Gospels are selective compilations of units, "pericopes", structured broadly chronologically and thematically

Recognize relationship between didactic and narrative sections

Narrative casts teaching within an interpretative context

Teaching expands meaning and guides progression of the narrative

 

Recognize authorial devices that delineate pericopes

Changes in audience, geography, time, and subject

Introduction and summary statements

 

Recognize event repetition

Recognize language/concept repetition

Unique person and purpose of Christ

Messianic designations for Jesus: "Son of David", "Son of Man", etc.

Parabolic actions establishing his authority

Authoritative teaching

 

Fulfillment

Use of Old Testament passages

Prophetic hermeneutic of history

Fullness of Israel’s history in messiah

Day of the Lord

Direct messianic fulfillment

Principlizing an OT text

OT language as vehicle of expression

 

Kingdom

Fulfillment without consummation: the presence of the future

Matthew 11 and John the Baptist

Discipleship

 

Context: why is this passage here?

Carefully examine pericopes preceding and following the passage—how does this unit fit within the broader argument of the book?

To whom is the action, teaching, or dialogue directed—who is the initial audience?

Note: Give a brief, single phrase summary of why the passage is where it is

Getting to the point:

1. Didactic

"Fulfillment" language or OT clarification (Matt. 5:17; Luke 24:44)

Jesus’ teaching brought his audience back to the true (non-rabbinical) or deeper meaning of scripture

E.g.: Matt. 5:27; 5:31

E.g.: Matt. 13:14

Repeated words/concepts in broader context given special emphasis in a particular passage

Thematic arrangement of texts provides controlling "string" for each pearl

E.g.: Matt. 13 the kingdom parables

E.g.: Matt. 23 the prophetic "woes" against the Pharisees

E.g.: Luke 15 the lost sheep, lost coin, lost son

Summary or introduction statement, and narrative context

Most didactic sections are introduced by transitional phrase from narrative, or are given a summary. This provides thematic control.

E.g.: Matt. 5—7 Sermon on the Mount is introduced by the summary given in 4:23—25, first mention of the "multitudes" following Jesus. Note too that a summary is provided in 7:28—8:1.

E.g.: Matt. 10:5—42 teaching on discipleship is framed by the commissioning of the 12 (see 10:5; 11:1)

"Punch lines" are important to notice

This is a common rhetorical device Jesus used (see figures of speech chart from week #6). These figures of speech are usually non-literal, but graphic and memorable, enabling readers (and hearers) to "get the point."

E.g.: Matt. 23:24

E.g.: Matt. 6:24

Connective language

Within a collection of Jesus’ teachings are individual summary pieces. While tied thematically, each didactic piece carries a unique part of the message. We can often capture the structure by observing common linguistic constructions: "thus", "therefore", "so", "consequently"…

E.g.: Matt. 7:24—27

E.g.: Matt. 5:43—48

A particularly important formulation for Jesus is "truly I say", or "I say to you"… These are very often introductory formula to the main point.

2. Narrative

"Fulfillment" language or OT citation

Jesus’ teaching and ministry centered on bringing his audience back to the true (non-rabbinical) meaning of scripture and their fulfillment through him

E.g.: Matt. 8:17 (see also 1:23; 2:6…)

Summary, introduction statements, repeated words in narrative context

Gospel writers provide editorial direction to the reader to understand why the pericope has been included, why it is significant. Note that pericopes are arranged thematically.

E.g.: Matt. 8:27 sometimes the summary or conclusion is put in a character’s mouth

E.g.: Matt. 9:6 how often is "authority" used? (7:29; 9:6; 9:8) and related concepts are also present (calming the sea; calling disciples; pronouncing judgment; healing, etc.)

E.g.: Matt. 12:23 main point is introduced by murmerings of the crowd

Pithy "one liners"

Used in narrative dialogue just as with didactic passages and for the same reason. This may include rhetorical questions ("who do you say that I am?"; "do you want to be healed?") and the broad range of rabbinic techniques discussed in week #6. In each case, they function to bring the narrative to a climax, revealing the underlying issue.

E.g.: Matt. 8:22

E.g.: Matt. 9:12, 13—use of parallelism

Supporting the main point: How is the main point supported, illustrated, applied?

1. Didactic

"Fulfillment" language or OT citation

Sometimes used to support a point, rather than being the main point

E.g.: Matt. 13:32

E.g.: Matt. 10:35

Connective language

Just as connective words introduce the main point, they also draw the reader’s attention to the supporting points. Note words such as: for, because, since…

E.g.: Matt. 7:7,8

E.g.: Matt. 5:3—10

Narrative context

Again, we note that didactic units of the gospels fits within the broader argument of the book

E.g.: Matt. 13—parables are spoken in the context of mounting opposition against Jesus’ teaching (12:1—50)

Same point applies to all other didactic passages

2. Narrative

Didactic or narrative context

Provides support for the argument of the narrative piece. Note that narratives are short and thematically related, so the broader context supports the individual pericope.

E.g.: Matt. 1—4. Each pericope reinforces the others: Jesus qualifies to be "Son of David", a term used prominently by Matthew

E.g.: Matt. 8—9 narratives illustrate the authority of Jesus as a teacher established in 5—7

Illustration and rhetorical device

The meaning of most narratives are underscored by figures of speech or parabolic actions intended to strengthen the main point being made

E.g.: Matt. 9:5 Jesus asks a rhetorical question to underscore the main point in the healing pericope

E.g.: The warning parables are essentially illustrations of what it means to understand and be ready for Christ’s kingdom (Matt. 24:32—25:30)

Interplay of characters in the narrative

The gospels, as narrative, depend substantially on the characters involved in the actions to deliver the message. Note the author’s slant on the characters, how the respond to Christ and how they illustrate his teaching.

Also recognize that the actions of Christ are parabolic, setting the stage for the main point to be brought out.

E.g.: who Jesus chooses to talk to, eat with, heal, travel…all are meant to give substance to the main point of these pericopes—this is one of the most crucial aspects of gospels interpretation, and requires some knowledge of cultural background

E.g.: use of characters other than Christ to support the main point in narrative include Matt. 8:27; 9:33;

Key and unfamiliar words

Cultural references:

General knowledge of history and culture are vital to sound interpretation. Interpreters should be familiar with:

Various sects within Judaism

Important institutions in Judaism

General messianic expectation of the 1^st century

Nature of Roman rule

Social dynamics within Jewish culture (see Robert Gundry, A Survey of the New Testament; J.D. Douglas, New Bible Dictionary)

Use of the OT

Determine how the OT is being used in the gospel pericope.

Note whether or not fulfillment is being attributed

Note any commentary given within the text

Study the OT passage within its context

Use of non-literal language

Among the most common mistakes in gospels interpretation is a failure to recognize the often non-literal manner of Jesus’ teaching—his use of hyperbole, metaphor, parable, etc.

E.g.: Hyperbole in Sermon on the Mount

Theology: In what way doe the passage advance our understanding of the central theological concerns of the gospels:

Jesus’ person and purpose

Kingdom of God and salvation plan

Call to discipleship

Points of application must be rooted historically in the context of Jesus’ original audience.

In what way does Jesus challenge existing understanding, convictions, and actions?

In what way does Jesus call his hearers to new understanding, convictions, and actions?

Recognizing the principle, truth in the text, how does this truth relate to our understanding, convictions, and actions?

Class exercise: Matthew 9:9—13 The Calling of Matthew (see worksheet)

Assignment: Read Matthew 14—18