Rethinking the Gospel Sources Volume 2 the Unity and Plurality Of

Total Page:16

File Type:pdf, Size:1020Kb

Rethinking the Gospel Sources Volume 2 the Unity and Plurality Of RETHINKING THE GOSPEL SOURCES VOLUME 2: THE UNITY AND PLURALITY OF Q Early Christianity and Its Literature Gail R. O’Day, General Editor Editorial Board Warren Carter Beverly Roberts Gaventa Judith M. Lieu Joseph Verheyden Sze-kar Wan Number 1 RETHINKING THE GOSPEL SOURCES VOLUME 2: THE UNITY AND PLURALITY OF Q RETHINKING THE GOSPEL SOURCES VOLUME 2: THE UNITY AND PLURALITY OF Q by Delbert Burkett Society of Biblical Literature Atlanta RETHINKING THE GOSPEL SOURCES VOLUME 2: THE UNITY AND PLURALITY OF Q Copyright © 2009 by the Society of Biblical Literature All rights reserved. No part of this work may be reproduced or transmitted in any form or by any means, electronic or mechanical, including photocopying and recording, or by means of any information storage or retrieval system, except as may be expressly permit- ted by the 1976 Copyright Act or in writing from the publisher. Requests for permission should be addressed in writing to the Rights and Permissions Office, Society of Biblical Literature, 825 Houston Mill Road, Atlanta, GA 30329 USA. Library of Congress Cataloging-in-Publication Data Burkett, Delbert Royce. Rethinking the Gospel sources. Volume 2, The unity and plurality of Q / by Delbert Burkett. p. cm. — (Society of Biblical Literature early Christianity and its literature ; no. 1) Includes bibliographical references and indexes. ISBN 978-1-58983-412-5 (paper binding : alk. paper) 1. Two source hypothesis (Synoptics criticism) 2. Q hypothesis (Synoptics criticism) I. Title. II. Title: Unity and plurality of Q. BS2555.52.B86 2009b 226.'066—dc22 2009017569 17 16 15 14 13 12 11 10 09 5 4 3 2 1 Printed in the United States of America on acid-free, recycled paper conforming to ANSI/NISO Z39.48-1992 (R1997) and ISO 9706:1994 standards for paper permanence. Contents Preface .....................................................................................................................vii Abbreviations ..........................................................................................................ix Abbreviations and Symbols in Tables ...................................................................x 1. The Necessity of Q ............................................................................................1 2. Q: Unity or Plurality? .....................................................................................33 3. The Core of Q ..................................................................................................51 4. Other Q in the Double Tradition ..................................................................61 5. Q Material Unique to One Gospel ...............................................................69 6. The Original Order of Q ................................................................................87 7. Causes of Verbal Disagreement in Q Parallels ............................................93 8. Combination of Q with the Markan Source ..............................................113 9. Combination of Q with M ...........................................................................135 10. Combination of Q with L.............................................................................171 11. Other Causes of Differences in Wording ...................................................207 12. Summary and Conclusions .........................................................................213 Appendices A. “Editorial Fatigue” as an Argument against Q .....................................217 B. Features of Style and Theme in Q ...........................................................221 C. Q in Matthew’s Order ..............................................................................231 D. Q in Luke’s Order .....................................................................................239 E. Did the Evangelist Compose Matthew 13:36–43 and 13:49–50? .......245 Works Cited ..........................................................................................................251 Index of Ancient Sources....................................................................................261 Index of Modern Authors...................................................................................279 Preface This book constitutes the second of a series on the Synoptic Problem. The first volume, Rethinking the Gospel Sources: From Proto-Mark to Mark (T&T Clark, 2004), offered a new theory about the sources of the material that Mark shares with Matthew and/or Luke. The present book continues the former by examining “Q,” the presumed source of the non-Markan material common to Matthew and Luke. I address two disputed issues in the study of Q: Is it necessary to hypoth- esize such a source, and, if so, did the Q material come from a single source or more than one? In chapter 1, I address the first issue and conclude that some form of the Q hypothesis is necessary. In chapters 2–11, I address the second issue. I conclude that Q existed as a single written source unified by recurring features of style and theme. I then identify the reasons why Matthew and Luke often disagree in the wording of Q. Chapter 12 summarizes my conclusions. Several appendices then set out significant results of this study. Where appeal to the Greek has been necessary, I have used the Greek text common to the twenty-seventh edition of Nestle-Aland and the fourth edition of the United Bible Societies text. Where appeal to the Greek has not been neces- sary, I have used my own fairly literal English translation. I am grateful to several scholars who read the first draft and offered percep- tive criticism: Dale Allison, David Neville, Leif Vaage, Joseph Verheyden, and William O. Walker Jr. In response to their comments, I rewrote the entire book, from chapter 2 forward. I am also grateful to John Kloppenborg, who reviewed the book for publication. In response to his perceptive critique, I rewrote most of the book a second time. -vii- Abbreviations AB Anchor Bible ABD The Anchor Bible Dictionary. Edited by David Noel Freedman. 6 vols. New York: Doubleday, 1992. AnBib Analecta Biblica BETL Bibliotheca Ephemeridum Theologicarum Lovaniensium CBQ Catholic Biblical Quarterly CRINT Compendia Rerum Iudicarum ad Novum Testamentum ETL Ephemerides Theologicae Lovanienses ExpT Expository Times FRLANT Forschungen zur Religion und Literatur des Alten und Neuen Testaments FZPT Freiburger Zeitschrift für Philosophie und Theologie ICC International Critical Commentary JBL Journal of Biblical Literature JSNT Journal for the Study of the New Testament JSNTSup Journal for the Study of the New Testament Supplement Series JTS Journal of Theological Studies NovT Novum Testamentum NovTSup Supplements to Novum Testamentum NTOA Novum Testamentum et Orbis Antiquus NTS New Testament Studies RHPR Revue d’histoire et de philosphie religieuses SBLSP Society of Biblical Literature Seminar Papers SBT Studies in Biblical Theology SemeiaSt Semeia Studies SNTSMS Society for New Testament Studies Monograph Series SNTU Studien zum Neuen Testament und seiner Umwelt TJT Toronto Journal of Theology WUNT Wissenschaftliche Untersuchungen zum Neuen Testament ZNW Zeitschrift für die neutestamentliche Wissenschaft -ix- Abbreviations and Symbols in Tables In the tables and the text, I use the following abbreviations and symbols. L Luke’s special material M Matthew’s special material PMkA Proto-Mark A: a revision of Proto-Mark used by Mark and Mat- thew PMkB Proto-Mark B: a revision of Proto-Mark used by Mark and Luke Q A source common to Matthew and Luke R Redaction — A line indicates a place where one Evangelist or the other has probably omitted material. → An arrow preceding a reference in smaller font (e.g., → 4:6b) indicates a place to which one Evangelist or the other probably moved the material so indicated. While the reference appears where the material originally stood in its source, the arrow points to the place to which the Evangelist moved it. ( ) Parentheses indicate passages where material from one source has been conflated with parallel material from another source. [ ] Brackets, unless otherwise indicated, enclose wording that is uncertain in the Greek text. { } Braces, unless otherwise indicated, enclose wording from a source different than the one under consideration. -x- 1 The Necessity of Q The Gospels of Matthew and Luke have a good bit of non-Markan material in common. Two primary explanations for this material have been proposed. According to the Two-Document hypothesis, Matthew and Luke drew this material from the same source, traditionally known as “Q.” The primary alter- native to the Q hypothesis proposes that this material originated with the Gospel of Matthew and that Luke took it from there. Several theories adopt this alternative, including Farrer’s theory, the Three-Source hypothesis, the Augustinian hypothesis, and the Neo-Griesbach or Two-Gospel hypothesis. Proponents of Farrer’s theory in particular have argued against the Q hypoth- esis in favor of the view that Luke used Matthew. I will therefore examine the arguments on both sides of the issue. From that examination, I conclude that the arguments for Luke’s use of Matthew lack substance, while the arguments for Q are quite strong. Arguments for Luke’s Use of Matthew Proponents of the Neo-Griesbach hypothesis have provided few arguments for Luke’s use of Matthew. When William R. Farmer revived Griesbach’s theory, he directed most of his effort toward criticizing the priority of Mark rather . Less common is the view that Matthew used
Recommended publications
  • New Testament Source Diagram
    New Testament Source Diagram Flannelly Hilary hoggings fine and prestissimo, she aims her pre-emptor perennates trebly. Rem Cogentusually sickChrist continuedly usually obfuscated or heave infamouslysome phenomena when trilingual or leased Jonny unconsciously. evaporating reputedly and mellowly. NIrV makes the Bible understandable to young readers and. Should I start by reading with the Old navy or award New Quora. Why your there 4 Gospels in following New Testament? Can we trust these New Testament make a historical document. Bible Maps you are currently on as page overlaps with 2 but has maps not found does the. Jesus Christ Family allowance Chart 77 fathers & sons in Jesus. Higher criticism New World Encyclopedia. What they spell, diagramming are his sources affect you need a source. The scriptures are into be your site source themselves you refuse your lessons To herd you. Since the 170s the flat three books of the New Testament never been called the. Apostolic origin recognition by what church and apostolic content. Summary the History find the Bible. Higher criticism treats the Bible as hot text created by human beings at some particular. Th f sscripture signs of jesus christ is out to historical document, and source of marcan priority sees this can also. The Story past The Storytellers From Jesus To Christ FRONTLINE. At it has been lost without him to teach concerning q material is possible for this external aspect of scripture block ofscripture from that was never hunger. In pairing the events of Christ's career with their own Testament prefigurations the designer. Here's a chart adapted from page 90 of Gabel and Wheeler's The Bible as.
    [Show full text]
  • The-Synoptic-Problem.Pdf
    THE SYNOPTIC PROBLEM: AN INTRODUCTION Clinton Baldwin, Ph.D. THE SYNOPTIC PROBLEM ● The Gospels: Matthew, Mark and Luke are called the Synoptic gospels, because they have basically the same plot and many stories in common. Therefore can be “seen together” ● Synoptic means “to see together” Not only do these gospels tell many of the same stories, they often do so using the same words. Such practice is solid indication that the gospels have similar source(s), as it is highly unlikely for three different persons writing at different times and places should use the same words and sequence of events unless they have some common literary dependence 3 THE SYNOPTIC PROBLEM ● But the Synoptics not only agree, they also disagree in wording and sequence of events ● Definition: The Synoptic problem has to do with the wide-ranging agreements and disagreements among the three Synoptic Gospels John’s Gospel is different from the Synoptic Gospels ● In John there is: – No genealogy – No manger or virgin birth – No boyhood – No baptism – No temptation – No Mount of Transfiguration John’s Gospel is different from the Synoptic Gospels ▪ In John there is: -No Gethsemane -No scribes -No lepers -No publicans -No demoniacs -No parables -Never cast out a demon Examples of the Synoptic Problem ● Mark 14:12;15:25- Jesus crucified day after the Passover ● John 19:14 - Jesus crucified day before the Passover ● Lk 2:39 - Jesus and family returned to Nazareth a month after going to Bethlehem ● Matt 2:19-22: They fled into Egypt Examples of the Synoptic Problem ● Matt
    [Show full text]
  • Synoptic Gospels Cth
    NATIONAL OPEN UNIVERSITY OF NIGERIA FACULTY OF ARTS DEPARTMENT OF RELIGIOUS STUDIES COURSE CODE: CRS213 COURSE TITLE: SNYNOPTIC GOSPELS COURSE GUIDE CRS213 SYNOPTIC GOSPELS COURSE TEAM Course Developer/Writer Dr. A. O. Dairo Olabisi Onabanjo University, Ago-Iwoye, Ogun State Course Editor Dr Olubiyi Adewale National Open University Nigeria Course Reviewer Course Coordinator Dr Michael Enyinwa Okoronkwo National Open University of Nigeria Head of Department Dr Michael Enyinwa Okoronkwo ii NATIONAL OPEN UNIVERSITY OF NIGERIA © 2020 by NOUN Press National Open University of Nigeria Headquarters University Village Plot 91, Cadastral Zone Nnamdi Azikiwe Expressway Jabi, Abuja Lagos Office 14/16 Ahmadu Bello Way Victoria Island, Lagos Email: [email protected] URL: www.noun.edu.ng ISBN: All rights reserved. No part of this book may be reproduced, in any form or by any means, without permission in writing from the publisher. iii Content Page Introduction 4 What you will learn in this Course 4 Course Aims 4-5 Course Objectives 5-6 Working through this Course 6 Course Materials 6 Study Units 6-7 Set Textbooks 7-8 Assignment File 8 Presentation Schedule 8 Assessment 8 Tutor-Marked Assignments 8 Final Examination and Grading 9 Course Marking Scheme 9 Course Overview 10 How to get the Best from this Course 11- 12 Tutors and Tutorials 12 Summary 13 1.0 INTRODUCTION This course is CRS213: The Synoptic Gospels. It is a two hour credit course offered in the second year, first semester, to the undergraduate students, of Christian Theology. This course has fifteen student units. You are not required to take other courses before you study for this course.
    [Show full text]
  • The Gospels and the Synoptic Problem the Literary Relationship of Matthew, Mark, and Luke Dennis Bratcher
    The Gospels and the Synoptic Problem The Literary Relationship of Matthew, Mark, and Luke Dennis Bratcher Introduction The Synoptic Problem is not really a “problem” in the normal sense of the term. It is simply a way to refer to questions and possible explanations about the literary relationships between the first three New Testament Gospels. The word “synoptic” means “with the same eye” or “seeing together.” Matthew, Mark, and Luke present the basic story of Jesus in similar ways, including the order of the material, the stories told, the sayings of Jesus, even using many of the same words in parallel accounts. For this reason they are called the Synoptic Gospels. On the other hand, while the Gospel of John sometimes resembles the other three Gospels, it tells the story of Jesus in significantly different ways, including a different order of events, different perspectives and points of emphasis, and with its own unique vocabulary and style. Those differences can be understood in terms other than literary relationships between the Gospels, which is the reason John is not included in the Synoptic Problem. To someone who has never studied the Gospels closely, or who has assumed certain logically constructed theories about the nature of Scripture apart from looking at the actual biblical text (e.g., the absolute inerrancy of Scripture), questions about the literary relationship between the Gospels may be unnerving at first. It is easy simply to reject them as so much scholarly speculation and academic conjecture. Yet, these questions arise from the biblical text itself, questions obvious to most anyone who takes the time to examine the biblical text closely.
    [Show full text]
  • S , Enior Edition of the Tower-­ June 1989
    --S , enior Edition of the Tower-­ June 1989 JOHN ADAMS HIGH SCHOOL 808 S. TWYCKENHAM DRIVE SOUTH BEND, IN 46615 ... The Senior Edition staff would like to thank the following people: • the LaSalle Printing Class, for all of their work in printing this edition. • per il Signor Frank Moriconi per la sua pazienza, per la sua inpirazione, e per le blu penne. • the Class of 1989, for their contribution to the funds for this edition. • Root Photographers for taking and developing our class picture. • Mr. David for doing a tough job that someone had to do. • to our parents for their support and for saving our meals. They tasted just as good at 10:00 as they would have at 6:00. • Mrs. Maza for her guidance, dedication, and all of the hours put in above and beyond the call of duty. -Senior- ·-Edition-- Co-editors ............................................................................Jennifer Crosson, Ida Primus Assistant Editor ..................................................................Lisa Primus Copy Editors .......................................................................Sarah Friend, Jackie May, Matt Trinh Photographers .....................................................................David Atkins, Coley Cook, Jamie Laskowski, Cabe Mickels, Sarah Szumski, Mark Wilson Advertisement Manager ...................................................Amy Colden Computer Design Consultant ..........................................Matt Radecki Advisor ................................................................................Babette Maza Principal ....................................................._... _... _... _ ... _... _... _... _... _... _W_il_li_ am_P_rz_y_by_s_z__________ _ Pag,2 S,nior Edition 1989 --Senior- - Favorites - Favorite male singer Favorite female singer 1. Bobby Brown 1. Anita Baker 2. Billy Joel Favorite song 2. Tracy Chapman 3. George Michael 3. Edie Brickell 4. Sting 1. Wild Thing 4. Debbie Gibson 5. Phil Collins 2. My Prerogative 5. Samantha Fox 3. You've Lost That Loving Feeling 4. Don't Be Cruel 5.
    [Show full text]
  • CS-321 Bible 3: Gospels Instructor: Dr. Shively TJ Smith
    Wesley Theological Seminary Winter 2016 – Hybrid Course Course: CS‐321 Bible 3: Gospels Instructor: Dr. Shively T. J. Smith Email: [email protected] I. COURSE DESCRIPTION This course presents an exploration of the content, main characteristics, and message of the canonical Gospels in light of their historical, political, socioeconomic, cultural, and religious environment, as well as their importance as literary expressions of the faith and history of the early church. The practice of exegesis will be emphasized. The course is delivered in a hybrid format in which half of the course is taken strictly online and the other half is in person. The online portion of the class takes place in January 2017 with a focus on the introduction to the gospels and Mark and Matthew. The second portion, taking place in person for a weekend, will focus on the gospels of Luke and John and introduction to exegetical tools. Objectives 1. Review the nature, scope, and purpose of the New Testament 2. Review the origin and formation of the New Testament canon 3. Description of the historical and social background out of which the New Testament emerged 4. Development and practice of an exegetical methodology that is appropriate and helpful to the study of the New Testament 5. Examination of some of the ways, in which the early church interpreted the life, ministry, death, and resurrection of Jesus, and how this interpretation informed how its members lived out their faith in various social circumstances 6. Reflection on the meaning and significance of the message of the gospel accounts for the faith and mission of the church in its contemporary context II.
    [Show full text]
  • THE GOSPEL of MATTHEW a Bible Study Guide
    THE GOSPEL OF MATTHEW A Bible Study Guide David L. Keys [email protected] The Gospel of Matthew Τὸ κατὰ Ματθαῖον εὐαγγέλιον INTRODUCTION Written in a polished Semitic "synagogue Greek", the author draws on three main sources: 1. the Gospel of Mark, 2. the hypothetical collection of sayings known as the “Q source”, and 3. the material unique to his own community, called the “M source” or "Special Matthew". The divine nature of Jesus was a major issue for the Matthaean community in the early Christian community. It is the crucial component in distinguishing them from their Jewish neighbors. While Mark begins with baptism and transfiguration, Matthew goes back further, showing Jesus as the Son of God from his birth, and emphasizing the fulfillment of Old Testament messianic prophecies (1:22; 2:15,23; 4:14;5:17; 8:17; 12:17; 13:14,35; 21:4; 27:9). The title, Son of David, identifies Jesus as the healing and miracle-working Messiah of Israel (it is used exclusively in relation to miracles). As Son of Man he will return to judge the world, a fact his disciples recognize but of which his enemies are unaware. As Son of God he is God revealing himself through his son, and Jesus proving his divinity through his obedience and example. The gospel reflects the struggles and conflicts between the evangelist's community and the other Jews, particularly with its severe criticism of the Scribes and Pharisees. Prior to the Crucifixion the Jews are called Israelites, the honorific title of God's chosen people; after it, they are called Jews, a sign that through their rejection of the Christ the "Kingdom of Heaven" has been taken away from them and given instead to the Christian Church.
    [Show full text]
  • The Fifth Gospel - Better !1 of 22! Than the Rest?
    The Fifth Gospel - Better !1 of !22 Than The Rest? Courtesy BAS Library The Fifth Gospel – Better Than The Rest? By Mark McGee The Fifth Gospel - Better !2 of !22 Than The Rest? The Fifth Gospel - Better !3 of !22 Than The Rest? The Gospel of Thomas Robert Funk, The Jesus Seminar and Westar Institute would have us believe that the Gospel of Thomas is the 5th Gospel account of the life of Jesus – and may be more accurate than Matthew, Mark, Luke and John. Are they right? In our previous series about the Jesus Seminar, we saw that the seminar “scholars and specialists” determined the vast majority of the sayings and deeds of Jesus from Matthew, Mark, Luke and John are NOT authentic – “Eighty-two percent of the words ascribed to Jesus in the gospels were not actually spoken by him, according to the Jesus Seminar.” Robert Funk, The Five Gospels: What Did Jesus Really Say?, HarperOne, 1996, p 5 They also differentiate between the historical Jesus and the Christ of faith. “The church appears to smother the historical Jesus by superimposing this heavenly figure on him in the creed: Jesus is displaced by the Christ, as the so-called Apostles’ Creed makes evident … the figure in this creed is a mythical or heavenly figure, whose connection with the sage from Nazareth is limited to his suffering and death under Pontius Pilate.” Robert Funk, The Five Gospels: What Did Jesus Really Say?, HarperOne, 1996, p 7 The Fifth Gospel - Better !4 of !22 Than The Rest? The five Gospels in The Five Gospels are listed in this order – 1.
    [Show full text]
  • Robert E. Van Voorst Jesus Outside the New Testabookzz.Org .Pdf
    JESUS OUTSIDE THE NEW TESTAMENT Studying the Historical Jesus It was once fashionable to claim that Jesus could not be known as a figure of history and that even if he could be known in that way the result would not be of interest for faith. Both contentions have been laid to rest over the past twenty years. Scholarship has seen archaeological discoveries, advances in the study of Jewish and Hellenistic literature, a renewed interest in the social milieu of Ju- daism and Christianity, and critical investigation of the systematic relationship between those two religions (and others in the ancient world). In the midst of these discussions — and many others — Jesus has appeared again and again as a person who can be understood historically and who must be assessed before we can give any complete explanation of the history of the period in which he lived. As he and his movement are better understood, the nature of the faith that they pioneered has been more clearly defined. Of course, the Jesus who is under investigation cannot simply be equated with whatever the Gospels say of him. The Gospels, composed in Greek a gen- eration after Jesus' death, reflect the faith of early Christians who came to be- lieve in him. Their belief included reference to historical data but also included the interpretation of Jesus as it had developed after his time. The critical tasks of coming to grips with the development of the New Testament, the nature of primitive Christian faith, and the historical profile of Jesus are all interrelated.
    [Show full text]
  • Synoptic Gospels Cth
    NATIONAL OPEN UNIVERSITY OF NIGERIA SCHOOL OF ARTS AND SOCIAL SCIENCES COURSE CODE: CTH213 COURSE TITLE: Synoptic Gospels 1 Course Guide Course Code CTH213 Course Title Synoptic Gospels Course Developer/Writer Dr. A. O. Dairo Olabisi Onabanjo University, Ago-Iwoye, Ogun State Course Editor Dr. Olubiyi Adeniyi Adewale National Open University of Nigeria Victoria Island, Lagos Course Coordinator Dr. Jacob A. Owolabi National Open University of Nigeria Victoria Island, Lagos Programme Leader Dr. Olubiyi Adeniyi Adewale National Open University of Nigeria Victoria Island, Lagos NATIONAL OPEN UNIVERSITY OF NIGERIA 2 National Open University of Nigeria Headquarters 14/16 Ahmadu Bello Way Victoria Island Lagos Abuja Annex 5, Dar es Salaam Street Off Aminu Kano Crescent Wuse II, Abuja Nigeria e-mail: [email protected] URL: www.nou.edu.ng National Open University of Nigeria 2009 Printed 2009 ISBN: ------------------------------------- All Rights Reserved Printed by --------------------------------- For National Open University of Nigeria 3 Content Page Introduction 4 What you will learn in this Course 4 Course Aims 4-5 Course Objectives 5-6 Working through this Course 6 Course Materials 6 Study Units 6-7 Set Textbooks 7-8 Assignment File 8 Presentation Schedule 8 Assessment 8 Tutor-Marked Assignments 8 Final Examination and Grading 9 Course Marking Scheme 9 Course Overview 10 How to get the Best from this Course 11- 12 Tutors and Tutorials 12 Summary 13 1.0 INTRODUCTION This course is CTH 213: The Synoptic Gospels. It is a two hour credit course offered in the second year, first semester, to the undergraduate students, of Christian Theology. This course has fifteen student units.
    [Show full text]
  • The Synoptics, Any Detailed Study of the Synoptics Must Consider the Differences Between the Gospels and the Implications Those Differences Have for Interpretation
    PROPOSED SOLUTIONS TO THE SYNOPTIC PROBLEM Similarities & Differences in the Synoptic Gospels ⚫ Similarities & Differences in the Synoptic Gospels ▪ As observed in the last class, there are major similarities in wording and outline in the synoptic Gospels ▪ Close verbal agreement; sometimes identical ▪ But alongside these similarities is the fact that there appears to be so many differences Similarities & Differences in the Synoptic Gospels ⚫ Each evangelists omits material found in the other two and each contains unique situations ⚫ Same story found in different forms – longer/shorter ⚫ Same story told very differently ⚫ Same incident in different chronological sequence What is “the synoptic problem”? ⚫ How do we explain the numerous similarities between these 3 Gospels as well as the various differences? ⚫ Why do we have more than one Gospel? ⚫ What do these similarities and differences tell us about each Gospel origin? 4 3 Step Process 1. The Oral Stage – eyewitnesses who handed down traditions. 2. The Written Stage – many have undertaken to draw up an account. 3. The Editorial Stage (Final Composition) – “an orderly narrative” by an editor who chooses & arranges material. 5 PROPOSED SOLUTIONS TO THE SYNOPTIC PROBLEM Source Criticism Solution through Source Criticism Source Criticism in Biblical Criticism, ◆refers to the attempt to establish the sources used by the authors and redactors of a biblical text. .. ◆seeks to identify independent source documents behind the present biblical texts. ◆It differs from form criticism in its focus on written rather than oral sources. ◆and from redaction criticism in its quest to describe independent sources rather than editorial work. Textual criticism Textual criticism, ⚫ the technique of restoring texts as nearly as possible to their original form.
    [Show full text]
  • SATS Final MARKUP 112011
    The High View of Scripture: Reading the Synoptics and Paul Submitted for the Master of Theology, South African Theological Seminary Mark Phillips The High View of Scripture: Reading the Synoptics and Paul by Mark Phillips A THESIS SUBMITTED FOR THE DEGREE OF MASTERS OF THEOLOGY at the SOUTH AFRICAN THEOLOGICAL SEMINARY in May, 2011 SUPERVISOR: Dr. William Domeris The opinions expressed in this [thesis / dissertation] do not necessarily reflect the views of the South African Theological Seminary 1 The High View of Scripture: Reading the Synoptics and Paul Submitted for the Master of Theology, South African Theological Seminary Mark Phillips DECLARATION I hereby acknowledge that the work contained in this thesis is my own original work and has not previously in its entirety or in part been submitted to any academic institution for degree purposes. ______________________________________________ Mark Phillips May 23 2011 2 The High View of Scripture: Reading the Synoptics and Paul Submitted for the Master of Theology, South African Theological Seminary Mark Phillips ACKNOWLEDGEMENTS How thankful I am that the Lord led me to South African Theological Seminary. May your courage continue. This work has grown my love and devotion for the Scriptures equal to refurbished immeasurable awe. I am grateful for the most excellent insight and guidance of my supervisor, Dr. Bill Domeris. He is a man who truly and properly can and should be called the Right Reverend and Good Professor. His correspondence and guidance throughout this project were matched by his encouragement. The highlight of my work on this project was when my wife and I had the pleasure to entertain Dr.
    [Show full text]