This unique work is not a reference tool, but a teaching-learning guide to studying the Gospel According to St. Luke. The focus is on showing how rather than on telling what. Tables followed by leading questions and statements help both faculty and students to see how the evangelist adopted and adapted his sacred texts (as well as Jewish and Greco-Roman resources) in light of his convictions about and experience of Jesus. Noticing the dominance of words, themes, and patterns leads one to discover the primary concerns of the author and his readers. Observing how the Third Evangelist internally arranged his materials provides a clue as to the kind of work it is and how it was meant to function.
Not a reference tool, this unique work is a teaching-learning guide to understanding the Fourth Gospel. The focus is on showing how rather than on telling. Thirty-five ""Flight Paths,"" followed by leading questions and statements, help both faculty and students to see as well as read how the Evangelist plotted his itinerary: adopting, adapting, and arranging the texts (both biblical and extra-biblical) that constituted his horizon. Both visually and verbally, Lemcio demonstrates how, with the benefit of St. John's eagle eye, one might survey and ""spy"" the territory of the text. With this comes the knowledge of the only true God and Jesus whom he had sent--which is eternal life (17:3).
This unique work is not a reference tool, but a teaching-learning guide to studying the Gospel According to St. Luke. The focus is on showing how rather than on telling what. Tables followed by leading questions and statements help both faculty and students to see how the evangelist adopted and adapted his sacred texts (as well as Jewish and Greco-Roman resources) in light of his convictions about and experience of Jesus. Noticing the dominance of words, themes, and patterns leads one to discover the primary concerns of the author and his readers. Observing how the Third Evangelist internally arranged his materials provides a clue as to the kind of work it is and how it was meant to function.
Not a reference tool, this unique work is a teaching-learning guide to studying the earliest Gospel. The focus is on showing how rather than on telling what. "Maps" followed by leading questions and statements help both faculty and students to see how the Evangelist adopted and adapted his sacred texts (as well as Jewish and Greco-Roman resources) in light of his convictions about and experience of Jesus. Noticing the dominance of words and themes leads one to discover the primary concerns of the Author and his readers. Observing how St. Mark internally arranged his materials provides a clue as to the kind of work it is and how it was meant to function.
Not a reference tool, this unique work is a teaching-learning guide to studying the Book of Revelation. The focus is on showing how rather than on telling that. Charts followed by leading questions and statements help both faculty and students to see how St. John adopted and adapted his sacred texts (as well as Jewish and Greco-Roman resources) in light of his convictions about and experience of Jesus. Noticing the dominance of words and themes leads one to discover the primary concerns of the Author and his readers. Observing how John internally arranged his visions provides a clue as to the kind of work it is and how it was meant to function.
This unique work is a teaching-learning guide to help instructors and students to determine "What makes Matthew Matthew?" Displays followed by leading questions and statements help one to determine how the Evangelist adopted, adapted, and arranged his sources (both "sacred" and "secular") in light of his convictions about and experience of Jesus. Comparing and contrasting the first Gospel with the other Synoptics (and occasionally with John) also contributes to identifying his concerns. Neither standalone nor comprehensive in its intention, method, or scope, this work of pedagogy is meant to be used (and not simply read) alongside--rather than instead--of standard tools such as introductions and commentaries. Although no knowledge of biblical languages is presupposed, references to Matthew's own use of Greek--and the Greek of his Jewish Scriptures--also enrich this study.
This wide-ranging collection of essays provides the reader with a critical introduction to the New Testament as the church's canon. The authors' conviction is that the Bible belongs first of all to the community of believers rather than to the guild of biblical scholars. But that does not make the tools and tasks of modern biblical criticism unimportant. Rather, they are the constructive means by which the scholar discerns the nature of the ongoing conversation between the church and its biblical canon and helps form the church into a community of worship and witness. Whether from a particular composition's point of origin, or from the various properties added to it during the canonizing process, or from its location within the final canonical product, the scholars recover multiple clues from the ancient church's dialogue with its scriptures that help delimit the boundaries and establish the aims of the same dialogue between today's faith community and its biblical canon.
This unique work is a teaching-learning guide to help instructors and students to determine “What makes Matthew Matthew?” Displays followed by leading questions and statements help one to determine how the Evangelist adopted, adapted, and arranged his sources (both “sacred” and “secular”) in light of his convictions about and experience of Jesus. Comparing and contrasting the first Gospel with the other Synoptics (and occasionally with John) also contributes to identifying his concerns. Neither standalone nor comprehensive in its intention, method, or scope, this work of pedagogy is meant to be used (and not simply read) alongside—rather than instead—of standard tools such as introductions and commentaries. Although no knowledge of biblical languages is presupposed, references to Matthew’s own use of Greek—and the Greek of his Jewish Scriptures—also enrich this study.
The aim of this study is to show that the Evangelists, to an extent hitherto unrecognized, wrote narratives which set out to distinguish Jesus's time from their own. Such an effort, Professor Lemcio explains, went beyond their merely putting verbs in past tenses and dividing their accounts into pre- and post-resurrection periods. Rather, they took care that terminology appropriate to the Easter appearances did not appear beforehand, and that vocabulary used prior to Easter fell by the wayside afterwards. The author shows that words common to both eras bear a different nuance in each, and that the idiom used is seen to suit the time. These are not routine or incidental expressions, but reveal what Jesus the protaganist and the Evangelists as narrators believed about the Gospel, the Christ, the messianic task, and the nature of salvation. This much becomes apparent from a study of the internal evidence, and by next turning to data outside the Gospels, the author attempts to show how biographical and historical writings of the ancient world may prove useful in separate efforts to reconstruct the course of Jesus's life. Lemcio shows how expectations for idiomatic and linguistic verisimilitude in Graeco-Roman historical and biographical writing were met and often exceeded by the Evangelists. His study thus makes a valuable contribution towards our understanding of the literary art of the Gospel narratives, and highlights a literary sensitivity on their writers' part which has failed to receive the critical attention it deserves.
This unique work is a teaching-learning guide to help instructors and students to determine “What makes Matthew Matthew?” Displays followed by leading questions and statements help one to determine how the Evangelist adopted, adapted, and arranged his sources (both “sacred” and “secular”) in light of his convictions about and experience of Jesus. Comparing and contrasting the first Gospel with the other Synoptics (and occasionally with John) also contributes to identifying his concerns. Neither standalone nor comprehensive in its intention, method, or scope, this work of pedagogy is meant to be used (and not simply read) alongside—rather than instead—of standard tools such as introductions and commentaries. Although no knowledge of biblical languages is presupposed, references to Matthew’s own use of Greek—and the Greek of his Jewish Scriptures—also enrich this study.
The aim of this study is to show that the Evangelists, to an extent hitherto unrecognized, wrote narratives which set out to distinguish Jesus's time from their own. Such an effort, Professor Lemcio explains, went beyond their merely putting verbs in past tenses and dividing their accounts into pre- and post-resurrection periods. Rather, they took care that terminology appropriate to the Easter appearances did not appear beforehand, and that vocabulary used prior to Easter fell by the wayside afterwards. The author shows that words common to both eras bear a different nuance in each, and that the idiom used is seen to suit the time. These are not routine or incidental expressions, but reveal what Jesus the protaganist and the Evangelists as narrators believed about the Gospel, the Christ, the messianic task, and the nature of salvation. This much becomes apparent from a study of the internal evidence, and by next turning to data outside the Gospels, the author attempts to show how biographical and historical writings of the ancient world may prove useful in separate efforts to reconstruct the course of Jesus's life. Lemcio shows how expectations for idiomatic and linguistic verisimilitude in Graeco-Roman historical and biographical writing were met and often exceeded by the Evangelists. His study thus makes a valuable contribution towards our understanding of the literary art of the Gospel narratives, and highlights a literary sensitivity on their writers' part which has failed to receive the critical attention it deserves.
This unique work is not a reference tool, but a teaching-learning guide to studying the Gospel According to St. Luke. The focus is on showing how rather than on telling what. Tables followed by leading questions and statements help both faculty and students to see how the evangelist adopted and adapted his sacred texts (as well as Jewish and Greco-Roman resources) in light of his convictions about and experience of Jesus. Noticing the dominance of words, themes, and patterns leads one to discover the primary concerns of the author and his readers. Observing how the Third Evangelist internally arranged his materials provides a clue as to the kind of work it is and how it was meant to function.
Not a reference tool, this unique work is a teaching-learning guide to understanding the Fourth Gospel. The focus is on showing how rather than on telling. Thirty-five ""Flight Paths,"" followed by leading questions and statements, help both faculty and students to see as well as read how the Evangelist plotted his itinerary: adopting, adapting, and arranging the texts (both biblical and extra-biblical) that constituted his horizon. Both visually and verbally, Lemcio demonstrates how, with the benefit of St. John's eagle eye, one might survey and ""spy"" the territory of the text. With this comes the knowledge of the only true God and Jesus whom he had sent--which is eternal life (17:3).
Not a reference tool, this unique work is a teaching-learning guide to studying the earliest Gospel. The focus is on showing how rather than on telling what. "Maps" followed by leading questions and statements help both faculty and students to see how the Evangelist adopted and adapted his sacred texts (as well as Jewish and Greco-Roman resources) in light of his convictions about and experience of Jesus. Noticing the dominance of words and themes leads one to discover the primary concerns of the Author and his readers. Observing how St. Mark internally arranged his materials provides a clue as to the kind of work it is and how it was meant to function.
Not a reference tool, this unique work is a teaching-learning guide to studying the Book of Revelation. The focus is on showing how rather than on telling that. Charts followed by leading questions and statements help both faculty and students to see how St. John adopted and adapted his sacred texts (as well as Jewish and Greco-Roman resources) in light of his convictions about and experience of Jesus. Noticing the dominance of words and themes leads one to discover the primary concerns of the Author and his readers. Observing how John internally arranged his visions provides a clue as to the kind of work it is and how it was meant to function.
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