o8 the poets ;erenot to :e ta :ut alle=oricall>. #ne must loo< un9erneath tosee the real meanin= @h>ponoia. Thus, the immoralities evaporate9 an9the alle=orists interpretation sa; values an9 not vices in the =o9s. "sthe historian Farrar ;rites, the alle=orism ;as a convenient :lessin=B> these means there ;as no sort o8 9i88icult> in matha=oras, o8 Plato, o8 "na?a=oras, or o8 enoK an9:orro;in= 8rom them the ver> same metho9s, the "le?an9rian Je;s

ma9e the Bi:le e?press an9 anticipate the 9octrines o8 the samephilosophers @p. !*.

:. The sprea9 o8 the principle

The /ree< principle o8 alle=orism sprea9 to "le?an9ria, E=>pt, ;erethere ;as a =reat Je;ish population an9 later a lar=e $hristian se=ment.The alle=orism ;as :eueathe9 to the Je;s an9 later, eventuall> to the$hristians. #ut o8 the roots o8 pa=an /ree< alle=orism there ;oul9 =ro;a tree o8 alle=orical interpretation 8orce9 into the Bi:le.

B. Je;ish "lle=orism

!. The con8lict

Li, the> sense9 the con8licts :et;een Plato an9 their&cripture. &ome episo9es or statements in &cripture :ecame the constant :utto8 /entile ri9icule. The> coul9 not clin= to :oth ;ithout re98ace9em:arrassment.

. The conseuences

a. &olution

'an> 8oun9 a convenient metho9 o8 resolvin= the con8lict an9savin= 8ace. The> simpl> alle=oriNe9 the &cripture an9 erase9 thepro:lem.


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:. &cholars

! "risto:olus @!0 B.$.

He hel9 that

a /ree< philosoph> ;as :orro;e9 8rom the #l9 Testament,particularl> 8rom 'oses. B> this he e?alte9 the #l9 Testamentan9 ma9e it respecta:le.

: The #l9 Testament ;as ma9e to teach the same thin=s as the/ree< philosophers ;hen the alle=orical metho9 ;as applie9.

Philo @0 B.$. ".D. 51

He ;as not the 8irst Je; to a9opt the alle=orical metho9, :ut he;as the man ;ho s>stematiNe9 it in relation to the #l9 Testament

an9 :rou=ht it to its epitome in earl> times.

a His preparation @trainin=

Farrar tells us @pp. !*2*- that Philo ;as ;ea< on #l9Testament an9 ra::inical culture, :ut he ;as steepe9 in /ree. He o8ten uote9 8romHomer, Hesio9, &ophocles, an9 others, an9 also ;as into?icate9;ith the /ree< philosophers. Thus, he re8ers to the =reatPlato, an9 spea o8 other stars in the philosophical=ala?>.

: His purpose

"s a Je; he love9 the &cripture an9 8elt that the 'osaicLa; an9 the prophets ;ere superior to Plato an9 thephilosophers. He even compare9 9ivine ;is9om to &arah theprincess an9 human ;is9om to Ha=ar the concu:ine. But he;as 9aNNle9 :> /ree< philosoph>, li ;hich 'oses an9 thephilosophers coul9 :e unite9 an9 harmoniNe9 @Farrar, p. !**.

He 9evelope9 a massive s>stem o8 interpretation 8ille9 ;ith

alle=orism to =ive the #l9 Testament a charm to the /rees that "9am hi9 himsel88rom /o9, this 9ishonors /o9 :ecause He sees all thin=sK thus,Philo sai9, it must :e alle=or>. He rea9 philosoph> :ac< into'oses an9 so reconcile9 the t;o to suit his o;n notions. Hecoul9 8in9 in 'oses ;hatever he ;ante9. This, a=ain, ;as ver>convenient. He coul9 re=ar9 himsel8 as a learne9 philosopheran9 >et at the same time a 8aith8ul Je; @Farrar, p. !*2.


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c His pro:lem

He sa; the pro:lem o8 9e8en9in= the cause o8 Ju9aisma=ainst sneerin= /ree means that portion o8 the min9 ;hich is percepti:leonl> :> intellect.

@ The verse /o9 9i9 not cause it to rain upon the earth@/enesis 5 means that /o9 9i9 not she9 the perceptionso8 thin=s upon the senses.


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@* hen /o9 plante9 a Para9ise in E9en, the meanin= is that/o9 implants terrestrial virtue in the human race.

@1 The F#)R HE"D& #F THE RI3ER =oin= out o8 E9en arethe car9inal virtuespru9ence, coura=e, temperance, an9

Mustice.

Farrar sa>s aptl> . . . He ;as 9etermine9 to =etcircuitousl> ;hat he coul9 not =et 9irectl>. "n9 thus 9i9 hepracticall> create a Bi:le o8 his o;na Bi:le in8initel> lessvenera:le an9 more o:scureen9o;e9 ;ith claims an9interprete9 :> metho9s ;hich ;ere not 9erive9 8rom its o;npa=es :ut ;ere a 8ee:le e?otic transplante9 8rom the theories o8/ree< philosophers into a completel> alien soil @p. !5.

$. $hristian an9 Patristic "lle=orism

!. Intro9uction

a. Duration o8 the s>stemmore than !500 >ears until the ProtestantRe8ormation.

:. #:Mectives o8 the s>stem

! To e?plain the #l9 Testament as a $hristian 9ocument.

To emphasiNe truths o8 the /ospel.

c. #:Mections to the s>stem

! I=norin= o8 the historical an9 literal sense o8 te?ts

Ina9euate un9erstan9in= o8 passa=es in vie; o8 pro=ressiverevelation. It poure9 meanin=s :ac< into #l9 Testament te?ts that;ere not 8ull>:loome9 >et.

* In9iscriminate use o8 alle=orism to e?plain the meanin= o8 para:les,etc.

1 $on8usin= o8 the alle=orical an9 the t>pical. Here, it 8aile9 to =rasp

the 9istinction :et;een a vali9 interpretation o8 the #l9 Testamentan9 an improper un9erstan9in= o8 it.

5 Insistence that /ree< philosoph> ;as in the #l9 Testament an9coul9 :e uncovere9 :> the shovel o8 alle=orism.

Fosterin= o8 9o=matic interpretations an9 ecclesiastical a:solutism.


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2 &ummar>It o:scures the true meanin= o8 the or9 o8 /o9 an9o88ers no chec< to 9etermine its correctness.

. In9ivi9uals

a. $lement o8 "le?an9ria @!55!5

He sa; 8ive senses in a passa=e o8 &cripture @c8. Ramm, p. *!. Fore?ample, E?o9us !* rea9s, "n omer is the tenth part o8 a ephah.The L66 ren9ers it, the tenth part o8 the three measures. $lement sa>sthese measures are in their 9eepest sense three criteria o8 sensation,speech, an9 un9erstan9in= @Farrar, p. !-.

:. #ri=en @!-551

! His settin=

In "le?an9ria, E=>pt, there ;as a =roup o8 scholars tr>in= toma ;ere , I, p. -. #ri=en re9uce9the alle=orical metho9 to a s>stem. He hel9 that, Must as in the

Platonic trichotom>, ever> passa=e o8 the Bi:le has three senses. He:rou=ht ! Thessalonians 5* into pla> here. He sa; the literal or:o9> sense @earthl>, carnal, sensualK the soulish sense @that ;hichrelates to matters o8 reli=ious li8eK an9 the spiritual sense @that;hich relates to heavenl> li8e.

For e?ample, the ;ater pots o8 stone in John , containin= t;oor three 8ir =allons apiece, mean the &criptures.


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The> are inten9e9 to puri8> the Je;s an9 sometimes contain t;o8ir


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* His si=ni8icance

#ri=ens s>stem o8 alle=orism ;as soon a9opte9 as the popularmetho9 o8 the $hristian $hurch. It prevaile9 throu=hout the 'i99le"=es. #nl> the &chool o8 "ntioch hel9 out soli9l> a=ainst the

s>stem an9 a9here9 to a ri=i9 literal metho9.

c. "u=ustine @%orth "8rica, *511*0

! His presuppositions

It shoul9 :e state9 that "u=ustine ;as :a9l> euippe9 8or the;or< o8 e?position. He a little /ree in some matters, o8 course, :ut :a9l>in others.

a He presuppose9 that he shoul9 8in9 almost all the truth o8 the

/ospel in the #l9 Testament. There is truth in this, :ut he=rossl> over9i9 it :> rea9in= senses into #l9 Testament verses.

: He presuppose9 that $orinthians * supports the alle=oricalinterpretation.

c He presuppose9 that the Bi:le must :e interprete9 in a=reement;ith the 9o=ma o8 the $atholic $hurch.

His principles @inconsistent

Ramm lists t;elve principles hel9 :> "u=ustine @pp. **2.Farrar siNes him up as 8ollo;s %othin=, in9ee9, can :etheoreticall> :etter than some o8 the rules ;hich he la>s 9o;n. . . .But ;hen ;e rea9 his actual comments these principles are8or=otten @p. *1. Ramm sa>s, There is har9l> a rule he ma9e;hich he 9i9 not 8reuentl> violate @p. *2.

* His practice

"u=ustine alle=oriNe9 e?tensivel>. His alle=oriNin= appears torun a;a> ;ith him. For e?ample, Psalm *5 speain= 9o;n,sleepin=, an9 risin= up a=ain or a;a


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reactin= ri=i9l> a=ainst it. The concept o8 the millennial ;as 9e=enerate9 into =rati8>in= 8leshl> 9esires;ine,;omen, an9 son=. This ;as repulsive to him, so he chan=e9 theconcept o8 the cit> ;hich:elievers hope to enter.

This is true onl> ;hen te?ts so 9e8ine it @c8. He:. !K Rev. !.


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c. Philo o8 "le?an9ria, thou=h usin= the alle=orical metho9 himsel8, ha9 to9e8en9 somethin= ne; an9 oppose9 :> the other Je;s on the ;hole.

9. $hrist Himsel8 interprete9 literall>, :ut not ;ith letterism.

e. The apostles 8ollo;e9 the metho9 o8 $hrist.

B. The &>rian &chool o8 "ntioch

This ;as not an institution o8 teachers as at "le?an9ria, :ut rather a ten9enc>in theolo=>, a loosel> ter at "ntioch an9 tau=ht $hr>sostom an9 Theo9ore.

:. Theo9ore, :ishop o8 'opsuestia @*501-, ;as the a:lest an9 mostlo=ical representative o8 the school o8 "ntioch. For a time, he ;as apres:>ter at "ntioch.

" uestion arose re=ar9in= the 9ivine an9 human elements o8 $hrist."ppollinaris @ca. *0 sai9 that the Lo=os simpl> came on a true human:o9> :ut not a human spirit, 8or the Lo=os is the spirit. Theo9oreoppose9 this an9 insiste9 on the true humanit> o8 $hrist. He isconsi9ere9 the 8ather o8 %estorian theolo=>. %estorius @ca. 1- oppose9the vie; that 'ar> ;as mother o8 /o9 @9ivine nature. The Roman$atholic $hurch 9enounce9 his opposition as a heres>.

Farrar 9escri:es Theo9ore as 8ollo;s That clearmin9e9 an9ori=inal thin 8ocusin= upon te?ts isolate9 8rom theirsurroun9in=s. Further, he practice9 literal interpretation, re8usin= to


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. Principles o8 the Re8ormers

a. 'artin Luther @!1-*!51

&. &8ive theses;hich i=nite9 a 9iscussion. Rather, sa>s oo9, it :e=an in the Blac. e have to un9erstan9 this i9ea o8 Luther ;ithin theconte?t ;here commentaries o8 his 9a> slavishl> parrote9 o88icial


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church vie;s. ere the commentaries availa:le in that 9a> that areno; availa:le, Luthers emphasis ;oul9 no 9ou:t have :een9i88erent.

* The centralit> o8 $hrist.

Luther sai9 &cripture must :e interprete9 to mean nothin= else:ut that man is nothin=, $hrist is all @De &ervo "r:itrio, &ect. IIIK$hrist is the sun an9 truth in &cripture @er inthe man=er 9ear is the treasure, $hrist, that lies in them @or set asi9e the 8iction o8 several senses an9 emphasiNe9the literal sense.

Each passa=e has one clear, 9e8inite, an9 true sense o8 its o;n."ll others are 9ou:t8ul an9 uncertain opinions.

The literal sense o8 &cripture is the ;hole essence o8 8aith an9$hristian theolo=> @cite9 :> Farrar, p. *2.

"ccor9in=l>, Luther reMecte9 the vali9it> o8 alle=or>, statin= 8ore?ample #ri=ens alle=ories are not ;orth so much 9irt."lle=or> is a sort o8 :eauti8ul harlot, ;ho proves hersel8 speciall>se9uctive to i9le men. To alle=oriNe is to Mu==le ;ith &cripture.

hat, then, o8 alle=or>O Di9 Luther accept is in an> ;a>O 4es,he 9i9, in a sense. He a9mits that &cripture has a 9ou:le meanin=,an out;ar9 meanin= =aine9 :> the ai9 o8 the or9 an9 another thatlies in ;hat the heart comes to oppose9 to all mon tricon9 the strictl>

literal @". &. oo9, The Principles o8 Bi:lical Interpretation, p. -0.hat Luther ;as :ur9ene9 to stress ;as that the unsave9 person can=rasp the =rammatical an9 out;ar9 meanin= o8 &cripture @thee?ternal 8orma, :ut onl> the &pirittau=ht, enli=htene9 man canreceive the inner, spiritual meanin= @the internal 8orma.


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5 $onclusion a:out Luther

&ome o8 his principles are uite e?cellent an9 re8reshin=. In theuse o8 them, ho;ever, he :ecame inconsistent. He, too, even ;ith a8ine principle li;here in &cripture, ;as at

times =uilt> o8 rea9in= 9evelope9 $hristian 9octrines o8 the %e;Testament :ac< into #l9 Testament passa=es. In so 9oin=, he ha9 toresort to some 8orm o8 the alle=orical metho9 ;hich in theor> he ha9spurne9. Thus, even ;ith the =oo9 o8 his emphasis upon the literalmetho9, there ;as much error an9 a:use.

:. John $alvin @!50!51

He authore9 the =reat theolo=ical ;or< The Institutes o8 the$hristian Reli=ion, an9 9i9 commentar> ;or< on 8i8t>seven :oo reMecte9 the alle=orical interpretation an9 emphasiNe9 thehistorical=rammatical metho9.

For e?ample, in the Psalms, $alvin see on Romans, he sa>s It is the 8irst :usinesso8 an interpreter to let his author sa> ;hat he 9oes sa>, instea9 o8attri:utin= to him ;hat ;e thin< he ou=ht to sa>.

He 8elt that the or9 o8 /o9 is ine?hausti:le an9 applica:le toall times, :ut that there is a 9i88erence :et;een e?planation an9application. "pplication must :e consistent ;ith e?planation@&cha88, 3III, p. 5*.

He sho;e9 inconsistenc> in the use o8 his principles.

He o8ten rea9 into passa=es his o;n preconceive9 i9eas o8 ;hatthe> ha9 to mean, an9 even attri:ute9 =losses to te?ts ;hich 9i99ama=e to his vie;s.

He spiritualiNe9 a;a> the o:vious sense o8 man> prophetical

passa=es relatin= to a national 8uture 8or Israel in the lan9 o8Palestine. Even in Romans !!, he ma ;hichhe :elieves is the spiritual Israel.


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*. &ummar> on the Re8ormers

Despite inconsistenc> in the use o8 their principles, the =reatRe8ormation lea9ers 8or the most part emphasiNe9 the literal sense o8&cripture. In =eneral, the metho9 o8 $alvin in =enerall> repu9iatin= the

alle=orical interpretation ;as honore9 :> the lea9in= scholars a8ter him.

III. DE3#TI#%"L &$H##L& @&ee Ramm, pp. 0*

". 'e9ieval '>stics

B. Pietism

!. Its i9ea

Pietism ;as a movement emphasiNin= a return to a vital spiritual li8e8ee9in= upon the Bi:le rather than livin= in col9, stale, 9ea9 9octrine.

. Its in9ivi9uals

a. Philip Jaco: &pener @!**!205

He ;as a Lutheran minister ;ho ;as the Nealous an9 lo>al pastor atFran;or


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'oravians then 8lourishe9 in Bethlehem an9 %aNareth, Penns>lvania,an9 in &alem, %orth $arolina. hen the &a?on =overnment reco=niNe9the 'oravians as a Protestant church in !21, inNen9or8 returne9 to/erman> an9 resume9 his place as :ishop o8 Herrnhut.

c. It in8luence9 the Puritans.

9. It in8luence9 men lier, . H. /ri88ithThomas,"n9re; 'urra>, ". . ToNer, 3. R. E9man, Paul Rees, Lehman &trauss, R. GentHu=hes, H. ". Ironsi9e, etc.

!. The aim

The =oo9 an9 lo8t> aim is to help the rea9er in the vital $hristian li8e8lavor o8 the &cripture so that he can see the relevance o8 the messa=e to hispractical li8e. )suall>, thou=h not al;a>s, these ;riters pass over technicalpro:lems in a passa=e an9 simpl> stress the meanin= o8 the te?t to the9evotional li8e in the pursuit o8 =o9liness. @connecte9 ;ith :elo;

. The a:uses

There are certain a:uses ;hich sometimes are true o8 ;ritin=s in thisemphasis. ith certain ;riters, o8 course, these a:oun9 more than in othermore care8ul ;riters ;ho com:ine9 scholarship an9 spiritualit> in a 8ine:alance @R. Gent Hu=hes, James Boice, John Phillips, arren iers:e, John&tott, John 'ac"rthur, etc..

*. Eise=esis, especiall> in the #l9 Testament

#8ten there is a shallo; :rush ;ith a verse in its =rammatical sense. The;riter is intent on e?tractin= 8rom it some s;eetl> e9i8>in= i9ea. The a:useis in imposin= meanin=s that soun9 =oo9 an9 :less the heart at the e?pense o8;hat the verse actuall> means i8 it is stu9ie9 responsi:l>. 'an> times a

certain 9evotional thou=ht is in some other :i:lical passa=e, :ut not in thisone.

1. E?tremism in t>polo=>

'an> let their t>polo=ical ho::>horses run ;il9 ;ith them. The> :uil9ela:orate ar=uments out o8 even the smallest 9etails to 8in9 speci8ic analo=ies;ith some aspect a:out $hrist o8 %e; Testament truth.


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5. Emptiness o8 9octrinal an9 historical truth

"t times, a person can :e so an?ious to =et his :lessin= that he canMump past 9etails o8 histor> or 9octrine that are a necessar> :asis 8orun9erstan9in= a passa=e in its true perspective. He :rushes these asi9e to =et

at some i9ea he li 8oun9ation or even,perhaps, a ;ron= one.

Here a=ain, the :lesse9ness o8 enrichin= 9evotional aspects must :e9ra;n 8rom an> passa=e in such a ;a> that the> 8lo; naturall> an9harmoniousl> out o8 the historical=rammatical sense o8 that te?t. Theinterpreter must ;or< ;ith a responsi:le spirit, 8ollo;in= the =ui9elines o8=oo9 principles. &o, ne=ativel>, he can avoi9 t;istin= a verse an9 positivel>he can arrive at the truth.

I3. LIBER"L &$H##L

To9a> a:out 8ort> million mem:ers :elon= to this movement in a:out thirt>8ive9enominations. #n the national level, li:eralism is represente9 :> The %ational$ouncil o8 $hurches, an9 on the ;orl9 level :> The orl9 $ouncil o8 $hurches.

". Its Proponents

!. &eventeenth $entur>

Rationalism in re=ar9 to the Bi:le 9ates :ac< to Ho::es @!5--!2 an9&pinoNa @!*!22. These philosophers stan9 out as representative men.The essence o8 their thesis ;as that human intellect is a9euate in itsel8 to

select :et;een the true an9 the 8alse, :et;een ;hat is accepta:le an9 ;hat isin error. The emphasis is place9 upon mans mental re8lection on 8actors inthe ;orl9 o8 time, space, an9 sense, not upon revelation 8rom /o9 ;ho is:e>on9 mans o;n 9imensions. The rationalistic contention is that the Bi:lecan :e true onl> ;hen it harmoniNes ;ith the thin=s a mans o;n in9epen9entreason can accept. Rationalism is closel> interrelate9 ;ith 9eism, humanism,an9 empiricism @'icis trans8erre9 8rom /o9 to the throneroom o8 the human min9. This is asu:Mective authorit> resi9in= in man.

. Ei=hteenth throu=h T;entieth $enturies

Li:eralism in these centuries =ro;s out o8 its seventeenth centur> roots.

"n emphasis upon historical criticism in /erman secular universities:e=an to =ain a =rip upon theolo=ical thou=ht. " rationalistic attitu9e rule9out miracles, 8or the universe is rule9 :> set la;s ;hich cannot :e suspen9e9or altere9. The Bi:le must :e interprete9 li other :oo miraculous 8eature. The i9ea that /o9 intervene9 in


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the historical 9rama an9 communicate9 to certain spostem o8 stran9s on the sources o8 the Pentateuch calle9 J, E, D, an9 P.He la:ele9 material in 8our :locpe o8 s>stem has :een shattere9 :> archeolo=ical evi9encesince ellhausens 9a>. For e?ample

'an> la; co9es e?iste9 alrea9> in the time o8 ":raham, sho;in=that the la; 9i9 not have to a;ait the time o8 the prophets to :e create9.

The ellhausen school ha9 maintaine9 that the la; o8 one centralsanctuar> in Israel ;as a late 9evelopment an9 that the prophets inserte9the i9ea :ac< into the Pentateuch to =ive support to the s>stem o8 theiro;n 9a>. Ho;ever, archeolo=> has 9emonstrate9 that one sanctuar> ;asthe norm 8or the ancient peoples.

$ustoms o8 the patriarchs, as recor9e9 in the Bi:le, 8it e?actl> ;ith9ata 9iscovere9 a:out customs 9urin= the perio9 000!500 B.$.

Form criticism has helpe9 re8ute man> aspects o8 the a:ove s>stem,:ut it is not much o8 an improvement. 'ost still reco=niNe J, E, D, an9 P:ut sa> that =reat :loc@composin= sta=e. J, E, D, an9 P relie9 on ancient sources, :ut much o8the material in the Bi:le is onl> le=en9 @&ee, 8or e?ample, /ermans lis li:erals an9 li:eral i9eas in #T :oo


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Peter an9 Paul as representin= t;o 9i88erent 9octrinal =roups anta=onisticto one another. He sai9 that the secon9 centur> church ;rote most %e;Testament :oo 8or the sain their o;n 9a> @c8. re8utation o8 such i9eas in . /resham 'achen,The #ri=in o8 Pauls Reli=ion.

#thers a8ter Baur continue9 the rationalistic approach. 'an>, 8ore?ample, severe9 the actual ;or9s an9 9ee9s o8 Jesus 8rom the=ma or preachin= o8 the later church @c8. "l:ert &ch;eitNer, The(uest o8 the Historical Jesus, !!!, trans. 8rom /erman into En=lishKJames '. Ro:inson, " %e; (uest o8 the Historical Jesus, !5.&ch;eitNer sai9 The Jesus o8 %aNareth ;ho came 8or;ar9 pu:licl> asthe 'essiah, ;ho preache9 the ethics o8 the is not presente9 in the /ospels an9 Epistles. The;riters 9octore9 the 8acts an9 create9 their o;n ima=e o8 Jesus, ;hich isarti8icial. The true historical Jesus ;as not /o9 an9 can scarcel> :e9istin=uishe9 8rom the rest o8 men @R. Li=htner, The &aviour an9 the&criptures, p. !2 ;ho opposes li:eral vie;s.

" contemporar> neoli:eralism carries on the rationalistic emphasis.Em:arrasse9 :> neoortho9o? criticisms o8 ol9 li:eralism, neoli:eralismhas ma9e claims to a return to :i:lical theolo=>. The return, ho;ever, isactuall> a return to some o8 the terminolo=> in the Bi:le. In realit>, thes>stem still han=s on to 9estructive hi=her criticism out o8 a 9esire to :erespecte9 as scienti8ic. &ome o8 the main representatives o8 this mo9ernemphasis have :een Ru9ol8 Bultmann @/erman>K Paul Tillich

@"mericaK an9 J. ". T. Ro:inson @En=lan9. &ee, 8or e?ampleBultmann, Histor> an9 Eschatolo=>, !52K Tillich, &>stematic Theolo=>,!5!, !5-, an9 The &ha Pac


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#ther main ;riters have inclu9e9 Emil Brunner @&;itNerlan9, The Theolo=>o8 $risis, The Divine Imperative, an9 'an in RevoltK an9 Reinhol9 %ie:uhr@"merica, Does $iviliNation %ee9 Reli=ionO, 'oral 'an an9 Immoral &ociet>,an9 The %ature an9 Destin> o8 'an.

B. The Principles

@&ee Ramms =oo9 statement o8 these. e ma> :rie8l> loo< at the morecrucial matters that lie at the heart o8 neoortho9o? :elie8.

The neoortho9o? principle on revelation hol9s that /o9 9oes not reveal 8actsor propositions a:out Himsel8K He reveals Himsel8. In crisis con8rontation orencounter ;ith men, He reveals Himsel8, as He 9i9 to 'oses. hen 'oses,ho;ever, ;rote thin=s 9o;n, these ;ere not revelation 8rom /o9 :ut si=npostspointin= :ac< to the time ;hen revelation 9i9 occur as he ha9 a personal encounter;ith /o9. #r, the> also point the rea9er 8or;ar9 to an encounter ;hen revelationoccurs a=ain. The Bi:le in itsel8, then, is not o:Mective revelation 8rom /o9

accor9in= to the neoortho9o? :elie8.

%eoortho9o?> 9enies ortho9o? t>pes o8 inspiration an9 so :elieves there areman> errors in &cripture, ;hich is a human an9 su:Mective pro9uct.

!. $an a Bi:le li real authorit>O

The> sa> >es, the Bi:le has instrumental authorit> :ecause it is aninstrument pointin= to $hrist, in ;hom is authorit>. It 9oes not have inherentauthorit>, ho;ever.

. Ho; can the Bi:le :e ;orth much 8or o:Mective authorit> to men ;hen it is8ull o8 errors, as purporte9l> 9emonstrate9 :> the 8in9in=s o8 mo9ern sciencean9 criticismO

In actualit>, this neoortho9o? position is 9estructive to true authorit> ashel9 in the ortho9o? 8aith in the 8ollo;in= ;a>s

a. It 9estro>s theolo=>, 8or i8 revelation is 8ree 8rom propositions, ho; canthere :e a theolo=>O

The neoortho9o? i9ea ultimatel> lea9s to a relative an9 su:Mectivetheolo=> @manma9e an9 so 9estro>s theolo=>.

:. It 9estro>s =enuine, trust;orth>, o:Mective spiritual e?perience in that itis :ase9 on an un;orth> human :oos authorit> since ;e can pin nothin= 9o;n as concreterevelation.


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R>rie ;rites Their 9octrine inclu9es ortho9o? terminolo=> :uilton li:eral e?e=esisK it attempts to have inspiration ;ithout in8alli:ilit>an9 authorit> ;ithout actualit>. hat rie, %eo#rtho9o?>, p. 1-.


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" &)''"R4 #F THE &$H##L&

&$H##L DEFI%ITI#% DI3I&I#% "%DREPRE&E%T"TI3E

E3"L)"TI#%

"lle=orical 3ie;s literal sense asonl> a preliminar>vehicle 8or =ettin=:eneath to that ;hichis the 9eeper, morepro8oun9 an9 morespiritual sense

!. /ree 8romo88color episo9es :>9en>in= literalmeanin= an9imposin= alle=oricali9ea.

. Je;ish Philosou=ht to =ive&cripture charm 8orun:elievin= min9s :>9iscar9in= literal9etails ;hicho88en9e9 them an9 :>alle=oriNin= thesete?ts.

*. $hristian an9

Patristic #ri=inPrinciples o8 Philoapplie9 to their o;ntimes.

1. $atholic

!. It is su:MectiveKeach man is a la;unto himsel8.

. It is rationalisticKthe &criptures aremanipulate9 to suitmans reason.

*. It o:scures&cripture :> imposin=eise=esis 8or e?e=esis.

Literal &a>s the meanin= o8 a&cripture is the :asic,customar>, sociall>ac=rammatical an9historical 8actors.

!. Je;ish ENra, Je;so8 Palestine, $hrist.

. &>rian &chool o8

"ntioch Theo9ore o8'opsuestia,$hr>sostom

*. 3ictorines

1. Re8ormer Luther,$alvin, etc.

%e=ative

It is not letterism,thou=h some have

9ri8te9 into thise?trava=ance.

Positive

!. )sual practice ininterpretation o8


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5. PostRe8ormationscholars lipolo=>,

an9 ne=lect o8 prior9octrinal :ases.

Li:eral Hol9s that humanintellect is a9euate initsel8 to select

:et;een ;hat isaccepta:le an9 ;hat iserror in &cripture.Bi:le can :e true onl>;hen it harmoniNes;ith mans reason.Final seat o8 authorit>is in man.

!. Roots s>stems o8men such as Ho::esan9 &pinoNa.

. #l9 Testament J.ellhausen an9 those;ho in8luence9 himan9 8ollo;e9 him.

*. %e; Testament F.$. Baur an9 T]:in=en

!. It is rationalistic.

. Inspiration an9 the

supernatural are :othre9e8ine9.

*. Evolutionar>concepts are impose9upon the reli=ion o8Israel.


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&chool o8 criticism."l:ert &ch;eitNer an9J. '. Ro:inson on theuestion o8 the

historical Jesus.

1. #thers li


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/o9 9oesnt reveal himsel8 all at once, :ut reveals himsel8 to his peoplepro=ressivel>. /o9 purposel> revealin= his truth 8rom /enesis, in these 9i88erentsta=es, to =ra9ual processes that maintains continuit> an9 throu=hout &cripture. People =iven more 9evelope9 revelation have a hi=herresponsi:ilit>.

It allo;s concepts eluci9ate9 in the #T to continue in the %T.

It allo;s 8or the em:r>onic an9 =eneral sta=es o8 revelation an9 ;hen ;e =et tolater on in &cripture, thin=s =et clearer an9 more 9etaile9.

!. It allo;s 8or some a9vance9 aspects o8 revelation earl> in /o9s revelation tomen.

E?ample /enesis 1 @mono=am>

It also allo;s simple concepts to remain 8rom the #l9 Testaments to the %e;

Testament, such as /o9s love or /o9s holiness. %ine out o8 the tencomman9ments appear in "cts an9 the epistlesA

. It also allo;s 8or a movement 8rom the =eneral an9 em:r>onic to the 9etaile9an9 mature9 sta=e.

E?amples @8rom class lecture

The o88erin=s o8 $ain an9 ":elK $ain =ave a ve=eta:le o88erin= an9 ":el ananimal o88erin=. The animal o88erin= thus culminates into the =reatest

o88erin= to /o9, namel>, $hrist.

The omans &ee9 an9 the &erpent.

$. Ho; It Relates to Inspiration @class lecture


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I3. &$RIPT)RE I%TERPRET& &$RIPT)RE @#R $R#&&REFERE%$E

#ne or more &cripture passa=es help interpret the ri=ht meanin= in another te?t.@This ;ill :e 9iscusse9 in 8ar more 9etail in the 9iscussion on $rossRe8erence in TopicFour. It can :e consi9ere9 un9er =eneral or speci8ic principles.

E?ample John *5 is o:scure ;hen it re8ers to :ein= :orn o8 ;ater an9 o8 the&pirit. &ome su==est that the ;ater re8ers to ;ater :aptism. #thers sa> the re8erence isto the ;ater o8 the or9, i.e. a 8i=urative i9ea 8or the cleansin= ministr> o8 /o9s or9@c8. Ephesians 55, . This has some support in such passa=es as Psalm !!!!,;here the or9 is active in cleansin= a mans li8e. &till others su==est that John *5

re8ers to :ein= :orn o8 the ;ater in the ph>sical :irth ;hen a ;omans ;ater sac< isinvolve9, an9 then later :ein= also :orn o8 the &pirit in the ne; :irth. " 8ourth =roupe?plains John *5 :> crossre8erence ;ith ENe &pirit, ne; :irth, an9;ater that e88ects cleansin=. The> sa>, pro:a:l> correctl>, that Jesus ha9 ENe o8 /o9 in his li8e, in close association ;ith the Hol> &pirit. The or9 o8 /o9an9 the &pirit coul9 ;or< in harmon> here in the ne; :irth. This ena:les the interpreterto e?plain John *5 in its relation to the #l9 Testament, a natural :ac o8 the Faith ma> seem li other passa=es claim Musti8ication :> 8aith ;ithout;or


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James !1 9oes reall> mean, this ;ill not contra9ict the other point in Romans1!5. The t;o passa=es ;ill compliment each other in a harmon>.

Romans 1!5 sho;s that men are Musti8ie9 :>8aith, apart 8rom ;or @consistenc> o8:elie8. These passa=es such as Romans *2 an9 1!5 teach Musti8ication :> 8aith,;ithout ;or 9o not interpret Romans !0 in the manner

o8 &cripture interprets &cripture. The> onl> sho; ;hat !0 coul9 not :eteachin= i8 &cripture is uni8ie9 an9 consistent. But Romans !0, un9erstoo9 as$. E. B. $ran8iel9 e?plains it in his commentar> on Romans, teaches that there aret;o =roups o8 people in the ;orl9. #ne =roup is 8actious, 9isunite9, un=o9l>, an9;ill 8in9 that their un=o9l> ;a> o8 li8e ;ill lea9 on to 8acin= /o9s ;rath 8inall>.The other =roup are the people o8 true 8aith ;ho, havin= receive9 /o9s =i8t an9:ein= ena:le9 :> His Hol> &pirit @c8. -, , live a ri=hteous li8est>le throu=h=race an9 8in9 that this path;a> lea9s on 8inall> to eternal li8e in its 8uture,consummative 8ullness @as Romans . Romans !0, then, ;hile notemphasiNin= the same thin= as *2 an9 1!5, is 8inall> in :eauti8ul harmon>,analo=>, or coor9ination or consistenc>. The t;o passa=es 9o not contra9ictK the>

complement.

Romans !0 Romans *2 an9 1!5

This passa=e re8ers to a li8e o8 9oin= =oo9 inthe po;er o8 the &pirit, a result o8 8aith. "s there are t;o ;a>s menpursue in Psalm ! or o8ten in the Prover:s, sothere are here.

The ;or


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In analo=> o8 the 8aith, ;e see ;hat the &cripture harmoniousl> teaches onsome su:Mect, or on relate9 8acets ;ithin a total uni8ie9 picture. #nce ;e see thison the su:Mect, ;e realiNe that there is overall a=reement as the parts 8it into thepicture, each in its o;n contri:ution.

3I. THE #%E%E&& #R &I%/LE%E&& #F THE 'E"%I%/ #F &$RIPT)RE @I% "%4#%E TE6T

This principle means that a :i:lical te?t has one :asic proper meanin= orinterpretation, not t;o or three. There is one correct interpretation, :ut a8ter it isascertaine9 ;e ma> masical su:stance to use in stri plus a secon9, 9eeper meanin=such as purit>, inte=rit>, ;is9om, coura=e, an9 ri=hteousness. The ph>sical meanin= istotall> satis8actor> in itsel8 an9 8its the passa=eA The socalle9 9eeper, m>stical

meanin= is rea9 in ar:itraril> 8rom the ima=ination o8 the interpreter, 8oiste9 on the te?t.It is imposition, not e?positionA It is eise=esis @rea9 into the te?t, not e?e=esis @le9 outo8 the te?tA I.e. This is alle=oriNin=.

The one essential meanin= o8 a te?t is that meanin= ;hich is arrive9 at :> a 8aith8ul,proper use o8 conte?t, ;or9 stu9>, crossre8erence,

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