The Rock on Rocky Ground: Matthew, Mark and Peter As Skandalon
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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. -
Teaching Jesus of Nazareth
RESOURCES FOR TEACHERS Teaching Jesus of Nazareth MAURICE RYAN JACINTA PETERSEN Teaching Jesus of Nazareth ________________ Resources for Teachers Maurice Ryan Jacinta Petersen lumino Press Published in Australia in 2020 by Lumino Press PO Box 1024 Hamilton QLD 4007 www.luminopress.com.au [email protected] © Maurice Ryan and Jacinta Petersen, Teaching Jesus of Nazareth: Resources for Teachers ISBN 978-1-921538-45-2 The authors assert their ownership of the original material in this manual. No reproduction of this work - manual, digital or otherwise, in whole or in part - is permitted without specific written permission by the authors. Permission is granted for those who have purchased this manual to use the materials with their own classes and students, as allowed by the Copyright Act. No further permission is required in these cases. All attempts have been made to establish the rightful owners of copyrighted material used in this manual. Anyone who believes their rights have been unintentionally infringed is encouraged to contact the publisher. The Scripture quotations contained herein are from theNew Revised Standard Version (NRSV) Bible: Catholic Edition copyright © 1993 and 1989 by the Division of Christian Education of the National Council of Churches of Christ in the USA. Used by permission. All rights reserved. All URLs described in this book were live and active with appropriate content at the time of publication. Due to the dynamic nature of the internet, no responsibility can be taken for subsequent changes, additions or deletions to these sites. A number of pages in this book were designed and created by Kylie Phillips, an experienced and gifted classroom teacher. -
GOSPELS About the Life and Teachings of Jesus Are Contained in These Works
Background: The four books that begin our New Testaments are, without doubt, the most read and beloved books in all the Bible. Most of our information GOSPELS about the life and teachings of Jesus are contained in these works. We Greatest Story Told call them “gospels” because they contain “good news.” (“Gospel” is derived from the Anglo-Saxon godspell, meaning either “God story” or “good story.” In Greek, these books were known as euangelion which means “good message.”) Key Texts: Lk 1:1-4 Although they focus on Christ’s life, the gospels are not primarily Many have undertaken to draw up an biographical works. It is important to understand that these writers account of the things that have been were not just passing on stories about Jesus. They were writing to fulfilled among us, just as they were convince their readers that Jesus was the son of God and the savior of handed down to us by those who from the world. Thus, the gospels provide carefully selected pieces of the first were eyewitnesses and ser- Christ’s life that are intended to persuade us to either become or remain vants of the word. Therefore, since I disciples. For instance, each of the gospels devotes almost a third of its space to a very small portion of Jesus life - his death, burial and myself have carefully investigated ev- resurrection. As preachers and persuaders, these authors wanted to erything from the beginning, it seemed expose their readers to the central issue of Christ’s life. They were not good also to me to write an orderly concerned with telling us about Jesus as a child or young adult. -
Daily Devotional- 4/17 Peter Says That Jesus Is the Messiah- Matthew 16:13-20
Daily Devotional- 4/17 Peter Says that Jesus is the Messiah- Matthew 16:13-20 Do you or any of your family members have a nickname? Sometimes a nickname is just a silly way to refer to someone based on how their name sounds (growing up, my mom called me Robin-bobbin!). Other times, we get a nickname because of a sometime about us or something we enjoy. For example, my cousins were called “Stretch” and “Checkmate” at their summer camp because one had grown really tall and other one loved to play chess! In our story today, Jesus uses Peter’s name to share an important truth with his disciples. You see, Peter was known by a few names depending on who was talking to him and what language they spoke. He is sometimes called “Simon” or “Simon Peter” or just “Peter”. The word for Peter in that language sounds a lot like “Rock”- it would be like calling your friend “Rocky”! Jesus had been spending a lot of time with his disciples, and they had learned more about who he was by hearing his teachings and watching him perform miracles. Peter, James and John even got to see Jesus appear with two prophets from ancient times! But Jesus hadn’t told them that he was God’s promised Messiah. He was waiting for just the right time! In fact, he’s going to ask some questions and wait for God the Father to reveal the truth that he’s the Messiah at the perfect moment. Turn in your Bible to Matthew 16:13-20 to read about what happened, or read here: Matthew 16:13-20 (NIrV): 13 Jesus went to the area of Caesarea Philippi. -
Did the Transfiguration Fulfill Matthew 16:28? Copyright © 2004-2006 by Michael A
Did the Transfiguration Fulfill Matthew 16:28? Copyright © 2004-2006 by Michael A. Fenemore – Revised: 2006 May 22 Speaking to a “crowd…along with his disciples” (Mark 8:34), Jesus said this: 26What good will it be for a man if he gains the whole world, yet forfeits his soul? Or what can a man give in exchange for his soul? 27For the Son of Man is going to come in his Father’s glory with his angels, and then he will reward each person according to what he has done. 28I tell you the truth, some who are standing here will not taste death before they see the Son of Man coming in his kingdom. (Matt. 16:26-28, NIV throughout) Those who believe that the Second Coming of Christ occurred in the first century simply take this prediction at face value. They believe that probably, most of those “standing” there died, but “some” were still alive in AD 70 when Jesus returned. However, for those who are still waiting for the Second Coming, there is a glaring problem: none of those standing there that day are still alive. Many believe that the Transfiguration account immediately following Matthew 16 provides an adequate solution (Matt. 17:1-9; Mark 9:2-10; Luke 9:28-36). For this interpretation, those included in “some who are standing here” are only Peter, James and John, and “the Son of Man coming in his kingdom” refers to Christ’s transfiguration. This article presents a test of the Transfiguration interpretation. Notice how the translators have contributed to the confusion surrounding this issue. -
Chapter 4 TOO GOOD to BE Q: HIGH VERBATIM AGREEMENT in THE
Chapter 4 TOO GOOD TO BE Q: HIGH VERBATIM AGREEMENT IN THE DOUBLE TRADITION Mark Goodacre It is a fact seldom acknowledged that the double tradition material in Matthew and Luke shows a remarkably high degree of verbatim agree- ment. It is a fact still more rarely acknowledged that the high verbatim agreement makes best sense if Luke is copying from Matthew. The issue is surprisingly straightforward, and yet it is almost always missed in discussions of the Synoptic Problem. Where two documents show very close agreement in wording in parallel passages, the best explanation is that one is copying directly from the other, not that both are copying from a hypothetical third document. Where two documents are copying from a third, we should not expect to see the kind of high verbatim agreement that we often see in the double tradition. The evidence suggests that Luke had direct contact with Matthew, and this entails dispensing with Q. High Verbatim Agreement and an Oral Q The issue of high verbatim agreement in the double tradition does have a place in the discussion of the Synoptic Problem, but its place is generally found in the exploration of whether or not Q is a written document, rather than in exploring the issue of its very existence. This is in large part because the idea of an oral Q is often thought to be the greatest threat to the hypothesis that the Q document was a source for Matthew and Luke. In an important article on ‘Variation in the Reproduction of the Double Tradition and an Oral Q?’,1 John Kloppenborg develops 1. -
Crucifixion in Mark
Scripturalization in Mark’s Crucifixion Narrative Mark Goodacre Duke University, Durham, NC Please cite this article as follows: Mark Goodacre, ―Scripturalization in Mark‘s Crucifixion Narrative‖ in Geert van Oyen and Tom Shepherd (eds.), The Trial and Death of Jesus: Essays on the Passion Narrative in Mark (Leuven: Peeters, 2006): 33-47 Numbers in square brackets refer to the original page numbers. The Shame of Crucifixion One might have thought that it was something of a scholarly cliché to stress the horror, the shame, the degradation, the suffering involved with crucifixion. Yet many of the scholarly reactions to The Passion of the Christ (dir. Mel Gibson, 2004), which balked at the scale of suffering endured here by Jesus, provide a timely reminder that many of us still have very little grasp of just how appalling a death crucifixion was. The remarkable thing about Mel Gibson‘s film was not so much the magnitude of suffering depicted but its restraint in showing many of the true horrors of crucifixion, as Gibson himself realized.1 Consider, for example, Seneca‘s mockery of the view that life is worth holding on to at any price: Can anyone be found who would prefer wasting away in pain dying limb by 1 See further Mark Goodacre, ―The Power of The Passion of the Christ: Reacting and Overreacting to Gibson‘s Artistic Vision‖ in Kathleen E. Corley and Robert L. Webb (eds.), Jesus and Mel Gibson’s The Passion of the Christ: the Film, the Gospels and the Claims of History (London & New York: Continuum, 2004): 28-44 (35-6). -
The Beatitudes and Woes of Jesus Christ for the Slow
THE BEATITUDES AND WOES OF JESUS CHRIST FOR THE SLOW SAVOURING OF SERIOUS DISCIPLES by Father Joseph R. Jacobson To the Chinese Christians of our own time who along with survivors of the gulag and the jihad are giving the whole Church a fresh vision of what it means to be called “disciples of Jesus” INTRODUCTORY COMMENTS The Beatitudes and Woes of Jesus Christ are stark. Much of our teaching and preaching based on them is not. Jesus sets them out as ground rules for His disciples. He places them at the very beginning of His special instructions to them, whereas entire theological systems have treated them as an afterthought and relegated them to the end. The problem is that in Jesus’ instructions the Beatitudes are descriptive, not prescriptive. That is, they tell us what discipleship is, not what it ought to be. They spell out the everyday norms of discipleship, not its far off ideals, the bottom line, not the distant goal. This makes us most uncomfortable because, fitting us so poorly they call into question our very right to claim to be disciples of Jesus at all. There can be no question that they are addressed specifically to Jesus’ disciples, both the Beatitudes and the Woes. Matthew makes that plain in his way (Matthew 5:1-2) and Luke makes it plain in his way (Luke 6:20). The fact that Jesus singles them out from the crowds which are all around them, pressing in on them with their own expectations and demands, simply underscores the urgency Jesus felt to clarify what He was expecting of them by way of sheer contrast. -
Matthew 16:21-27 January 24, 2016 Overview What Are You Afraid
LifeGroup Questions Based On: Matthew 16:21-27 January 24, 2016 Overview What are you afraid of? Some people are afraid of spiders, others are afraid of snakes. A lot of children are afraid of the dark. If you allow it, fear can play a huge role in your decision making process. Fear can keep you from doing not only the things you want to do, but also the things you need to do. In Matthew 16 Jesus predicts his death. Along with predicting His death, He is also telling His disciples that they must go to Jerusalem. This was the control center for the Jewish leaders of the day. They wanted Jesus dead and here He was purposely travel to Jerusalem, putting Himself within their grasp. This news is almost unbearable for Peter. He tells Jesus that this will never happen. It would have been unthinkable for a disciple to tell his teacher what will and will not happen. Peter is acting on his own understanding and expectations for Jesus. Peter is allowing the fear of Jerusalem and losing Jesus to control his thoughts and actions. Jesus immediately confronts Peter. Jesus was not blindly going to martyr Himself, but He was fulfilling His purpose for coming to earth. Any diversion from His purpose was from Satan and not one of His disciples. Jesus needed them to expand their thinking beyond what this world has to offer. With eternity in mind Jesus would go to Jerusalem and the cross. By only focusing on what was in front of them the disciples were getting caught up in the fear of suffering and losing their teacher. -
Transfiguration of Jesus Christ
Teaching # 1: TRANSFIGURATION OF JESUS CHRIST Week 50 This week’s objective: To examine the meaning of the resurrection, as well as learn to appropriate its value in my life as a disciple. The Command Introduced: Matthew 17:9; Mark 9:9 “Now as they came down from the mountain, Jesus commanded them, saying, ‘Tell the vision to no one until the Son of Man is risen from the dead.’” The Command Interpreted: The best way to accurately interpret this command is to read the entire passage (Matthew 17: 1-8). Six days before Jesus took His disciples upon a “high mountain,” He told them confidently, “there are some standing here who shall not taste death till they see the Son of Man coming in His kingdom” (Matthew 16:28). Coming “in” (present tense) His kingdom is respectively distinguished of Jesus coming “from” (future tense) His kingdom (Matthew 16:27). Mysterious as it may be, “some” (Peter, James, John) were given front row seats to watch Christ come “into” His kingdom. How would this be? Transfiguration. That’s how. On the mountain, Jesus was “transfigured before them.” The Greek word “transfigured” (metamorphoo) means “transform; change.” This same Greek word is issued in the command “be transformed by the renewing of your mind” (Romans 12:2). Therefore, to be transfigured is to be changed from the inside out, like a cocooned larva into an elegant butterfly. The evidence for Christ’s transfiguration is expressed as “His face shone like the sun, and His clothes became as white as the light” (verse 2). -
A Savior Worth Following
LESSON 2 A SAVIOR WORTH FOLLOWING What is one important truth you think your students need TEACHER GUIDE to hear? Imagine being at your job and having a man you’d never met approach you, and tell you to quit your job and follow him. Would you do it? Would you leave your family for an unknown amount of time if someone bid you to “come”? That was the decision placed before Jesus’ disciples—twelve men from different backgrounds and vocations. Amazingly, all of them dropped what they were doing to follow Jesus. Remember that you are one of Jesus’ disciples too. Think of What they witnessed during their three years with him was a time when you had to give something up to follow Christ. extraordinary. Jesus was a rabbi who not only had the ability Consider sharing this story during “Going Deep.” to teach Scripture with authority, but also to heal the sick, forgive sins, and even raise people from the dead. Jesus challenged their assumptions of who the Messiah would be. LESSON SCHEDULE & SUPPLY LIST Instead of power-hungry, he was humble. Instead of demanding respect, he was the ultimate servant. Instead of flaunting his Note: Italicized supplies are included in the curriculum. You can deity, he was completely obedient to his Father. find the video on the DVD or DVD-Rom (for .mov version) and the printables on the Print Materials Disc in the Week 2 folder. Using parables and memorable sayings, Jesus taught his disciples and others about the Kingdom of God. This Kingdom SETTING THE STAGE (10 minutes) would right everything that was wrong with the world: sickness, disease, pain, sadness, and even death. -
Evangelicals and the Synoptic Problem
EVANGELICALS AND THE SYNOPTIC PROBLEM by Michael Strickland A thesis submitted to the University of Birmingham for the degree of DOCTOR OF PHILOSOPHY Department of Theology and Religion School of Philosophy, Theology and Religion University of Birmingham January 2011 University of Birmingham Research Archive e-theses repository This unpublished thesis/dissertation is copyright of the author and/or third parties. The intellectual property rights of the author or third parties in respect of this work are as defined by The Copyright Designs and Patents Act 1988 or as modified by any successor legislation. Any use made of information contained in this thesis/dissertation must be in accordance with that legislation and must be properly acknowledged. Further distribution or reproduction in any format is prohibited without the permission of the copyright holder. Dedication To Mary: Amor Fidelis. In Memoriam: Charles Irwin Strickland My father (1947-2006) Through many delays, occasioned by a variety of hindrances, the detail of which would be useless to the Reader, I have at length brought this part of my work to its conclusion; and now send it to the Public, not without a measure of anxiety; for though perfectly satisfied with the purity of my motives, and the simplicity of my intention, 1 am far from being pleased with the work itself. The wise and the learned will no doubt find many things defective, and perhaps some incorrect. Defects necessarily attach themselves to my plan: the perpetual endeavour to be as concise as possible, has, no doubt, in several cases produced obscurity. Whatever errors may be observed, must be attributed to my scantiness of knowledge, when compared with the learning and information necessary for the tolerable perfection of such a work.