Sermon and Worship Resources

Father's House

Old Testament. In ancient Israel, and more broadly in the surrounding region, the “father’s house” (i.e., ancestral family) was the basic unit of kinship, more extensive than “brothers” (Gen. 46:31; Judg. 16:31) or the single “household” (Exod. 12:3) but smaller than the clan and tribe (note the contrasts in, e.g., Num. 1:2; Judg. 6:15). In genealogies the “father’s house” is often rendered “family” (e.g., Exod. 6:14; Num. 1:2 and throughout the chapter; 1 Chron. 4:38). In some instances, the twelve tribes of Israel are construed as father’s houses (Num. 17:2–6; 1 Sam. 2:28). In 2 Sam. 19:28 the extent of the “father’s house” is well illustrated: clearly, Mephibosheth refers not to the nuclear family of his biological father but rather to the family of his grandfather Saul. In 1 Chron. 23:11, two small families are artificially combined into a single “father’s house,” illustrating that the concept was not strictly biological but instead corresponded to a set of social functions, in this case priestly service.

In addition to censuses and the organization of military service, other functions of the father’s house included the reckoning of collective guilt (2 Sam. 14:9; 24:17; Neh. 1:6), delimiting retaliation in kin-based blood feuds (1 Sam. 22:16, 22; 2 Sam. 3:29; see also Judg. 2:12, 18), and defining a context for endogamous marriage (Gen. 24:38–40). The father’s house played an important role in the life of women, who were identified with their father’s house before marriage and could return to it in the event of widowhood, demonstrating a persistent connection to it (Lev. 22:13; Num. 30:4, 16; Deut. 22:21; Judg. 19:2–3; Esther 4:14; Ps. 45:10; see also the political significance for Abimelek of his mother’s father’s house in Judg. 9:1).

The expression “father’s house” can also refer to a location (Gen. 12:1; 20:13; Judg. 14:19; 1 Sam. 18:2), and indeed this local sense may have largely overlapped with the kinship sense, as extended families inhabited large architectural compounds or even entire small villages.

New Testament. On two occasions Jesus referred to the temple in Jerusalem as his “father’s house,” once when he was a young man (Luke 2:49), and once when he drove merchants from the temple (John 2:16). On another occasion, he referred to a “place where I am going” as “my father’s house” (John 14:2–4). In addition, we have two references to the “father’s house” as a kinship unit (Luke 16:27; and possibly Acts 7:20).-

Stature

Either one’s physical height (1 Sam. 16:7; 1 Chron. 11:23; Isa. 45:14; Luke 19:3 NRSV) or one’s repute or status in the eyes of others. Samuel grew in “stature and in favor with the Lord and with people” (1 Sam. 2:26). In the same way, Jesus grew in “wisdom and stature, and in favor with God and man” (Luke 2:52). The term can be used figuratively concerning length of life (Matt. 6:27 KJV) or refer to spiritual growth (Eph. 4:13 NRSV).

Submission

The act of yielding or consenting to the authority of another, voluntarily or involuntarily; personal deference, compliance, or humility toward another; to become subject to. Submission incorporates obedience, and in certain usages the terms are synonymous. However, “obedience” indicates compliance with directions or guidance, while “submission” describes one’s subservient posture toward another. Submission within a formalized hierarchy is subordination—for example, Jesus’ relationship to the Father.

Scripture presents submission in two ways: as the translation of a number of specific Hebrew and Greek terms that convey an aspect of the concept, and as a general portrait of relationships—for example, patriarchs and prophets before the Lord, or demons toward Jesus. Sometimes, the presentation is negative, as in a refusal to submit.

In the OT, the use of the word “submission” (or its derivatives) in the major English versions is primarily a function of translator preference. In fact, Gen. 16:9, the angel’s instructions to Hagar, is the sole instance where “submit” is broadly agreed to be the best translation of the underlying Hebrew. Elsewhere, the NIV and at least one other version use forms of “submission” to interpretively translate Hebrew expressions meaning the following: “become a slave to” (Gen. 49:15); “serve” (2 Chron. 30:8); “have a relationship with” (Job 22:21); “quickly stretch out hands” (Ps. 68:31); “give over to” (Ps. 81:11); and “give the hand to” (Lam. 5:6).

In the NT, “submission” (along with its derivatives and, often, “to be subject to”) appears only in Luke and the epistles, and it translates forms of four different Greek roots.

1. Dogmatizō appears once: “Why . . . do you submit to rules?” (Col. 2:20). It includes the aspect of obligation to something that has been decreed.

2. Hypeikō appears once: “Obey your leaders and submit to them” (Heb. 13:17 NASB, NRSV). Here, obedience is specifically distinguished from submission.

3. Hypotagē appears four times as “submission.” In Gal. 2:5; 1 Tim. 2:11; 3:4 it indicates the main understanding: subordinate posturing toward superiors; in 2 Cor. 9:13, however, it refers to obedience to a decree, in this case confession of the gospel.

4. Hypotassō is by far the most significant root. It appears almost forty times in the NT; about half of these occurrences can be translated using a form of “submission” (or “to be subject to”). It is used to convey the subordination of children to parents (Luke 2:51); demons to the seventy-two missionaries (Luke 10:17, 20); sinners to God’s law or righteousness (Rom. 8:7; 10:3); people to governing authorities (Rom. 13:1, 5; Titus 3:1; 1 Pet. 2:13); believers to one another (1 Cor. 16:16; Eph. 5:21); wives to husbands (1 Cor. 14:34; Eph. 5:22, 24; Col. 3:18; Titus 2:5; 1 Pet. 3:1, 5); slaves to masters (Titus 2:9; 1 Pet. 2:18); angels, authorities, and powers to Jesus (1 Pet. 3:22); believers to God (Heb. 12:9; James 4:7); younger men to elders (1 Pet. 5:5).

A few additional uses of “submission” in some translations have other primary meanings: “turn in for inspection” (Gal. 2:2 NASB); “reverence” (Heb. 5:7 NIV, NRSV); and “open-mindedness” (James 3:17 NIV).

Vivid portraits of submission conveying the concept without invoking the specific vocabulary include Abraham’s submission to God (Gen. 12:1–4; 17:1–27; 21:4; 22:1–19); Moses at the burning bush (Exod. 3:1–4:17); Joshua toward God (Josh. 24:29); prophets toward God (1 Sam. 3:10; Isa. 6:8; Hos. 1:1–3); Jesus’ submission to the Father (Matt. 26:39, 42, 44; Mark 14:35–36, 39; Luke 2:49; 22:42); Paul’s submission to Jesus (Rom. 1:1; Titus 1:1); believers doing the will of the Father (Matt. 12:50; 21:28–32); the prodigal son toward his father (Luke 15:18, 21); believers toward Jesus (John 12:26; 14:21, 23–24; 15:10); husbands and wives toward each other (1 Cor. 7:3–5; 11:11); believers humble before one another (Rom. 12:10; Phil. 2:3–4); and the bowing of every knee to Jesus (Phil. 2:10–13).

Bushel

It is difficult to imagine a world without consistent metrological systems. Society’s basic structures, from economy to law, require a uniform and accurate method for measuring time, distances, weights, volumes, and so on. In today’s world, technological advancements allow people to measure various aspects of the universe with incredible accuracy—from nanometers to light-years, milligrams to kilograms.

The metrological systems employed in biblical times span the same concepts as our own modern-day systems: weight, linear distance, and volume or capacity. However, the systems of weights and measurements employed during the span of biblical times were not nearly as accurate or uniform as the modern units employed today. Preexisting weight and measurement systems existed in the contextual surroundings of both the OT and the NT authors and thus heavily influenced the systems employed by the Israelite nation as well as the NT writers. There was great variance between the different standards used merchant to merchant (Gen. 23:16), city to city, region to region, time period to time period, even despite the commands to use honest scales and honest weights (Lev. 19:35–36; Deut. 25:13–15; Prov. 11:1; 16:11; 20:23; Ezek. 45:10).

Furthermore, inconsistencies and contradictions exist within the written records as well as between archaeological specimens. In addition, significant differences are found between preexilic and postexilic measurements in the biblical texts, and an attempt at merging dry capacity and liquid volume measurements further complicated the issue. This is to be expected, especially when we consider modern-day inconsistencies—for example, 1 US liquid pint = 0.473 liters, while 1 US dry pint = 0.550 liters. Thus, all modern equivalents given below are approximations, and even the best estimates have a margin of error of + 5 percent or more.

Weights

Weights in biblical times were carried in a bag or a satchel (Deut. 25:13; Prov. 16:11; Mic. 6:11) and were stones, usually carved into various animal shapes for easy identification. Their side or flat bottom was inscribed with the associated weight and unit of measurement. Thousands of historical artifacts, which differ by significant amounts, have been discovered by archaeologists and thus have greatly complicated the work of determining accurate modern-day equivalents.

Beka. Approximately 1⁄5 ounce, or 5.6 grams. Equivalent to 10 gerahs or ½ the sanctuary shekel (Exod. 38:26). Used to measure metals and goods such as gold (Gen. 24:22).

Gerah. 1⁄50 ounce, or 0.56 grams. Equivalent to 1⁄10 beka, 1⁄20 shekel (Exod. 30:13; Lev. 27:25).

Litra. Approximately 12 ounces, or 340 grams. A Roman measure of weight. Used only twice in the NT (John 12:3; 19:39). The precursor to the modern British pound.

Mina. Approximately 1¼ pounds, or 0.56 kilograms. Equivalent to 50 shekels. Used to weigh gold (1 Kings 10:17; Ezra 2:69), silver (Neh. 7:71–72), and other goods. The prophet Ezekiel redefined the proper weight: “The shekel is to consist of twenty gerahs. Twenty shekels plus twenty-five shekels plus fifteen shekels equal one mina” (Ezek. 45:12). Before this redefinition, there were arguably 50 shekels per mina. In Jesus’ parable of the servants, he describes the master entrusting to his three servants varying amounts—10 minas, 5 minas, 1 mina—implying a monetary value (Luke 19:11–24), probably of either silver or gold. One mina was equivalent to approximately three months’ wages for a laborer.

Pim. Approximately 1⁄3 ounce, or 9.3 grams. Equivalent to 2⁄3 shekel. Referenced only once in the Scriptures (1 Sam. 13:21).

Shekel. Approximately 2⁄5 ounce, or 11 grams. Equivalent to approximately 2 bekas. The shekel is the basic unit of weight measurement in Israelite history, though its actual weight varied significantly at different historical points. Examples include the “royal shekel” (2 Sam. 14:26), the “common shekel” (2 Kings 7:1), and the “sanctuary shekel,” which was equivalent to 20 gerahs (e.g., Exod. 30:13; Lev. 27:25; Num. 3:47). Because it was used to weigh out silver or gold, the shekel also functioned as a common monetary unit in the NT world.

Talent. Approximately 75 pounds, or 34 kilograms. Equivalent to approximately 60 minas. Various metals were weighed using talents: gold (Exod. 25:39; 37:24; 1 Chron. 20:2), silver (Exod. 38:27; 1 Kings 20:39; 2 Kings 5:22), and bronze (Exod. 38:29). This probably is derived from the weight of a load that a man could carry.

Table 12. Biblical Weights and Measures and Their Modern Equivalents:

Weights

Beka – 10 geraahs; ½ shekel = 1/5 ounce = 5.6 grams

Gerah – 1/10 beka; 1/20 shekel = 1/50 ounce = 0.56 grams

Litra – 12 ounces = 340 grams

Mina – 50 shekels = 1 ¼ pounds = 0.56 kilograms

Pim – 2/3 shekel = 1/3 ounce = 9.3 grams

Shekel – 2 bekas; 20 gerahs = 2/5 ounce = 11 grams

Talent – 60 minas = 75 pounds = 34 kilograms

Linear measurements

Cubit – 6 handbreadths = 18 inches = 45.7 centimeters

Day’s journey = 20-25 miles = 32-40 kilometerse

Fingerbreadth – ¼ handbreadth = ¾ inch = 1.9 centimeterse

Handbreadth – 1/6 cubit = 3 inches = 7.6 centimeters

Milion – 1 mile = 1.6 kilometers

Orguia – 1/100 stadion = 5 feet 11 inches = 1.8 meters

Reed/rod – 108 inches = 274 centimeters

Sabbath day’s journey – 2,000 cubits = ¾ mile = 1.2 kilometers

Span – 3 handbreadths = 9 inches = 22.8 centimeters

Stadion – 100 orguiai = 607 feet = 185 meters

Capacity

Cab – 1 omer = ½ gallon = 1.9 liters

Choinix – ¼ gallon = 0.9 liters

Cor – 1 homer; 10 ephahs = 6 bushels; 48.4 gallons = 183 liters

Ephah – 10 omers; 1/10 homer = 3/5 bushel; 6 gallons = 22.7 liters

Homer – 10 ephahs; 1 cor = 6 bushels; 48.4 gallons = 183 liters

Koros – 10 bushels; 95 gallons – 360 liters

Omer – 1/10 ephah; 1/100 homer = 2 quarts = 1.9 liters

Saton – 1 seah = 7 quarts = 6.6 liters

Seah – 1/3 ephah; 1 saton = 7 quarts = 6.6 liters

Liquid Volume

Bath – 1 ephah = 6 gallons = 22.7 liters

Batos – 8 gallons = 30.3 liters

Hin – 1/6 bath; 12 logs = 1 gallon; 4 quarts = 3.8 liters

Log – 1/72 bath; 1/12 hin = 1/3 quart = 0.3 liters

Metretes – 10 gallons = 37.8 literes

Linear Measurements

Linear measurements were based upon readily available natural measurements such as the distance between the elbow and the hand or between the thumb and the little finger. While convenient, this method of measurement gave rise to significant inconsistencies.

Cubit. Approximately 18 inches, or 45.7 centimeters. Equivalent to 6 handbreadths. The standard biblical measure of linear distance, as the shekel is the standard measurement of weight. The distance from the elbow to the outstretched fingertip. Used to describe height, width, length (Exod. 25:10), distance (John 21:8), and depth (Gen. 7:20). Use of the cubit is ancient. For simple and approximate conversion into modern units, divide the number of cubits in half for meters, then multiply the number of meters by 3 to arrive at feet.

1 cubit = 2 spans = 6 handbreadths = 24 fingerbreadths

Day’s journey. An approximate measure of distance equivalent to about 20–25 miles, or 32–40 kilometers. Several passages reference a single or multiple days’ journey as a description of the distance traveled or the distance between two points: “a day’s journey” (Num. 11:31; 1 Kings 19:4), “a three-day journey” (Gen. 30:36; Exod. 3:18; 8:27; Jon. 3:3), “seven days” (Gen. 31:23), and “eleven days” (Deut. 1:2). After visiting Jerusalem for Passover, Jesus’ parents journeyed for a day (Luke 2:44) before realizing that he was not with them.

Fingerbreadth. The width of the finger, or ¼ of a handbreadth, approximately ¾ inch, or 1.9 centimeters. The fingerbreadth was the beginning building block of the biblical metrological system for linear measurements. Used only once in the Scriptures, to describe the bronze pillars (Jer. 52:21).

Handbreadth. Approximately 3 inches, or 7.6 centimeters. Equivalent to 1/6 cubit, or four fingerbreadths. Probably the width at the base of the four fingers. A short measure of length, thus compared to a human’s brief life (Ps. 39:5). Also the width of the rim on the bread table (Exod. 25:25) and the thickness of the bronze Sea (1 Kings 7:26).

Milion. Translated “mile” in Matt. 5:41. Greek transliteration of Roman measurement mille passuum, “a thousand paces.”

Orguia. Approximately 5 feet 11 inches, or 1.8 meters. Also translated as “fathom.” A Greek unit of measurement. Probably the distance between outstretched fingertip to fingertip. Used to measure the depth of water (Acts 27:28).

Reed/rod. Approximately 108 inches, or 274 centimeters. This is also a general term for a measuring device rather than a specific linear distance (Ezek. 40:3, 5; 42:16–19; Rev. 11:1; 21:15).

Sabbath day’s journey. Approximately ¾ mile, or 1.2 kilometers (Acts 1:12). About 2,000 cubits.

Span. Approximately 9 inches, or 22.8 centimeters. Equivalent to three handbreadths, and ½ cubit. The distance from outstretched thumb tip to little-finger tip. The length and width of the priest’s breastpiece (Exod. 28:16).

Stadion. Approximately 607 feet, or 185 meters. Equivalent to 100 orguiai. Used in the measurement of large distances (Matt. 14:24; Luke 24:13; John 6:19; 11:18; Rev. 14:20; 21:16).

Land Area

Seed. The size of a piece of land could also be measured on the basis of how much seed was required to plant that field (Lev. 27:16; 1 Kings 18:32).

Yoke. Fields and lands were measured using logical, available means. In biblical times, this meant the amount of land a pair of yoked animals could plow in one day (1 Sam. 14:14; Isa. 5:10).

Capacity

Cab. Approximately ½ gallon, or 1.9 liters. Equivalent to 1 omer. Mentioned only once in the Scriptures, during the siege of Samaria (2 Kings 6:25).

Choinix. Approximately ¼ gallon, or 0.9 liters. A Greek measurement, mentioned only once in Scripture (Rev. 6:6).

Cor. Approximately 6 bushels (48.4 gallons, or 183 liters). Equal to the homer, and to 10 ephahs. Used for measuring dry volumes, particularly of flour and grains (1 Kings 4:22; 1 Kings 5:11; 2 Chron. 2:10; 27:5; Ezra 7:22). In the LXX, cor is also a measure of liquid volume, particularly oil (1 Kings 5:11; 2 Chron. 2:10; Ezra 45:14).

Ephah. Approximately 3⁄5 bushel (6 gallons, or 22.7 liters). Equivalent to 10 omers, or 1⁄10 homer. Used for measuring flour and grains (e.g., Exod. 29:40; Lev. 6:20). Isaiah prophesied a day of reduced agricultural yield, when a homer of seed would produce only an ephah of grain (Isa. 5:10). The ephah was equal in size to the bath (Ezek. 45:11), which typically was used for liquid measurements.

Homer. Approximately 6 bushels (48.4 gallons, or 183 liters). Equivalent to 1 cor, or 10 ephahs. Used for measuring dry volumes, particularly of various grains (Lev. 27:16; Isa. 5:10; Ezek. 45:11, 13–14; Hos. 3:2). This is probably a natural measure of the load that a donkey can carry, in the range of 90 kilograms. There may have existed a direct link between capacity and monetary value, given Lev. 27:16: “fifty shekels of silver to a homer of barley seed.” A logical deduction of capacity and cost based on known equivalences might look something like this:

1 homer = 1 mina; 1 ephah = 5 shekels; 1 omer = 1 beka

Koros. Approximately 10 bushels (95 gallons, or 360 liters). A Greek measure of grain (Luke 16:7).

Omer. Approximately 2 quarts, or 1.9 liters. Equivalent to 1⁄10 ephah, 1⁄100 homer (Ezek. 45:11). Used by Israel in the measurement and collection of manna in the wilderness (Exod. 16:16–36) and thus roughly equivalent to a person’s daily food ration.

Saton. Approximately 7 quarts, or 6.6 liters. Equivalent to 1 seah. The measurement of flour in Jesus’ parable of the kingdom of heaven (Matt. 13:33; Luke 13:21).

Seah. Approximately 7 quarts, or 6.6 liters. Equivalent to 1⁄3 ephah, or 1 saton. Used to measure flour, grain, seed, and other various dry goods (e.g., 2 Kings 7:1; 1 Sam. 25:18).

Liquid Volume

Bath. Approximately 6 gallons, or 22.7 liters. Equivalent to 1 ephah, which typically was used for measurements of dry capacity. Used in the measurement of water (1 Kings 7:26), oil (1 Kings 5:11), and wine (2 Chron. 2:10; Isa. 5:10).

Batos. Approximately 8 gallons, or 30.3 liters. A Greek transliteration of the Hebrew word bath (see above). A measure of oil (Luke 16:6).

Hin. Approximately 4 quarts (1 gallon, or 3.8 liters). Equivalent to 1⁄6 bath and 12 logs. Used in the measurement of water (Ezek. 4:11), oil (Ezek. 46:5), and wine (Num. 28:14).

Log. Approximately 1⁄3 quart, or 0.3 liter. Equivalent to 1⁄72 bath and 1⁄12 hin. Mentioned five times in Scripture, specifically used to measure oil (Lev. 14:10–24).

Metretes. Approximately 10 gallons, or 37.8 liters. Used in the measurement of water at the wedding feast (John 2:6).

Education

Understanding many aspects of education in Israel during OT times and, to a lesser extent, into the NT period is extraordinarily difficult. Many studies draw quite specific conclusions based on very slender evidence and inferences drawn from supposed parallels with neighboring societies, inferences themselves beset by uncertainties. Therefore, conclusions are necessarily tentative at many points. Furthermore, it is reasonable to expect that things did not remain constant through history, and that what can be reliably discerned for one period may not accurately reflect the situation in other times.

Education encompasses several areas of life in the biblical world. Aside from academic education (relating to literacy and numeracy), there was moral and religious education, military education, and vocational training. These are not all distinct; those whose vocation lay in diplomatic circles or within the royal court as scribes would have received academic education, while those living in the country and working a farm would have had little opportunity to access such knowledge.

Old Testament

Settings for education. There were three primary arenas of education in OT times: home, school, and temple.

Home. The most important setting for education in OT times was the home (Deut. 4:9; 6:7; 11:19). Both parents were expected to play a role in a child’s education (Prov. 1:8; 6:20; 23:22; 31:1). Sons generally were trained in their father’s vocation, and such training took the form of an apprenticeship (1 Sam. 16:11; 2 Kings 4:18); girls learned from their mothers as they undertook their work on a daily basis (Exod. 35:25–26; 2 Sam. 13:8).

In part, the extent of home education is tied to the question of the extent of formal schooling in ancient Israel. As noted below, the nature and extent of schools is unclear, and if (as the evidence seems to suggest) schools were virtually nonexistent outside the royal court, then the home ultimately would have been the locus of any academic education received by children and the source of any widespread literacy and numeracy in the community. The frequent use of father/son language in Proverbs, however, need not imply an exclusively familial context for the instruction contained therein, as there is evidence from Egypt that such language was used between teacher and student.

School. The existence, nature, and extent of schools in OT times is extensively debated and ultimately uncertain. The first explicit reference to a school is found in the second century BC in Sir. 51:23. The virtual silence of the OT on the topic may reflect either that schools were absent in ancient Israel or that their existence was somehow of little interest and so warranted little reflection by biblical authors. In any case, it is likely that some form of school for scribes and those training to work in government existed in the vicinity of the royal court, as they did in Mesopotamia and Egypt. These did not form a comprehensive national schooling system for young children but were more specifically targeted to the few individuals who aimed to become scribes or advisers.

Outside the Bible there exist a number of inscriptions that could suggest the existence of schools in Israel prior to the exile. These include abecedaries (lists of the letters of the alphabet written out, usually as practice exercises or as examples), words written out several times, lists of month names, and possible exercises in reading foreign languages, among others.

There is also extensive evidence of schools in Egypt, Mesopotamia, and probably also Ugarit from an early date (cf. Acts 7:22). Whether their existence supports the existence of schools in Israel is unclear. Egypt and Mesopotamia had large and complex bureaucracies necessary to administer their kingdoms, and they employed writing systems far more difficult to master than Hebrew. In addition, mathematical texts reflect a concern with numeracy within the schools of these kingdoms, for which there is no clear evidence in ancient Israel.

The sages and scribes appear to be the primary source for the material supposedly employed in schools. Ecclesiastes 12:9 identifies one of the tasks of the sages as teaching the people, and some claim that Proverbs functioned as a textbook within a school setting. Indeed, Prov. 4:5; 17:16 speak of the “buying” (Heb. qanah) of knowledge, interpreted by some as a reference to teachers paid for providing tuition. Again, the context in which such tuition may have taken place is uncertain.

Temple. Priests were also involved in some teaching (1 Sam. 2:21, 26). According to 2 Chron. 17:7–9, King Jehoshaphat sent five officials, nine Levites, and two priests to teach the people of Judah from the Book of the Law, a point that stresses both the importance of the task and the probable failure of the home setting to adequately convey this instruction, at least by the late fifth century BC.

Types of education. In OT times four types of education can be discerned: moral and religious, academic, vocational, and military.

Moral and religious education. The Bible stresses the importance of moral and religious education above all other forms (Exod. 10:2; 12:26; 13:8; Deut. 4:9; 6:7, 20–21; 32:7, 46).

Academic education. The extent of literacy and numeracy in ancient Israel is difficult to ascertain. Rudimentary numeracy almost certainly was widespread and learned within the home and in the course of vocational training when necessary. Many among the population also appear to have been at least capable of reading and writing names or other simple texts (Deut. 6:9; 11:20; Judg. 8:14).

Vocational training. Most commonly, boys followed in their father’s vocation and thus learned through observation and participation. Under some circumstances, however, children served apprenticeships under the tutelage of others, such as was apparently the case for prophetic schools (2 Kings 2:7; 4:38; 6:1–2; Amos 7:14–15).

Military training. There are clear indications that kings recruited mercenaries to form the most important part of their army (e.g., 1 Sam. 22:2; 25:13). These mercenaries were paid and likely had received some formal training, but the nature of that training is nowhere explained. In addition to these elite forces, all able-bodied men apparently were considered eligible for military service when the need arose (2 Chron. 25:5). So, for example, the elite troops were responsible for staging the attack (2 Sam. 11:14–17; 12:26), while the remainder of the army served as reinforcements where necessary (2 Sam. 12:29). The use of chariots (under David and Solomon) would have required some training, as would the wielding of various weapons (swords, spears, bows, and slings). Ultimately, however, there are only allusions to such training (e.g., Judg. 3:2; 2 Sam. 22:35).

Educational methods. Throughout the ancient Near East there is evidence that corporal punishment played a significant role in education. There is a somewhat comical text from Mesopotamia that relates a day in the life of a student who receives physical punishment for virtually everything he does. Similarly, the book of Proverbs highlights the importance of discipline in raising and training children (e.g., 13:24; 22:15; 29:15, 17). Nonetheless, Proverbs uses “the rod” as a means to signify discipline as a whole without necessarily endorsing corporal punishment as the only or even the primary means of discipline. This is apparent because Proverbs contrasts the rod not with other, lesser forms of discipline but rather with no discipline at all. Thus, although there is evidence that corporal punishment was used extensively (and probably excessively [see Sir. 30]), Proverbs endorses a more nuanced approach to disciplining children.

Academic, religious, and moral education also involved the use of various techniques that facilitated learning. These included the use of poetry or poetic couplets (common in wisdom literature and in psalms), numerical sayings (e.g., Ps. 62:11; Prov. 6:16), and acrostics, as well as the celebration of feasts and memorials at various times throughout the year.

New Testament

Greco-Roman education. Greek education developed from about the fourth century BC and spread throughout the Mediterranean region, adopted with minor modification by the Romans. The curriculum was dominated by sports and a focus on literacy, with little place given to religious education (although philosophy was taught and did bear some religious traits). Education in the Greco-Roman world was expensive, and its provision was a parental responsibility, which tended to restrict formal education to the elite.

At about the age of fifteen, boys could move from elementary schooling to the gymnasium, where they received intellectual and physical training. Some in the Corinthian church may have received such an education, a possibility raised by Paul’s terminology in 1 Corinthians that reflects educational language: his claim to be father of the Corinthian household (4:14–21); sporting imagery (esp. 9:24–27); language of nursing and nature (3:1–4); agricultural imagery (3:5–9); his threat to come with a rod (4:21), which could be related to the rod of correction; the term grammateus (1:20), which may refer to the gymnasium instructor; reference to writing (4:6); and talk of removing the marks of circumcision (7:18).

Education in Israel. One Jewish tradition states that in AD 63 the high priest Joshua ben Gamla decreed that every town should appoint a schoolteacher for the education of children of six or seven years of age. This, together with the existence of Sirach’s school more than two centuries earlier, indicates that some form of schooling existed within Israel in the first century AD.

Although some Jews throughout the ancient world received a standard Hellenistic education, others reacted against the influence of Hellenism and sought to educate their children within the Scriptures and Jewish tradition. The DSS refer to the importance placed on study of the Torah (1QS 6:6–7). There were also rabbinic schools that focused on such teaching.

By NT times, synagogues were well established. Although determining precisely what took place within the synagogues is difficult, indications are that the focus on Scripture and its exposition played an important role in teaching both its importance and the appropriate way to interpret it. Teaching, however, was not confined to synagogues or the temple, as is amply demonstrated by the frequency with which Jesus is described as teaching in a variety of settings. Nonetheless, the temple itself did appear to serve as a center for religious education, as is reflected in the account of the twelve-year-old Jesus’ interactions with the teachers at the temple (Luke 2:41–51). Jesus’ own teaching was remarkable, however, in that it was delivered with authority (Matt. 7:29; Mark 1:22; Luke 4:32).

Education in the church. Paul highlights one of the prerequisites for being an overseer of a church as the ability to teach, stressing the importance of the NT church as a place of learning (1 Tim. 3:2; 2 Tim. 2:2, 24). This teaching involved a familiarity with right doctrine in order to avoid being led astray, an exemplary life that modeled godly behavior for all to see, and the maturity required to apply discipline when necessary.

First Letter of Peter

First Peter is a concise handbook designed to prepare the Christian community to live faithfully and wisely as a minority facing an increasingly hostile community and government.

Outline

I. Greetings (1:1–2)

II. Who We Are in Christ (1:3–2:10)

III. How We Should Behave to Be Like Christ (2:11–3:12)

IV. How We Should Handle a Hostile Community (3:13–5:11)

V. Farewell (5:12–14)

Authorship

The letter is written by Peter, apostle and leader of the original twelve disciples of Jesus, who were with Jesus throughout his ministry from his baptism until his ascension (Acts 1:21–22).

The style of the author’s Greek is very well developed for a Galilean fisherman. Early on, Peter had astonished hearers who could not explain his eloquence, given that he had had no formal rabbinic training (Acts 4:13; cf. Luke 2:46–47). Examples of tinkers (John Bunyan), cobblers (William Carey), and teenagers (C. H. Spurgeon), not to mention authors excelling in their third language (Joseph Conrad), who write in polished styles suffice to reassure any doubts concerning Peter’s ability.

The author describes himself as a “fellow elder” and “witness of Christ’s sufferings” (5:1), speaking in the first-person singular (2:11; 5:1, 12–13). He is with John Mark (5:13), and the letter is written “with the help of” Silvanus/Silas (5:12), who may have served as Peter’s scribe, or amanuensis.

A number of second-century authorities report that Peter ministered in Rome, on and off, for up to twenty-five years prior to his execution by Nero in AD 65. Peter’s readers were suffering various trials and abuse (5:9), although no mention is made of any such threat to the church in Rome. It is therefore difficult to date 1 Peter, although it must have been written between AD 50 and 64. If 2 Pet. 3:1 indicates a subsequent letter to the same community, as seems probable, a date closer to AD 64 would be more likely.

Destination

The letter is addressed to “God’s elect, exiles scattered throughout Pontus, Galatia, Cappadocia, Asia and Bithynia” (1:1). “Scattered” is a term used by the LXX to refer to the dispersion of the Jews originating with the Babylonian exile and is taken up as such in the NT (John 11:52; James 1:1). “Exiles” (KJV: “strangers”) was the word used to designate people who were not Roman citizens (1 Pet. 2:11).

Scholars have differed as to whether Peter was addressing a predominantly Jewish or Gentile community. The extensive allusions to the OT throughout the letter—with particular reference to the exodus, Passover, the Suffering Servant of Isaiah, Ps. 34, and Proverbs—assume that the readers have a good knowledge of all three sections of the OT. On the other hand, Peter also speaks of their former “ignorance” (1:14), of the “empty way of life handed down to you from your ancestors” (1:18), and of pagans thinking it strange that they do not continue in their former pagan lifestyle (4:3–4). All his citations are from the Greek OT.

The five areas listed were located in what is today central and northern Turkey. The order may reflect the courier’s route. Paul had ministered in some of these regions (Galatia and Asia), and Jews from Cappadocia, Pontus, and Asia were in Jerusalem earlier when Peter preached his Pentecost sermon (Acts 2:9).

The emperor Claudius (r. AD 41–54) established Roman colonies in these five areas. It was Roman policy to extend the empire by establishing cities as centers of Roman culture, government, and trade. This often involved forced deportation of whole communities. In AD 49 Claudius expelled the Jews from Rome because “the Jews constantly made disturbances at the instigation of Chrestus” (Suetonius, Claud. 25.14–15). There is good reason to think that this may indicate the kind of disturbances also seen over the next few years in Philippi (Acts 16:20–21), Thessalonica (Acts 17:1–9), Corinth (Acts 18:12–17), and Ephesus (Acts 19).

Peter does not name any member of the community to which he is writing, nor is there any indication that he had ever been there. These regions were populated by Romans as part of a program of Roman colonization. As such, Christians who were not Roman citizens were in a very vulnerable position. The threat here comes from Gentiles, not other Jews (2:12). There is no mention of false teachers or other internal divisions.

Peter writes from “Babylon” (5:13), probably a code word for “Rome” (cf. Rev. 17:5, 9). The references to Babylon here and the Diaspora in 1:1 act as bookends designed to draw the parallel between the church’s present experience and that of the Jews during the exile (“fiery ordeal” [4:12]; cf. Dan. 1–6).

Main Themes

Peter states that it is all about grace (5:12). The Christian’s identity is grounded in the person and work of Jesus (1:2). His sufferings are a model of what Christians are expected to endure (1:11, 19; 2:21–25; 3:1–18; 4:12–17; 5:1), so his readers should see this as normal. This suffering is also a refining and testing process (1:6–7; 5:8–10). It fulfills God’s plan as revealed in the Scriptures (1:10–12, 23–25); thus one can be sure that behind all such experiences stand the purposes of God (1:2–3, 20–21; 3:18–22; 4:19; 5:6–7). Things are not out of control but rather are leading to the accomplishment of salvation for many (1:5, 9). Jesus has triumphed over all powers and authorities that might be fearfully ranged against his people (3:18–22) (see Descent into Hades). Like Noah and those on the ark, Christ’s people will be delivered through all events to an outcome of joy (1:6, 8).

A knowledge of the Scriptures (1:10–12, 23–25) equips those who are being sanctified to rightly understand what is happening and so fear God, whose judgment approaches (1:17; 3:6; 5:5, 7), rather than people. The believer should look first to God’s approval while being aware of the watching eye of those who would seek a basis for a charge (2:12; 3:1, 17; 4:14–19). This involves putting off the pagan lifestyle (2:1, 11) and putting on obedience (1:2, 14–16; 3:1–17). Peter surveys the behaviors most in need of attention: self-control, particularly in the way Christians speak when provoked (2:22–23; 3:4, 9–11), and family life, particularly when a woman is married to a threatening, unbelieving husband (3:1–6). Christian husbands are admonished to set a counterexample by knowing and honoring their wives (3:7). It is especially important that believers are seen to be submissive to government authorities (2:13–17) and to their masters (2:18–20). Within the church, sound leadership (5:1–4) supported by a new generation of respectful young men (5:5) is essential. Throughout all of this, Peter points the reader to the sanctifying work of the Holy Spirit (1:2).

Peter strongly argues that the appropriate response to injustice and persecution is grace given as received from Jesus. The Christian’s defense is the gospel. Like Job, the believer’s mode of resistance is to present the integrity of a holy, redeemed, priestly lifestyle (3:15–16). One endures through informed belief in the gospel and through faithfulness to the triune God, who keeps his promises (1:9; cf. Hab. 2:4). The outcome is left in God’s hands (5:6–7).

Good News

The English word “gospel” translates the Greek word euangelion, which is very important in the NT, being used seventy-six times. The word euangelion (eu = “good,” angelion = “announcement”), in its contemporary use in the Hellenistic world, was not the title of a book but rather a declaration of good news. Euangelion was used in the Roman Empire with reference to significant events in the life of the emperor, who was thought of as a savior with divine status. These events included declarations at the time of his birth, his coming of age, and his accession to the throne. The NT usage of the term can also be traced to the OT (e.g., Isa. 40:9; 52:7; 61:1), which looked forward to the coming of the Messiah, who would bring a time of salvation. This good news, which is declared in the NT, is that Jesus has fulfilled God’s promises to Israel, and now the way of salvation is open to all.

The Gospel Message

The apostle Paul recognizes that the gospel is centered on the death, burial, and resurrection of Jesus (1 Cor. 15:1–5). He states that this gospel is the power of God for the salvation of everyone who believes (Rom. 1:16), a sacred trust (1 Tim. 1:11), the word of truth (Eph. 1:13), and an authoritative pronouncement that requires a response (Rom. 10:16; 2 Cor. 11:4; 2 Thess. 1:8). The declaration of this good news is found on the lips of Jesus in the Synoptic Gospels (Matt. 11:5; Luke 4:18), who calls people to respond in repentance and belief (Mark 1:15). The good news is also in the early apostolic preaching, where it is associated with the proclamation of Christ (Acts 5:42; 8:35; 11:20).

The records of apostolic preaching in Acts are records of the earliest public declaration of this gospel. The apostle Peter gives three such speeches (Acts 2:14–41; 3:11–4:4; 10:34–43), whose content can be summarized as follows. The age of fulfillment has dawned through the birth, life, ministry, and resurrection of Jesus Christ (2:22–31), which has ushered in the “latter days” foretold by the prophets (3:18–26). Jesus, by his resurrection, has been exalted to the right hand of God as the head of the new Israel (2:32–36), and the Holy Spirit has been given to the church as the sign of Christ’s present power and exaltation (10:44–48). This age will reach its consummation at the return of Christ (3:20–21), and in response to this gospel an appeal is made for repentance, with the offer of forgiveness, the Holy Spirit, and salvation (2:37–41).

This declaration of the gospel is concerned primarily with what was preached rather than what was written. Itinerant preachers of this gospel were known as “evangelists,” which in Greek is closely related to the term euangelion (Acts 21:8; Eph. 4:11; 2 Tim. 4:5). Some scholars believe that during the stage of oral transmission, the gospel accounts developed a certain form through repetition, which helps explain some similarities between later written accounts of the gospel.

From Oral to Written Gospel

Later, this “oral” gospel was written down, for several reasons. With the rapid spread of Christianity, as recorded in the book of Acts, a need arose for a more efficient dissemination of the message of Jesus than was available by oral means. Furthermore, there was a need to keep the message alive because some of the apostles had died (e.g., James in Acts 12:2) and many churches were facing opposition and persecution. The written Gospels would facilitate catechetical and liturgical needs and encourage persecuted Christians to continue following Jesus by telling the story of his faithfulness through great suffering. These written Gospels would also contain examples of those who persevered in following Jesus and of those who denied him and betrayed him. These accounts about Jesus and those who followed him became foundational documents for the early church.

It should be noted that the gospel was not written down in order to give it greater authority. The first-century context was largely an oral culture, in which storytelling and the rehearsal of facts was integral. Papias, a leader of the church in Hierapolis in Asia Minor who died around AD 130, states his preference for oral tradition rather than written information about Jesus: “For I did not think that information from books would help me as much as the word of a living and surviving voice” (Eusebius, Hist. eccl. 3.39.4). There is, however, a traceable trajectory from the gospel preached by the apostles to the written accounts that bear the names of Matthew, Mark, Luke, and John. It is generally held that the authors/editors of the four canonical Gospels were using oral and/or written sources (Luke 1:1–4), and that their respective Gospels were written in the second half of the first century.

The majority of biblical scholars hold that Mark was the first Gospel to be written (c. AD 66). According to tradition, its editor/author was John Mark, a close friend of the apostle Peter (1 Pet. 5:13) and a part-time companion of the apostle Paul (Acts 12:12; Col. 4:10; 2 Tim. 4:11). This tradition is not without basis. Papias says, “Mark, who had indeed been Peter’s interpreter, accurately wrote as much as he remembered, yet not in order, about that which was either said or done by the Lord” (Eusebius, Hist. eccl. 3.39.15). This tradition is also outlined by Clement of Alexandria, who, around AD 200, wrote, “When Peter had publicly preached the word at Rome, and by the Spirit had proclaimed the gospel, then those present, who were many, exhorted Mark, as one who had followed him for a long time and remembered what had been spoken, to make a record of what he said; and that he did this, and distributed the Gospel among those that asked him” (Eusebius, Hist. eccl. 6.14.5–7; cf. 2.15.1–2).

It is widely held that Matthew and Luke used Mark as one of their sources: of the material in Mark, over 97 percent is repeated in Matthew and over 88 percent in Luke. Matthew and Luke also contain material that appears to come from a common written source that is not found in Mark. Scholars have named this source as “Q” (from the German Quelle = “source”), although this may be a collection of sources rather than a single document.

Furthermore, the association of the Fourth Gospel with the apostle John goes back to Irenaeus (c. AD 180), who states, “John, the disciple of the Lord, who leaned on his breast, also published the gospel while living at Ephesus in Asia” (Haer. 3.1.1, as cited in Eusebius, Hist. eccl. 5.8.4). By the second century, the term “gospel” is used for the written accounts of the life, death, and resurrection of Jesus (e.g., Did. 11.3; 15.4). Justin Martyr (c. AD 140) refers to the “memoirs of the apostles” (1 Apol. 67) and Irenaeus (c. AD 180) mentions the four canonical Gospels by name (Haer. 3.11.7).

The Purpose and Genre of the Gospels

Purpose. The Gospels were written to convey theology and to create and confirm faith. They do not give an objectively neutral account of the life of Jesus; they enthusiastically endorse their protagonist and condemn those who oppose him. They differ from traditional biographies in that they give little information about the chronology of Jesus’ life. Only two of the Gospels, Matthew and Luke, tell of the events surrounding Jesus’ birth. Luke alone tells of an event in Jesus’ childhood (Luke 2:41–52). It is virtually incidental that Jesus worked as a carpenter and had brothers and sisters (Mark 6:3). A large percentage of each of the four canonical Gospels is devoted to the last week of Jesus’ life; of the sixteen chapters of Mark’s Gospel, six are devoted to the one week from Jesus’ entry into Jerusalem until his resurrection.

The primary intentions of the authors/editors of the written Gospels were not to give biographical details but rather to lead the reader to an acknowledgment of the identity of Jesus and a belief in the purpose of his mission (Luke 1:4; John 20:31). Their theological purposes, however, do not necessarily compromise their commitment to historical accuracy. Jesus is presented as a real, historical figure who lived within a specific historical time frame. Luke appears to be more concerned than the other evangelists with historical details, giving a rough date for Jesus’ birth (Luke 2:1–2) and a more specific time for Jesus’ baptism (3:1–2).

Genre. The discerning reader of the Gospels is forced to ask questions concerning the literary genre(s) of these texts. Such a discussion is imperative, as the interpretation of a section of any piece of literature will largely be determined by the function of the text within a certain literary genre. Prior to the 1970s, most NT scholars believed that the Gospels formed a unique literary genre and were therefore distinct from other first-century literary forms. This conclusion was based on the belief that the written Gospels were collections of smaller sections sewn together by the evangelists, and that the documents as a whole lacked coherence. Since then, this presupposition has been challenged, largely because scholars have seen that the Gospel writers were real editors and authors who were not just collecting primitive source material but were using that material to write a larger story about Jesus. The written Gospels therefore have overall coherence and purpose; they were written in such a way as to bring about a desired response in the reader. Such an overall intention may have stronger similarities with different genres in the Greco-Roman world of the NT.

The Gospels have been associated with several genres. They bear some resemblance to aretalogies, which were narratives about divine persons in antiquity from which flowed moral instructions. These stories often involved miraculous events at the subject’s birth or death or during life, and they included the presence of both disciples and opponents. Within these aretalogies, the narrative was secondary to the morality. An association with aretalogies, therefore, would encourage the reader to give greater attention to moral teaching than to events in which this teaching is embedded. Similarly, others have seen the Gospels as essentially a collection of wisdom sayings set in a historicized narrative; this view again gives priority to sayings and is doubtful of the historicity of the narrative. Such views that downplay the narrative, and particularly the miracles in Jesus’ life, have led others to argue the opposite extreme, which sees the Gospels, and Luke-Acts in particular, as examples of ancient novels, with their focus on miracle stories. Many scholars have rejected the emphasis on either sayings or narrative, arguing that the literary genre that the Gospels most closely resemble is ancient biographies (bioi). These contained praise for the protagonist, rhetoric, moral philosophy, and a concern for character.

Although the Gospels use different literary motifs that are reflective of different genres of the Greco-Roman world, they do not exactly replicate a known genre. They contain material not found in other Hellenistic literature of the time—for example, the fulfillment of OT expectations and their desire to address particular issues faced by the early church, such as opposition; the Gentile mission; the need to redefine Israel in the light of Jesus’ life, death, and resurrection; and the nature of Christian discipleship. Unlike other literature of the time, they do not name their authors, and with the exception of Luke, they lack traditional literary devices such as prefaces. They are therefore to be seen as unique, or at least as a distinct subgenre of ancient biographies.

Canonical and Noncanonical Gospels

The progression from the events of Jesus’ life to the oral preaching of this gospel to the first-century writing of the story led to the acceptance of the Gospels according to Matthew, Mark, Luke, and John into the NT canon. There is also a significant body of literature that is normally referred to as the noncanonical gospels. These later documents were neither widely accepted nor viewed as authoritative, but they provide useful insights into the nature of early Christianity. A significant noncanonical gospel is the Gospel of Thomas, which is part of a large collection of works discovered at Nag Hammadi (Egypt) in 1945. The Gospel of Thomas does not contain a resurrection account and is primarily a collection of sayings.

The canonical Gospels are not more authoritative than other sections of Scripture, but because they focus on Jesus’ ministry, with particular attention to his death and resurrection, they draw the attention of the reader to the fulfillment of God’s purpose in the life and work of Jesus, the Messiah. They are therefore of great importance within Scripture.

Gospel

The English word “gospel” translates the Greek word euangelion, which is very important in the NT, being used seventy-six times. The word euangelion (eu = “good,” angelion = “announcement”), in its contemporary use in the Hellenistic world, was not the title of a book but rather a declaration of good news. Euangelion was used in the Roman Empire with reference to significant events in the life of the emperor, who was thought of as a savior with divine status. These events included declarations at the time of his birth, his coming of age, and his accession to the throne. The NT usage of the term can also be traced to the OT (e.g., Isa. 40:9; 52:7; 61:1), which looked forward to the coming of the Messiah, who would bring a time of salvation. This good news, which is declared in the NT, is that Jesus has fulfilled God’s promises to Israel, and now the way of salvation is open to all.

The Gospel Message

The apostle Paul recognizes that the gospel is centered on the death, burial, and resurrection of Jesus (1 Cor. 15:1–5). He states that this gospel is the power of God for the salvation of everyone who believes (Rom. 1:16), a sacred trust (1 Tim. 1:11), the word of truth (Eph. 1:13), and an authoritative pronouncement that requires a response (Rom. 10:16; 2 Cor. 11:4; 2 Thess. 1:8). The declaration of this good news is found on the lips of Jesus in the Synoptic Gospels (Matt. 11:5; Luke 4:18), who calls people to respond in repentance and belief (Mark 1:15). The good news is also in the early apostolic preaching, where it is associated with the proclamation of Christ (Acts 5:42; 8:35; 11:20).

The records of apostolic preaching in Acts are records of the earliest public declaration of this gospel. The apostle Peter gives three such speeches (Acts 2:14–41; 3:11–4:4; 10:34–43), whose content can be summarized as follows. The age of fulfillment has dawned through the birth, life, ministry, and resurrection of Jesus Christ (2:22–31), which has ushered in the “latter days” foretold by the prophets (3:18–26). Jesus, by his resurrection, has been exalted to the right hand of God as the head of the new Israel (2:32–36), and the Holy Spirit has been given to the church as the sign of Christ’s present power and exaltation (10:44–48). This age will reach its consummation at the return of Christ (3:20–21), and in response to this gospel an appeal is made for repentance, with the offer of forgiveness, the Holy Spirit, and salvation (2:37–41).

This declaration of the gospel is concerned primarily with what was preached rather than what was written. Itinerant preachers of this gospel were known as “evangelists,” which in Greek is closely related to the term euangelion (Acts 21:8; Eph. 4:11; 2 Tim. 4:5). Some scholars believe that during the stage of oral transmission, the gospel accounts developed a certain form through repetition, which helps explain some similarities between later written accounts of the gospel.

From Oral to Written Gospel

Later, this “oral” gospel was written down, for several reasons. With the rapid spread of Christianity, as recorded in the book of Acts, a need arose for a more efficient dissemination of the message of Jesus than was available by oral means. Furthermore, there was a need to keep the message alive because some of the apostles had died (e.g., James in Acts 12:2) and many churches were facing opposition and persecution. The written Gospels would facilitate catechetical and liturgical needs and encourage persecuted Christians to continue following Jesus by telling the story of his faithfulness through great suffering. These written Gospels would also contain examples of those who persevered in following Jesus and of those who denied him and betrayed him. These accounts about Jesus and those who followed him became foundational documents for the early church.

It should be noted that the gospel was not written down in order to give it greater authority. The first-century context was largely an oral culture, in which storytelling and the rehearsal of facts was integral. Papias, a leader of the church in Hierapolis in Asia Minor who died around AD 130, states his preference for oral tradition rather than written information about Jesus: “For I did not think that information from books would help me as much as the word of a living and surviving voice” (Eusebius, Hist. eccl. 3.39.4). There is, however, a traceable trajectory from the gospel preached by the apostles to the written accounts that bear the names of Matthew, Mark, Luke, and John. It is generally held that the authors/editors of the four canonical Gospels were using oral and/or written sources (Luke 1:1–4), and that their respective Gospels were written in the second half of the first century.

The majority of biblical scholars hold that Mark was the first Gospel to be written (c. AD 66). According to tradition, its editor/author was John Mark, a close friend of the apostle Peter (1 Pet. 5:13) and a part-time companion of the apostle Paul (Acts 12:12; Col. 4:10; 2 Tim. 4:11). This tradition is not without basis. Papias says, “Mark, who had indeed been Peter’s interpreter, accurately wrote as much as he remembered, yet not in order, about that which was either said or done by the Lord” (Eusebius, Hist. eccl. 3.39.15). This tradition is also outlined by Clement of Alexandria, who, around AD 200, wrote, “When Peter had publicly preached the word at Rome, and by the Spirit had proclaimed the gospel, then those present, who were many, exhorted Mark, as one who had followed him for a long time and remembered what had been spoken, to make a record of what he said; and that he did this, and distributed the Gospel among those that asked him” (Eusebius, Hist. eccl. 6.14.5–7; cf. 2.15.1–2).

It is widely held that Matthew and Luke used Mark as one of their sources: of the material in Mark, over 97 percent is repeated in Matthew and over 88 percent in Luke. Matthew and Luke also contain material that appears to come from a common written source that is not found in Mark. Scholars have named this source as “Q” (from the German Quelle = “source”), although this may be a collection of sources rather than a single document.

Furthermore, the association of the Fourth Gospel with the apostle John goes back to Irenaeus (c. AD 180), who states, “John, the disciple of the Lord, who leaned on his breast, also published the gospel while living at Ephesus in Asia” (Haer. 3.1.1, as cited in Eusebius, Hist. eccl. 5.8.4). By the second century, the term “gospel” is used for the written accounts of the life, death, and resurrection of Jesus (e.g., Did. 11.3; 15.4). Justin Martyr (c. AD 140) refers to the “memoirs of the apostles” (1 Apol. 67) and Irenaeus (c. AD 180) mentions the four canonical Gospels by name (Haer. 3.11.7).

The Purpose and Genre of the Gospels

Purpose. The Gospels were written to convey theology and to create and confirm faith. They do not give an objectively neutral account of the life of Jesus; they enthusiastically endorse their protagonist and condemn those who oppose him. They differ from traditional biographies in that they give little information about the chronology of Jesus’ life. Only two of the Gospels, Matthew and Luke, tell of the events surrounding Jesus’ birth. Luke alone tells of an event in Jesus’ childhood (Luke 2:41–52). It is virtually incidental that Jesus worked as a carpenter and had brothers and sisters (Mark 6:3). A large percentage of each of the four canonical Gospels is devoted to the last week of Jesus’ life; of the sixteen chapters of Mark’s Gospel, six are devoted to the one week from Jesus’ entry into Jerusalem until his resurrection.

The primary intentions of the authors/editors of the written Gospels were not to give biographical details but rather to lead the reader to an acknowledgment of the identity of Jesus and a belief in the purpose of his mission (Luke 1:4; John 20:31). Their theological purposes, however, do not necessarily compromise their commitment to historical accuracy. Jesus is presented as a real, historical figure who lived within a specific historical time frame. Luke appears to be more concerned than the other evangelists with historical details, giving a rough date for Jesus’ birth (Luke 2:1–2) and a more specific time for Jesus’ baptism (3:1–2).

Genre. The discerning reader of the Gospels is forced to ask questions concerning the literary genre(s) of these texts. Such a discussion is imperative, as the interpretation of a section of any piece of literature will largely be determined by the function of the text within a certain literary genre. Prior to the 1970s, most NT scholars believed that the Gospels formed a unique literary genre and were therefore distinct from other first-century literary forms. This conclusion was based on the belief that the written Gospels were collections of smaller sections sewn together by the evangelists, and that the documents as a whole lacked coherence. Since then, this presupposition has been challenged, largely because scholars have seen that the Gospel writers were real editors and authors who were not just collecting primitive source material but were using that material to write a larger story about Jesus. The written Gospels therefore have overall coherence and purpose; they were written in such a way as to bring about a desired response in the reader. Such an overall intention may have stronger similarities with different genres in the Greco-Roman world of the NT.

The Gospels have been associated with several genres. They bear some resemblance to aretalogies, which were narratives about divine persons in antiquity from which flowed moral instructions. These stories often involved miraculous events at the subject’s birth or death or during life, and they included the presence of both disciples and opponents. Within these aretalogies, the narrative was secondary to the morality. An association with aretalogies, therefore, would encourage the reader to give greater attention to moral teaching than to events in which this teaching is embedded. Similarly, others have seen the Gospels as essentially a collection of wisdom sayings set in a historicized narrative; this view again gives priority to sayings and is doubtful of the historicity of the narrative. Such views that downplay the narrative, and particularly the miracles in Jesus’ life, have led others to argue the opposite extreme, which sees the Gospels, and Luke-Acts in particular, as examples of ancient novels, with their focus on miracle stories. Many scholars have rejected the emphasis on either sayings or narrative, arguing that the literary genre that the Gospels most closely resemble is ancient biographies (bioi). These contained praise for the protagonist, rhetoric, moral philosophy, and a concern for character.

Although the Gospels use different literary motifs that are reflective of different genres of the Greco-Roman world, they do not exactly replicate a known genre. They contain material not found in other Hellenistic literature of the time—for example, the fulfillment of OT expectations and their desire to address particular issues faced by the early church, such as opposition; the Gentile mission; the need to redefine Israel in the light of Jesus’ life, death, and resurrection; and the nature of Christian discipleship. Unlike other literature of the time, they do not name their authors, and with the exception of Luke, they lack traditional literary devices such as prefaces. They are therefore to be seen as unique, or at least as a distinct subgenre of ancient biographies.

Canonical and Noncanonical Gospels

The progression from the events of Jesus’ life to the oral preaching of this gospel to the first-century writing of the story led to the acceptance of the Gospels according to Matthew, Mark, Luke, and John into the NT canon. There is also a significant body of literature that is normally referred to as the noncanonical gospels. These later documents were neither widely accepted nor viewed as authoritative, but they provide useful insights into the nature of early Christianity. A significant noncanonical gospel is the Gospel of Thomas, which is part of a large collection of works discovered at Nag Hammadi (Egypt) in 1945. The Gospel of Thomas does not contain a resurrection account and is primarily a collection of sayings.

The canonical Gospels are not more authoritative than other sections of Scripture, but because they focus on Jesus’ ministry, with particular attention to his death and resurrection, they draw the attention of the reader to the fulfillment of God’s purpose in the life and work of Jesus, the Messiah. They are therefore of great importance within Scripture.

Measure