Lesson Two: LITERARY SETTING Matthew 4:23-5:2 LESSON OBJECTIVE:

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1 Lesson Two: LITERARY SETTING Matthew 4:23-5:2 LESSON OBJECTIVE: The student demonstrates understanding of the historical and literary meaning of Matthew 4:23-5:2 and related texts. LESSON INDICATORS: Upon successful completion of this lesson the student: 1. Parses all substantives and verb forms in Matt. 4:23-5:2. 2. Classifies all subordinate clauses in Matt. 4:23-5:2. 3. Classifies all sentences in Matt. 4:23-5:2. 4. Translates by dynamic-equivalent method all sentences in Matt. 4:23-5:2. 5. Determines the most likely reading of Matt. 4:23-5:2.where textual variants are listed. 6. Assesses the literary structure of Matt. 4:23-5:2. 7. Evaluates the exegetical issues in Matt. 4:23-5:2. 8. Completes the exegetical outline of Matt. 4:23-5:2.. GRAMMATICAL ANALYSIS: Parse the following: περιη^γεν ο«λη, τη,^ Γαλιλαι'α, διδα' σκων ται^ς συναγωγαι^ς αυ τω^ ν κηρυ' σσων τὸ ευ αγγε'λιον τη^ς βασιλει'ας Page 1

2 θεραπευ' ων πα^σαν νο' σον πα^σαν µαλακι'αν τω,^ λαω,^ Classify the above sentence in Matt. 4:23: Form: Function: Translate the above sentence in Matt. 4:23 by the dynamic-equivalent method: ************************************************************ Parse the following: α πη^λθεν η α κοὴ αυ του^ ο«λην τὴν Συρι'αν προση' νεγκαν αυ τω,^ πα' ντας τοὺς κακω^ ς ε»χοντας ποικι'λαις Page 2

3 νο' σοις βασα' νοις συνεχοµε'νους δαιµονιζοµε'νους σεληνιαζοµε'νους παραλυτικου' ς ε θερα' πευσεν αυ του' ς Classify the above sentence in Matt. 4:24: Form: Function: Translate the above sentence in Matt. 4:24 by the dynamic-equivalent method: ************************************************************ Parse the following: η κολου' θησαν αυ τω,^ ο»χλοι πολλοὶ τη^ς Γαλιλαι'ας εκαπο' λεως Ιεροσολυ' µων Ιουδαι'ας του^ Ιορδα' νου Page 3

4 Classify the above sentence in Matt. 4:25: Form: Function: Translate the above sentence in Matt. 4:25 by the dynamic-equivalent method: ************************************************************ Parse the following: Ιδὼν τοὺς ο»χλους α νε'βη τὸ ο»ρος καθι'σαντος αυ του^ προση^λθαν αυ τω,^ οι µαθηταὶ αυ του^ ~α νοι'ξας τὸ στο' µα αυ του^ ε δι'δασκεν αυ τοὺς λε'γων Page 4

5 Classify the above sentence in Matt. 5:1-2: Form: Function: Translate the above sentence in Matt. 5:1-2 by the dynamic-equivalent method: ************************************************************ Page 5

6 TEXTUAL VARIANTS: PASSAGE: Matt. 4:23 CLASSIFICATION OF WITNESSES APPARATUS USED: UBS 3rd Variant Alexandrian Western Unclassified Byzantine Readings (Aland I-II) (Aland IV) (Aland III) (Aland V) ε ν ο«λη, τη,^ Γαλιλαι'α, B (IV) syr c (IV) cop sa (III) ε ν ο«λη, τη,^ Γαλιλαι'α, ο Ιησου^ς C 3 (V) ο Ιησου^ς ε ν ο«λη, omit )*א ο«λη, ) syr s (IV) syr p (V) τη,^ Γαλιλαι'α, (IV) syr ph (VI) C * (V) cop b (IV) syr pal (V) arm (V) eth (VI) ο Ιησου^ς ο«λην τὴν א b (IV) D (V/VI) f 1 (XII-XIV) Γαλιλαι'αν 33 (IX) 2148 (XIV) 892 (IX) it a (IV) it aur (VII) it b (V) it c (XII/XIII) it d (V) it t (VI) it ff1 (X) it g1 (IX) it h (V) vg (IV/V) geo? (V) Eus (339) ο«λην τὴν Γαλιλαι'αν W (V) K (IX) ο Ιησου^ς (IX) Π (IX) f 13 (XI-XIII) 28 (XI) Page 6

7 565 (IX) 1010 (XII) 700 (XI) 1009 (XIII) 1071 (XII) 1079 (X) 1216 (XI) 1230 (XII) 1241 (XII) 1242 (XIII) 1253 (XV) 1365 (XII) 1546 (XIII) 1646 (XII) 2174 (XIV) EVALUATION OF EXTERNAL EVIDENCE 1. Date. 2. Geographical Distribution. 3. Textual Relationships. Summary of the External Evidence EVALUATION OF THE INTERNAL EVIDENCE Page 7

8 1. Transcriptional Probabilities, i.e. what scribes likely did when copying the N.T. (1) Shorter/Longer Reading. (2) Reading Different from Parallel. (3) More Difficult Reading. (4) Reading Which Best Explains Origin of Other(s). 2. Intrinsic Probablities, i.e. what the author himself likely wrote. Summary of Internal Evidence Page 8

9 CONCLUSION Page 9

10 BLOCK DIAGRAM: (Α) 4.23 Καὶ περιη^ γεν ε ν ο«λη, τη,^ Γαλιλαι'α,, διδα' σκων ε ν ται^ς συναγωγαι^ς αυ τω^ ν κηρυ' σσων τὸ ευ αγγε'λιον τη^ς βασιλει'ας θεραπευ' ων πα^σαν νο' σον πα^σαν µαλακι'αν ε ν τω,^ λαω,^ ~ (Β) α πη^ λθεν η α κοὴ αυ του^ ει ς ο«λην τὴν Συρι'αν (C) προση' νεγκαν αυ τω,^ πα' ντας τοὺς κακω^ ς ε»χοντας ποικι'λαις νο' σοις βασα' νοις συνεχοµε'νους δαιµονιζοµε' νους σεληνιαζοµε'νους παραλυτικου' ς, (D) ε θερα' πευσεν αυ του' ς. (Ε) 4.25 ~ η κολου' θησαν αυ τω,^ ο»χλοι πολλοὶ α πὸ τη^ς Γαλιλαι'ας εκαπο' λεως Ιεροσολυ' µων Ιουδαι'ας ~ ~ 5.1 δὲ πε'ραν του^ Ιορδα' νου. Page 10

11 (F) (G) Ιδὼν τοὺς ο»χλους α νε'βη ει ς τὸ ο»ρος καθι'σαντος αυ του^ προση^ λθαν αυ τω,^ οι µαθηταὶ αυ του^ Page 11

12 (Η) ~ 5.2 ~ α νοι'ξας τὸ στο' µα αυ του^ ε δι'δασκεν αυ τοὺς λε'γων, ~ Complete the following literary analysis: SEMANTIC DIAGRAM: Semantic Diagram: Conne- Sent Verb Analysis: Other ective Func Tense: Pers: Num: Subject: Links: (Α) α«η, η, (Β) α«α«α«α«α, (C) (D) (E) (F) (G) (H) Summarize findings, i.e., possible literary patterns, poetical structures et al.: EXEGETICAL ISSUES: Page 12

13 1. What is the historical setting of this episode in the life of Jesus? Use Appendix Eleven for general identification. 2. Do the Synoptic Gospels place this episode in the same setting? If not, identify each setting by listing the place in the appropriate gospel outline. Use Appendices 13, 15 and 16 to identify the setting of this episode in each Synoptic Gospel. Matthew: Luke: Mark: 3. Identify the specific historical setting of this episode by listing the time/place references given within the text itself. Matthew: Luke: Page 13

14 Mark: 4. Compare Luke 6:17-20 to Matthew 4:23-5:2 in relation to the block diagram of Luke 6:17-20 below. First, complete a semantic diagram of Luke 6: Then link parallel statements between Matthew and Luke. Finally, summarize the points of similarity and difference between the two gospel accounts. (Α) (Β) (C) (D) 6.17 καταβὰς µετ αυ τω^ ν ε»στη ε πὶ το' που πεδινου^, ο»χλος πολὺς µαθητω^ ν αυ του^, πλη^ θος πολὺ του^ λαου^ α πὸ πα' σης τη^ς Ιουδαι'ας Ιερουσαλὴµ τη^ς παραλι'ου Τυ' ρου Σιδω^ νος, 6.18 οι«η λθον α κου^σαι αυ του^ ι αθη^ναι α πὸ τω^ ν νο' σων αυ τω^ ν οι ε νοχλου' µενοι α πὸ πνευµα' των α καθα' ρτων ε θεραπευ' οντο Page 14

15 (Ε) πα^ς ο ο»χλος ε ζη' τουν α»πτεσθαι ο«τι δυ' ναµις παρ αυ του^ ε ξη' ρχετο ι α^το πα' ντας. (F) 6.20 ε»παρας τοὺς ο φθαλµοὺς αυ του^ ει ς τοὺς µαθητὰς αυ του^ αυ τὸς ε»λεγεν, Matthew: A Luke: A B C D E F B C D E F G H Summarize the points of similarity and difference: 5. Compare Mark 3:7-13 to Matthew 4:23-5:2. in relation to the block diagram of Mark 3:7-13 below. First, complete a semantic diagram of Mark 3:7-13. Then link parallel statements between Matthew and Luke. Finally, summarize the points of similarity and difference between the two gospel accounts. (Α) 3.7 µετὰ τω^ ν µαθητω^ ν αυ του^ ο Ιησου^ς α νεχω' ρησεν πρὸς τὴν θα' λασσαν Page 15

16 (Β) (C) (D) (Ε) α πὸ τη^ς Γαλιλαι'ας πολὺ πλη^ θος η κολου' θησεν 3.8 α πὸ τη^ς Ιουδαι'ας α πὸ Ιεροσολυ' µων α πὸ τη^ς Ιδουµαι'ας πε'ραν του^ Ιορδα' νου περὶ Τυ' ρον Σιδω^ να, α κου' οντες ο«σα ε ποι'ει πλη^ θος πολυ'...η λθον πρὸς αυ το' ν. 3.9 ει πεν τοι^ς µαθηται^ς αυ του^ ι«να πλοια' ριον προσκαρτερη,^ αυ τω,^ διὰ τὸν ο»χλον ι«να µὴ θλι'βωσιν α,«η, η αυ το' ν 3.10 γὰρ πολλοὺς ε θερα' πευσεν ω«στε ε πιπι'πτειν αυ τω,^ ι«να αυ του^ α«ψωνται ο«σοι ει χον µα' στιγας. Page 16

17 (F) (G) (Η) (Ι) (J) (Κ) 3.11 ο«ταν αυ τὸν ε θεω' ρουν τὰ πνευ' µατα τὰ α κα' θαρτα προσε'πιπτον αυ τω,^ ε»κραζον λε'γοντες ο«τι Σὺ ει ο υι ὸς του^ θεου^ πολλὰ ε πετι'µα αυ τοι^ς ι«να µὴ αυ το' ν φανερὸν ποιη' σωσιν α ναβαι'νει ει ς τὸ ο«ρος προσκαλει^ται ου ς η»θελεν αυ το' ς. α πη^ λθον πρὸς αυ το' ν. Matthew: A Mark: A B C D E F G H B C D E F G H I J K Summarize the points of similarity and difference: Page 17

18 EXEGETICAL OUTLINE: Complete the following outline according to the guidelines in Appendix Five: I. (A-E) A. (A) B. (B-E) 1. (B) 2. (C-E) a) (C-D) (1) (C) (2) (D) b) (E) II. (F-G) A. (F) Page 18

19 B. (G) C. (H) Page 19