The Languages Spoken by Jesus
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“Lead Us Not Into Temptation” *
A sermon delivered by the Rev. Timothy C. Ahrens, senior minister at the First Congregational Church, United Church of Christ, Columbus, Ohio, Lent 5, April 10, 2011, dedicated to Jane Werum on her birthday, to David and Martha Loy as they established a new home this week, and always to the glory of God! “Lead Us Not Into Temptation” * Matthew 6:13a (Part VI of VIII in the sermon series “The Lord’s Prayer”) +++++++++++++++++++++++++++++++++++++ Let us pray: May the words of my mouth and the meditations of each one of our hearts be acceptable in your sight, O Lord, our rock and our salvation. Amen. +++++++++++++++++++++++++++++++++++++ “Lead us not into temptation.’’ The Lord’s Prayer appeals to our God. This word “temptation” is often lost to us. Neil Douglas-Klotz in his book Prayers of the Cosmos, translates the prayer from the Aramaic, the original language of Jesus. “Lead us not into temptation translates: “Don’t let us enter into . that which diverts us from the inner purpose of our lives.” In the Greek, the word “temptation” translates “test.” So temptation is not so much about getting caught up in evil as it is about having our strength and resolve being tested. Often, we hear, “Lead us not into this time of testing.” We have come to a great and uplifting truth. What we call temptation is not meant to make us sin. It is not designed to make us fall. Temptation is designed to help us conquer sin and make us stronger and better women and men. Temptation is not designed to make us bad, but it designed to make us good. -
Language of the Old Testament: Biblical Hebrew “The Holy Tongue”
E-ISSN 2281-4612 Academic Journal of Interdisciplinary Studies Vol 4 No 1 ISSN 2281-3993 MCSER Publishing, Rome-Italy March 2015 Language of the Old Testament: Biblical Hebrew “The Holy Tongue” Associate Professor Luke Emeka Ugwueye Department of Religion & Human Relations, Faculty of Arts, Nnamdi Azikiwe University, PMB 5025, Awka- Anambra State, Nigeria Email: [email protected] phone - 08067674763 Doi:10.5901/ajis.2015.v4n1p129 Abstract Some kind of familiarity with the structure and thought pattern of biblical Hebrew language enhances translation and improved ways of working with the language needed by students of Old Testament. That what the authors of the Scripture say also has meaning for us today is not in doubt but they did not express themselves primarily for us or in our language, and so it requires training on our part to understand them in their own language. The features of biblical Hebrew as combined in the language’s use of imagery and picturesque description of things are of huge assistance in this training exercise for a better operational knowledge of the language and meaning of Hebrew Scripture. Keywords: Language, Old Testament, Biblical Hebrew, Holy Tongue 1. Introduction Hebrew language is the language of the culture, religion and civilization of the Jewish people since ancient times. It belongs to the northwest ancient Semitic family of languages. The word Semitic, according to Kitchen (1992) is formed from the name Shem, Noah’s eldest son (Genesis 5:32). It is an adjective derived from ‘Shem’ meaning a member of any of the group of people speaking Akkadian, Phoenician, Punic, Aramaic, and especially Hebrew, Modern Hebrew and Arabic language. -
Gospel of Mark Study Guide
Gospel of Mark Study Guide Biblical scholars mostly believe that the Gospel of Mark to be the first of the four Gospels written and is the shortest of the four Gospels, however the precise date of when it was written is not definitely known, but thought to be around 60-75 CE. Scholars generally agree that it was written for a Roman (Latin) audience as evidenced by his use of Latin terms such as centurio, quadrans, flagellare, speculator, census, sextarius, and praetorium. This idea of writing to a Roman reader is based on the thinking that to the hard working and accomplishment-oriented Romans, Mark emphasizes Jesus as God’s servant as a Roman reader would relate better to the pedigree of a servant. While Mark was not one of the twelve original disciples, Church tradition has that much of the Gospel of Mark is taken from his time as a disciple and scribe of the Apostle Peter. This is based on several things: 1. His narrative is direct and simple with many vivid touches which have the feel of an eyewitness. 2. In the letters of Peter he refers to Mark as, “Mark, my son.” (1 Peter 5:13) and indicates that Mark was with him. 3. Peter spoke Aramaic and Mark uses quite a few Aramaic phrases like, Boanerges, Talitha Cumi, Korban and Ephphatha. 4. St Clement of Alexandria in his letter to Theodore (circa 175-215 CE) writes as much; As for Mark, then, during Peter's stay in Rome he wrote an account of the Lord's doings, not, however, declaring all of them, nor yet hinting at the secret ones, but selecting what he thought most useful for increasing the faith of those who were being instructed. -
Bibliography
Bibliography Many books were read and researched in the compilation of Binford, L. R, 1983, Working at Archaeology. Academic Press, The Encyclopedic Dictionary of Archaeology: New York. Binford, L. R, and Binford, S. R (eds.), 1968, New Perspectives in American Museum of Natural History, 1993, The First Humans. Archaeology. Aldine, Chicago. HarperSanFrancisco, San Francisco. Braidwood, R 1.,1960, Archaeologists and What They Do. Franklin American Museum of Natural History, 1993, People of the Stone Watts, New York. Age. HarperSanFrancisco, San Francisco. Branigan, Keith (ed.), 1982, The Atlas ofArchaeology. St. Martin's, American Museum of Natural History, 1994, New World and Pacific New York. Civilizations. HarperSanFrancisco, San Francisco. Bray, w., and Tump, D., 1972, Penguin Dictionary ofArchaeology. American Museum of Natural History, 1994, Old World Civiliza Penguin, New York. tions. HarperSanFrancisco, San Francisco. Brennan, L., 1973, Beginner's Guide to Archaeology. Stackpole Ashmore, w., and Sharer, R. J., 1988, Discovering Our Past: A Brief Books, Harrisburg, PA. Introduction to Archaeology. Mayfield, Mountain View, CA. Broderick, M., and Morton, A. A., 1924, A Concise Dictionary of Atkinson, R J. C., 1985, Field Archaeology, 2d ed. Hyperion, New Egyptian Archaeology. Ares Publishers, Chicago. York. Brothwell, D., 1963, Digging Up Bones: The Excavation, Treatment Bacon, E. (ed.), 1976, The Great Archaeologists. Bobbs-Merrill, and Study ofHuman Skeletal Remains. British Museum, London. New York. Brothwell, D., and Higgs, E. (eds.), 1969, Science in Archaeology, Bahn, P., 1993, Collins Dictionary of Archaeology. ABC-CLIO, 2d ed. Thames and Hudson, London. Santa Barbara, CA. Budge, E. A. Wallis, 1929, The Rosetta Stone. Dover, New York. Bahn, P. -
Saudi Dialects: Are They Endangered?
Academic Research Publishing Group English Literature and Language Review ISSN(e): 2412-1703, ISSN(p): 2413-8827 Vol. 2, No. 12, pp: 131-141, 2016 URL: http://arpgweb.com/?ic=journal&journal=9&info=aims Saudi Dialects: Are They Endangered? Salih Alzahrani Taif University, Saudi Arabia Abstract: Krauss, among others, claims that languages will face death in the coming centuries (Krauss, 1992). Austin (2010a) lists 7,000 languages as existing and spoken in the world today. Krauss estimates that this figure could come down to 600. That is, most the world's languages are endangered. Therefore, an endangered language is a language that loses her speakers within a few generations. According to Dorian (1981), there is what is called ―tip‖ in language endangerment. He argues that a language's decline can start slowly but suddenly goes through a rapid decline towards the extinction. Thus, languages must be protected at much earlier stage. Arabic dialects such as Zahrani Spoken Arabic (ZSA), and Faifi Spoken Arabic (henceforth, FSA), which are spoken in the southern region of Saudi Arabia, have not been studied, yet. Few people speak these dialects, among many other dialects in the same region. However, the problem is that most these dialects' native speakers are moving to other regions in Saudi Arabia where they use other different dialects. Therefore, are these dialects endangered? What other factors may cause its endangerment? Have they been documented before? What shall we do? This paper discusses three main different points regarding this issue: language and endangerment, languages documentation and description and Arabic language and its family, giving a brief history of Saudi dialects comparing their situation with the whole existing dialects. -
The Hebrew-Jewish Disconnection
Bridgewater State University Virtual Commons - Bridgewater State University Master’s Theses and Projects College of Graduate Studies 5-2016 The eH brew-Jewish Disconnection Jacey Peers Follow this and additional works at: http://vc.bridgew.edu/theses Part of the Reading and Language Commons Recommended Citation Peers, Jacey. (2016). The eH brew-Jewish Disconnection. In BSU Master’s Theses and Projects. Item 32. Available at http://vc.bridgew.edu/theses/32 Copyright © 2016 Jacey Peers This item is available as part of Virtual Commons, the open-access institutional repository of Bridgewater State University, Bridgewater, Massachusetts. THE HEBREW-JEWISH DISCONNECTION Submitted by Jacey Peers Department of Graduate Studies In partial fulfillment of the requirements For the Degree of Master of Arts in Teaching English to Speakers of Other Languages Bridgewater State University Spring 2016 Content and Style Approved By: ___________________________________________ _______________ Dr. Joyce Rain Anderson, Chair of Thesis Committee Date ___________________________________________ _______________ Dr. Anne Doyle, Committee Member Date ___________________________________________ _______________ Dr. Julia (Yulia) Stakhnevich, Committee Member Date 1 Acknowledgements I would like to thank my mom for her support throughout all of my academic endeavors; even when she was only half listening, she was always there for me. I truly could not have done any of this without you. To my dad, who converted to Judaism at 56, thank you for showing me that being Jewish is more than having a certain blood that runs through your veins, and that there is hope for me to feel like I belong in the community I was born into, but have always felt next to. -
HEBREW MATTHEW and MATTHEAN COMMUNITIES By
HEBREW MATTHEW AND MATTHEAN COMMUNITIES by DEBRA SCOGGINS (Under the Direction of David S. Williams) ABSTRACT Shem-Tob’s Even Bohan contains a version of the Gospel of Matthew in Hebrew. By comparing canonical Matthew to Hebrew Matthew, the present study shows that Hebrew Matthew displays tendencies to uphold the law, support the election of Israel, exalt John the Baptist, and identify Jesus as the Messiah during his ministry. These tendencies suggest that Hebrew Matthew reflects a less redacted Matthean tradition than does canonical Matthew. The conservative tendencies of Hebrew Matthew reflect a Jewish-Christian community with characteristics in common with other early Jewish Christianities. The significance of studying such communities lies in their importance for “the partings of the ways” between early Judaisms and early Christianities. INDEX WORDS: Hebrew Matthew, Shem-Tob, Even Bohan, Jewish-Christian Community, Jewish Christianity, Matthean Communities HEBREW MATTHEW AND MATTHEAN COMMUNITIES by DEBRA SCOGGINS B.S., The University of Georgia, 2001 A Thesis Submitted to the Graduate Faculty of The University of Georgia in Partial Fulfillment of the Requirements for the Degree MASTER OF ARTS ATHENS, GEORGIA 2003 © 2003 Debra Scoggins All Rights Reserved HEBREW MATTHEW AND MATTHEAN COMMUNITIES by DEBRA SCOGGINS Major Professor: David S. Williams Committee: Will Power Caroline Medine Electronic Version Approved: Maureen Grasso Dean of the Graduate School The University of Georgia December 2003 ACKNOWLEDGEMENTS Thank you, my family, my friends and colleagues, and, my teachers. Family, thank you for your patience and unending support. Lukas, you are a great teammate, we are a great team. Among my friends and colleagues, I give special thanks to Jonathan Vinson and Christi Bamford. -
Reassessing the Judean Desert Caves: Libraries, Archives, Genizas and Hiding Places
Bulletin of the Anglo-Israel Archaeological Society 2007 Volume 25 Reassessing the Judean Desert Caves: Libraries, Archives, Genizas and Hiding Places STEPHEN PFANN In December 1952, five years after the discovery of Qumran cave 1, Roland de Vaux connected its manuscript remains to the nearby site of Khirbet Qumran when he found one of the unique cylindrical jars, typical of cave 1Q, embedded in the floor of the site. The power of this suggestion was such that, from that point on, as each successive Judean Desert cave containing first-century scrolls was discovered, they, too, were assumed to have originated from the site of Qumran. Even the scrolls discovered at Masada were thought to have arrived there by the hands of Essene refugees. Other researchers have since proposed that certain teachings within the scrolls of Qumran’s caves provide evidence for a sect that does not match that of the Essenes described by first-century writers such as Josephus, Philo and Pliny. These researchers prefer to call this group ‘the Qumran Community’, ‘the Covenanters’, ‘the Yahad ’ or simply ‘sectarians’. The problem is that no single title sufficiently covers the doctrines presented in the scrolls, primarily since there is a clear diversity in doctrine among these scrolls.1 In this article, I would like to present a challenge to this monolithic approach to the understanding of the caves and their scroll collections. This reassessment will be based on a close examination of the material culture of the caves (including ceramics and fabrics) and the palaeographic dating of the scroll collections in individual caves. -
Textbook (Academic Version) the Beatitudes Course: the Beatitudes of Jesus (Nt303)
E M B A S S Y C O L L E G E TEXTBOOK (ACADEMIC VERSION) THE BEATITUDES COURSE: THE BEATITUDES OF JESUS (NT303) DR. RONALD E. COTTLE THE BEATITUDES : THE CHRISTIAN'S DECLARAT ION OF INDEPENDENCE by Ronald E. Cottle, Ph.D., Ed.D., D.D. © Copyright 2019 This specially formatted textbook, the Academic Version, is designed for exclusive use by students enrolled in Embassy College. Please do not distribute the PDF file of this book to others. This text is intended as a complement to the course syllabus with the recommendation that the student print this textbook in a two- sided format (duplex) and with a three-hole punch for binding with the syllabus in a notebook folder. Beatitudes Academic Version – Page 2 DEDICATION To Joanne Cottle She has never wavered in her love and devotion to Christ or to me. For that I am grateful. - Second Edition - Easter, 1999 Beatitudes Academic Version – Page 3 TABLE OF CONTENTS THE BEATITUDES: THE CHRISTIAN'S DECLARATION OF INDEPENDENCE ................................... 1 DEDICATION ............................................................................................................................................................... 3 TABLE OF CONTENTS ............................................................................................................................................. 4 CHAPTER 1: HOW MANY BEATITUDES ARE THERE? ................................................................................ 5 CHAPTER 2: THE CHRISTIAN'S DECLARATION OF INDEPENDENCE: MATTHEW 5:1-12 ....... 22 CHAPTER -
Reading Biblical Aramaic
TITLE: BS400 READING BIBLICAL ARAMAIC WORKLOAD: Duration: 4 Terms Teaching (1 hr p.w.): 26 hrs Language exercises and set reading: 30 hrs Text preparation: 40 hrs Examination preparation and writing: 24 hrs Total commitment: 120 hrs STATUS: Elective CO/PREREQUISITE(S): At least 60% in BS300 Hebrew 3, or at least 70% in BS200 Hebrew 2 if Hebrew 3 is taken concurrently. GENERAL AIM: This unit aims to build on students’ knowledge of Biblcal Hebrew by imparting a working knowledge of biblical Aramaic, enabling them to read all the passages in the Old Testament where Aramaic is employed. The unit focuses on building a comprehensive vocabulary of biblical Aramaic, understanding its grammar and syntax, and applying this knowledge to the translation of the relevant texts in Daniel and Ezra. The purpose of this unit is not only to enable students to work from the original language in all parts of the Old Testament, but also to lay a linguistic foundation for any subsequent study involving Aramaic texts. LEARNING OUTCOMES: At the end of this course students should be able to: • Recognise and distinguish biblical Aramaic from biblical Hebrew; • Translate all biblical Aramaic texts into good, accurate English; • Parse and reproduce regular forms of the biblical Aramaic verbal system; • Analyse and explain most grammatical and phrase-level syntactical constructions. CONTENT: Part 1: Biblical Aramaic Grammar • Introduction to biblical Aramaic: occurrences; name; relationship to Hebrew; vocalization and phonology • Aramaic Nouns, pronouns, and adjectives • Prepositions and conjunctions • The Aramaic verbal system & conjugations • Strong verbs • Weak verbs • Syntax • Numerals Part 2: Reading of set texts • Reading of Daniel 2 – 7 • Reading of Ezra 4 – 7 TEACHING AND Classroom teaching and tutorials; LEARNING METHODS: Private preparation of homework assignments, reviewed in class; Class tests and oral participation; Strong emphasis on peer learning and collaborative group work. -
The Qumran Collection As a Scribal Library Sidnie White Crawford
University of Nebraska - Lincoln DigitalCommons@University of Nebraska - Lincoln Sidnie White Crawford Publications Classics and Religious Studies 2016 The Qumran Collection as a Scribal Library Sidnie White Crawford Follow this and additional works at: https://digitalcommons.unl.edu/crawfordpubs This Article is brought to you for free and open access by the Classics and Religious Studies at DigitalCommons@University of Nebraska - Lincoln. It has been accepted for inclusion in Sidnie White Crawford Publications by an authorized administrator of DigitalCommons@University of Nebraska - Lincoln. The Qumran Collection as a Scribal Library Sidnie White Crawford Since the early days of Dead Sea Scrolls scholarship, the collection of scrolls found in the eleven caves in the vicinity of Qumran has been identified as a library.1 That term, however, was undefined in relation to its ancient context. In the Greco-Roman world the word “library” calls to mind the great libraries of the Hellenistic world, such as those at Alexandria and Pergamum.2 However, a more useful comparison can be drawn with the libraries unearthed in the ancient Near East, primarily in Mesopotamia but also in Egypt.3 These librar- ies, whether attached to temples or royal palaces or privately owned, were shaped by the scribal elite of their societies. Ancient Near Eastern scribes were the literati in a largely illiterate society, and were responsible for collecting, preserving, and transmitting to future generations the cultural heritage of their peoples. In the Qumran corpus, I will argue, we see these same interests of collection, preservation, and transmission. Thus I will demonstrate that, on the basis of these comparisons, the Qumran collection is best described as a library with an archival component, shaped by the interests of the elite scholar scribes who were responsible for it. -
Introduction to Judaism Israel / Zionism Rabbi Michael Z. Cahana
1 Introduction to Judaism Israel / Zionism Rabbi Michael Z. Cahana 1. Origins of Zionism: The Jewish Problem a. Exile – 70 AD b. Emancipation of European Jewry – 1789-1918 i. Ghettos freed by Napoleon – many restored after his fall in 1815 c. Anti-Semitism restored in France i. 1886 – Edouard Drumont “Jewish France” 1. 1200 pages of antisemitic invective which appeared in Paris in 1886 and went through hundreds of printings and sold in the millions. Attributed all of France’s ills to the Jews. ii. 1894 – Dryfus affair 1. Alfred Dreyfus, an Alsatian captain, was accused of passing military secrets to the Germans. Dreyfus was not religious or even acknowledged as a Jew, yet he became the pawn of anti-Semitic and anti-Republic forces. The entire country became divided between Dreyfusards and anti-Dreyfusards. The subsequent trial and its anti- Semitic overtones served as an impetus for many Jews (i.e. Herzl) to become aware of their own Jewishness. iii. Theodore Herzl – journalist at Dryfus trial – 1. Jews are “nation” – unique in diaspora - need home 2. control of own destiny – be a “normal” nation 3. “The Jewish State” 1896 d. Russian Pogroms 1871-1906 i. Emigration 1. First Aliyah (1882-1903) a. moshavot 2. Second Aliyah (1904-1914) Russia, Galicia, Rumania and Poland a. 2,000,000 to US; b. 200,000 to Britain c. 60,000 to Palestine - “Second Aliyah” i. Idealists - libnot u’lhibatot ba ii. Kibbutz, Yishuv, Ha-Shomer iii. Reality: over half leave 2. Zionism takes root a. First Zionist Congress – 1897 i. Urges: “a publicly and legally assured home in Palestine” ii.