ࡱ>  *bjbjT~T~ 0T66"LL     17h$A^   R  U(ZS07 7L : How to start reading the Bible Session 4: New Testament The Gospels The four Gospels First of all, what is a gospel? You will have heard the word used, perhaps of the New Testament books Matthew, Mark, Luke and John, but perhaps also to refer to a style of music or when someone is swearing to you that they are telling the truth. In fact, the word gospel is an old English invention meaning good news, and it corresponds with the Greek title euangelion for each of these four books. The piece of news in question was of course Jesus Christ, and each of the gospel authors was writing to tell their audience about a wonderful person who was also God, who had come to transform peoples lives, then and for all time. This is perhaps the key to the question why there are four gospels. At the time of Jesus life, there were concepts of history and biography, but they were different to ours. It was common to report on the speeches of great generals at battles by composing words which were in character, or by collecting together many of their noted sayings. A reader at the time would be expected to realise that the author had not actually been present taking dictation, but was giving an essence of the great person in order to inspire others to emulate their example. Hence the gospels can be seen as the response of people who heard Jesus preaching, saw his disciples on The Way, as Christianity was beginning to be called at the time, and wanted to tell their vision of Jesus to the world. Probably quite soon after the shocking events of the crucifixion and resurrection, some selections of Jesus sayings and parables were circulating amongst his followers. As the news spread, there needed to be writings that could be taken to other cities, to tell more people. We do not know this for sure, but there were probably several of these, and it is likely that the authors of the gospels of Matthew, Mark and Luke saw some of these and based their accounts on them. It is important to note that we do not have copies of any of these hypothetical materials, so this remains a theory until such time as anything turns up to prove or disprove it. What is important is that many peoples recollections and understanding went into the material we now know as the gospel. Some writers have used the metaphor of evidence after an explosion we know that a huge explosion took place (the life of Jesus), but we do not have a video of events taking place, instead we have some circumstantial evidence, conflicting eye witness accounts and some debris. Others use the metaphor of a portrait no two portraits of the same sitter by different artists will look the same. If the painters are trying to represent what they see of the person, even being as objective as possible, their impression will be different, so we see the person through the lens of the first viewer, the painter. We do have some material on Jesus life and sayings besides the four gospels currently in the bible. During the long discussion of which books should be included in the bible, the four gospels we know today were almost always seen as giving vital true information about Jesus, and as necessarily being included. Other accounts are often more obviously slanted e.g. written by the sect called the Gnostics, or contain very little that is not available elsewhere. Some of these are of historical interest, but none is worth seeking out until you have a good grasp of the bible as we know it today. The Gospels in context It might be instructive to consider the difference between the way the sayings of Jesus are handled in the gospels with the nearest Old Testament parallel: prophetic books like Amos. These books consisted of collections of sayings of the prophet, and some of the material circulating about Jesus may have been similar lists of sayings, in the Aramaic he originally spoke, or translated into Greek. In the Synoptics, the sayings are not only repeated in slightly different wordings, but are depicted as said in different contexts. We have to consider two levels of context here the physical, contemporary context of the first century AD in Palestine, with all the different cultural knowledge which we do not necessarily share, and the context of each individual gospel i.e. the reason why the author was writing it and his intended audience. Matthew Matthew wrote for a Jewish audience, and was concerned to prove that Jesus was the Messiah the Jews expected. In order to do this, he frequently quotes the Hebrew scriptures on various incidents which are expected to happen in the life of the Messiah and argues that Jesus does indeed fulfil these. One key component of Matthews gospel are the five topical collections of sayings on different aspects of the kingdom. TopicReferenceLife in the kingdom (the Sermon on the Mount)Chs 5 7Instructions for the ministers of the kingdom10:5-42Parables of the kingdom at work in the world13:1-52Relationships and discipline in the kingdom18:1-35Eschatology, the consummation of the kingdom (the end of the age)Chs 23-25 Mark This is the shortest gospel, and has an immediate and punchy style. Mark is concerned to talk about the momentum of Jesus ministry, and shows him and his disciples travelling around Galilee at a break-neck pace. It is likely that this was the first Gospel to be written down in its final form, and hence it also has a feeling of being close to the origin of Christianity. For a long time, it was somewhat neglected in church readings and in theological study, as much of its material is repeated word for word in the other gospels, but new theories of its age make it of much more interest. Luke Luke is writing for the benefit of Gentiles, so he is careful to explain Jewish customs that may be unfamiliar to them. He is also writing a two-volume history both of the life and teachings of Jesus (the gospel) and the history of the very early church from the moment of Jesus ascension (Acts of the Apostles). John This is almost certainly the last of the four gospels to be written down in its current form, and it has a different emphasis to the three Synoptics. Comparing the Synoptic Gospels The first three gospels have striking similarities, hence all the theories about their authors sharing various early sources. They are therefore known as the Synoptic Gospels. It is possible to compare some incidents and teachings that are in two or all three of the synoptic gospels, to get an idea of the different interests and methods of the writers. For this it is possible to obtain books called Gospel parallels, which cross-reference the synoptic gospels and show their treatment of the same item side by side to make word for word comparison easy. On a first reading, it is probably best to notice what you can about the styles and interests of the different authors without worrying about such fine details. It is thought that many of the sayings were circulating in the oral tradition and then in the form of individual items or small collections for up to 30 years before being incorporated into the gospels. We can see the same set of saying used in very different ways, e.g. we could consider how the sayings about money which Matthew places in one context (Ch 10) are mostly replicated in Luke but scattered throughout his gospel. The Johannine writings The Gospel of John is very different to the others. Linguistic analysis has shown that it is very likely that the traditional theory that one author wrote the fourth gospel, and also the letters ascribed to John, and the book of Revelation (rather than some of these being written by other persons). Tradition has it that this person was the apostle John, known as the beloved disciple. We shall be considering the letters of from John in our session on Epistles, however the complicated and mysterious book of Revelation, also known as the Apocalypse of John, is outside the scope of this course. Parables and other teaching methods in the Gospels Jesus did not only teach in parables but in many related forms. Here is a quick guide to the forms, although we should note that commentators do not always agree about the division of individual sayings or stories into these exact forms. TypeReferenceSummaryParableMatt 18Lost sheepHyperboleMatt 5:29ProverbMatt 6:21Simile or metaphorMatt 10:16 or 5:13PoetryMatt 7:6-8QuestionsMatt 17:25IronyMatt 16:2-3SimilitudeThe yeast in the doughEpigramdo people pick grapes from a thorn bush? When trying to interpret a story of Jesus teaching, it is a good idea to consider the audience who are said to be present when it is told. For example, was this a story told to his core group of disciples, or to a large crowd of more or less committed followers, or to an individual or group of his opponents? 'FHXY  RE=>stɾߘzrf_T_T_T_T_hD h GmH sH  hD h GhD h G5mH sH h GmH sH hn'EhmmH sH  hmhO^h#KUhB}hmhmmH sH hn'EhmH sH hn'EmH sH hn'EhmH sH hn'Eh,nemH sH hn'EhmH sH hn'Eh(ZmH sH hn'EhfemH sH hn'EhO^mH sH hn'EhNmH sH   GHYZ XF$IfgdD l gdfegdfegdmgdmgdO^gdNgdNgdNoo$IfgdD l {kd$$Ifl06  t0644 laytD 5=oo$IfgdD l {kd$$Ifl06  t0644 laytD =>ksoo$IfgdD l {kd $$Ifl06  t0644 laytD stoo$IfgdD l {kd$$Ifl06  t0644 laytD oo$IfgdD l {kd$$Ifl06  t0644 laytD NOV. 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You will have heard the word used, perhaps of the New 1&(1,G3-(-#-1(2-#'413F2-.-3--%33-G1&32(-23-&3-2(13-?-G TFUU@c{@3ML^iTestament books Matthew, Mark, Luke and John, but perhaps also to refer to a D7,(-L-32110(K-3,GK-&0130--33133133-&3-2(-(11&,-&0-TFUU@c{@3 L^i`style of o(.-1 T\XUU@c{@XL^imusic or when someone is swearing to you that they are telling the truth. In fact, the M2()1&G2-3(0M,13-((G,-&3-1.132-3,.-&--3-3-&333-)3- TXq= UU@c{@* WL^iword  gospel is an old English invention meaning  good news , and it corresponds with G1&3#-0(3-#(-31352-(33.-313M--23-"-1133-G'#-33)1&&,'3133(G3 T&" WMFC p1pqO UU@c{@ ;L^ithe Greek title  euangelion for each of these four books. t3-8&--0-#,3-3--03#1&-,)303,(-03&1110(T O UU@c{@ L^ihThe piece of 72-3,)-1T O 0 UU@c{@ L^ipnews in question r3-F(223-(13 TL j5 UU@c{@" UL^iwas of course Jesus Christ, and each of the gospel authors was writing to tell their nG-(1)13%(-,(2(33&(-33--(313--0(3-,231&(G,(G%3-1-3-& T F  UU@c{@ NL^iaudience about a wonderful person who was also God, who had come to transform -33-3)--203-G133-%33-&'13G31G,(-'1713G313-3(1L-1&-2(1%M T8 `, UU@c{@ 'L^ipeople s lives, then and for all time. L3-13-(.,(3-3-330&-L-TTa , UU@c{@a L^iP 6 T$ T UU@c{@ $L^iThis is perhaps the key to the quest72((3-%3-2(3-0-.13-23,(TU 7 UU@c{@U 6L^iion why there are four gospels. At the time of Jesus 13F3.3-&--%-13&-0(3-(93-M,1-(2( Tt Zv UU@c{@c \L^ilife, there were concepts of  history and  biography , but they were different to ours. It -3-&-G-%-)12)-3(1#2(1&.#-33#21-&-22.#233-.G-&-2-&-2113&' TL Y UU@c{@ UL^iwas common to report on the speeches of great generals at battles by composing words \G-((1LM131%-31&123-(3-,)2-(1-&----2-&-(-2--(2.)0M30'3-G1&3( T m UU@c{@Z L^iwhich were in character, 3G3)3G-&-3)2-&,)-&T ^m UU@c{@Z @L^ior by collecting together many of their noted sayings. A reader 1&2.)1,)3-1--2-&M-3.13,&31,3(--3-(9&--3-& TX  UU@c{@ WL^iat the time would be expected to realise that the author had not actually been present -3-M-G0332--,3,)-31&,-(-2-3--331&3-331,)2-.2--33&-(-3 Tp beUU@c{@R[L^itaking dictation, but was giving an essence of the great person in order to inspire others V-03-3)-1323G,(-.3--3-('-3)-03-,&--3-&'1331&3,&12(3%-13-%( Tv!UU@c{@L^ihto emulate the1-L3--2-T"vBUU@c{@"HL^iir example. Hence the gospels can be seen as the response of people who &-,,M3,?-3)-2--1(3-((-32-(--3,(3-&,(312(-12,13-G31 TX\UU@c{@IWL^iheard Jesus preaching, saw his disciples on The Way, as Christianity was beginning to S3--&3,(2(3&--(33-(,G3(2'(3,(1372-U,.-(43%(-2.G-(2--333-1 T mUU@c{@NL^ibe called at the time, and wanted to tell their vision of Jesus to the world. 2-)--3-3-M--33G-3-31-3,&.(131-(2(12-G1&3TTmKUU@c{@L^iP 6 T<UU@&" WMFC ppqc{@L^ipProbably quite soo4&12-2.23-'11T<@UU@c{@FL^in after the shocking events of the crucifixion and resurrection, some 3--&3-'31)/3--.-3(13,)&3(,13-33&,(3%&-)13(0M- Td:"UU@c{@YL^iselections of Jesus sayings and parables were circulating amongst his followers. As the (-,)13(0-'3('-.3-(-333-&-2,(G-&-)%)3-3--M13,(3(11G,&(9(2- Tp3hUU@c{@[L^inews spread, there needed to be writings that could be taken to other cities, to tell more 3-G((3%--32-&-3--2,312-G&3-(2-)0332--0-3113-&),(1-M0&- TpUU@c{@L^iXpeople3-13-TDPUU@c{@TL^i. We do not know this for sure, but there were probably several of these, and it is U-3131031G3(1&'3&-233-&-G-%-3&12-2.(-.-&,13,'--33( TX+OUU@c{@WL^ilikely that the authors of the gospels of Matthew, Mark and Luke saw some of these and 0-.3-2--331%(13--1(3,(0K-2-GJ-&0-33130-(-G(0M-13-(--33 TLUU@c{@UL^ibased their accounts on them. It is important to note that we do not have copies of 2-(-32-&,)(133(133-L(M31&-3130-3-G-31312-.-)03-(1Td=UU@c{@L^iTany -3. TP"UU@c{@yVL^iof these hypothetical materials, so this remains a theory until such time as anything 13,(-3.313-)-M--&-('12(&,M,3(-2-1&.33(2)3M-,(-2.33- T\UU@c{@XL^iturns up to prove or disprove it. What is important is that many people s recollections 3&3(3313&1--1&3(3%1.-T3-(M31&-3(3-M-3.3-13-(&-(1-)13( T vUU@c{@pNL^iand understanding went into the material we now know as the gospel. Some write-33333-&(-333-G-3313-M--&-G-31G031G-(3--0(3-.0M-G&-T`wUU@c{@wpL^iTrs %( T UU@c{@8L^ihave used the metaphor of  evidence after an explosion 3-.-2(-33-M-,331&0#-.2-3)-,-&-3-,30(12#TT  UU@c{@ L^iP .TT  UU@c{@ L^iP T UU@c{@ L^itwe know that a huge G-031G3--32-- T|zzUU@c{@g]L^iexplosion took place (the life of Jesus), but we do not have a video of events taking place, -,31'131103,)-#2--0-'3(#23G-21303-.--.3,11-.-3(,03-3-)- T]UU@c{@L^ixinstead we have some 3(-,3G-3-.-(0M-T^UU@c{@^ L^i`circumsta(%(3L(-T s UU@c{@ L^intial evidence, conflicting eye 3--.3-2)-)13)3--.-Tt UU@c{@t L^itwitness accounts andG3-'(,)(132(-33TTUU@c{@L^iP  TqUU@c{@^ L&WMFCppq^idsome debris.(0M-3-2%(TTqUU@c{@^L^iP T0 qUU@c{@^&L^iOthers use the metaphor of a portrait <3-%(2(-3-L--321&1-31&%-TT  qUU@c{@ ^L^iP .TT  qUU@c{@ ^L^iP T$ HqUU@c{@ ^$L^ino two portraits of the same sitter 31G131&&-(13-'-M-(,& Tp#UU@c{@[L^iby different artists will look the same. If the painters are trying to represent what they 2.3-&-3-&((G0103-(,M,3-2-3-%(-&-&.3-1&-3&,(-3G3-3-. TiUU@c{@VKL^isee of the person, even being as objective as possible, their impression wi(--03-3-%(13-.-32,3--(12-).--(21'(2-3,&M3&,('13GTQiUU@c{@VL^ipll be different, 2-3-%-3 Tze UU@c{@GL^iso we see the person through the lens of the first viewer, the painter.(1G-'--2-3-&'133&03-33--2(12-%(.-G-&3-3,3-&TTf z UU@c{@f L^iP 6% % 6i6^i6^66h6]h6]66g6\g6\66f6[f6[66e6Ze6Z66d6Yd6Y66c6Xc6X66b6Wb6W66a6Va6V6 6 `6U`6U 6  6 _6T_6T 6  6 ^6S^6S 6  6 ]6R]6R 6  6 \6Q\6Q 6 6[6P[6P66Z6OZ6O66Y6NY6N66X6MX6M66W6LW6L6  4."System--@"Calibri--- 6_82 |3How to start reading the Bible         2 m3 p  @Cambria--- 2 |3 p @"Calibri--- @"Calibri-@"Calibri- @"Calibri-- O2 |3Session  2 3 p%2 34: New Testament a      2 C3p 2 L3 p2 P 3The Gospels    2 3 p  --- 2 |3 p --- O#2 |3The four Gospels     2 3 p  --- 2 %|3 p  @Cambria-@Cambria- @Cambria--2 H|X3First of all, what is a gospel? You will have heard the word used, perhaps of the New          2 \|M3Testament books Matthew, Mark, Luke and John, but perhaps also to refer to a          2 \w 3style of 2 q|X3music or when someone is swearing to you that they are telling the truth. In fact, the        2 |W3word gospel is an old English invention meaning good news, and it corresponds with              d2 |;3the Greek title euangelion for each of these four books.    2  3The piece of   %2 <3news in question a   2 |U3was of course Jesus Christ, and each of the gospel authors was writing to tell their h      2 |N3audience about a wonderful person who was also God, who had come to transform               F2 |'3peoples lives, then and for all time.      2 b3 p A2 |$3This is perhaps the key to the quest  \2 `63ion why there are four gospels. At the time of Jesus       2 |\3life, there were concepts of history and biography, but they were different to ours. It      2 #|U3was common to report on the speeches of great generals at battles by composing words h        12 7|3which were in character, B  k2 7@3or by collecting together many of their noted sayings. A reader           2 L|W3at the time would be expected to realise that the author had not actually been present            2 `|[3taking dictation, but was giving an essence of the great person in order to inspire others        2 u|3to emulate the  w2 uH3ir example. Hence the gospels can be seen as the response of people who      2 |W3heard Jesus preaching, saw his disciples on The Way, as Christianity was beginning to            2 |N3be called at the time, and wanted to tell their vision of Jesus to the world.         2 T3 p &2 |3Probably quite soo  t2 F3n after the shocking events of the crucifixion and resurrection, some        2 |Y3selections of Jesus sayings and parables were circulating amongst his followers. As the s         2 |[3news spread, there needed to be writings that could be taken to other cities, to tell more           2 |3people2 T3. We do not know this for sure, but there were probably several of these, and it is        2 |W3likely that the authors of the gospels of Matthew, Mark and Luke saw some of these and            2 &|U3based their accounts on them. It is important to note that we do not have copies of d      2 &3any 2 ;|V3of these hypothetical materials, so this remains a theory until such time as anything             2 O|X3turns up to prove or disprove it. What is important is that many peoples recollections          2 d|N3and understanding went into the material we now know as the gospel. Some write          2 d3rs _2 x|83have used the metaphor of evidence after an explosion       2 x3p 2 x3 p)2 x3we know that a huge   2 |]3explosion took place (the life of Jesus), but we do not have a video of events taking place,        +2 |3instead we have some      2   3circumsta ;2 M 3ntial evidence, conflicting eye  )2 3witness accounts and   2 3 p2 | 3some debris.  2 3 pD2 &3Others use the metaphor of a portrait     2 3p 2 3 pA2 $3no two portraits of the same sitter   2 |[3by different artists will look the same. If the painters are trying to represent what they ,          |2 |K3see of the person, even being as objective as possible, their impression wi       %2 U3ll be different, a   v2 |G3so we see the person through the lens of the first viewer, the painter.        2 73 p --33333333332222222222221111111111110000՜.+,0T hp|  ?"  How to start reading the Bible+ Session 4: New Testament The Gospels The four Gospels The Gospels in context Matthew Mark Luke John# Comparing the Synoptic Gospels The Johannine writings; Parables and other teaching methods in the Gospels Title Headings   !"#$%&'()*,-./012456789:;<=>?@ACDEFGHIJKLMNOPQRSTUVWXYZ[\]^_`abcdefghijklmnopqrstuvwxyz{|}~Root Entry Fh((ZSData +1Table3WordDocument0TSummaryInformation(BDocumentSummaryInformation8CompObjy  F'Microsoft Office Word 97-2003 Document MSWordDocWord.Document.89q