Understanding Scripture: An Overview of the Bible's Origin, Reliability, and Meaning

Understanding Scripture: An Overview of the Bible's Origin, Reliability, and Meaning

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ISBN-13: 9781433529993
Publisher: Crossway
Publication date: 02/28/2012
Pages: 208
Sales rank: 1,236,998
Product dimensions: 5.25(w) x 8.00(h) x (d)

About the Author

Wayne Grudem(PhD, University of Cambridge; DD, Westminster Theological Seminary) is distinguished research professor of theology and biblical studies at Phoenix Seminary, having previously taught fortwenty years at Trinity Evangelical Divinity School. He is aformer president of the Evangelical Theological Society, a member of the Translation Oversight Committee for the English Standard Version of the Bible, the general editor of theESV Study Bible, and has published overtwenty books.

C. John Collins (PhD, University of Liverpool) is professor of Old Testament at Covenant Theological Seminary in St. Louis, Missouri. He has been a research engineer, church-planter, and teacher. He was the Old Testament Chairman for the English Standard Version Bible and is author of The God of Miracles, Science and Faith: Friends or Foes?, and Genesis 1–4: A Linguistic, Literary, and Theological Commentary. He and his wife have two grown children.

Thomas R. Schreiner (MDiv and ThM, Western Conservative Baptist Seminary; PhD, Fuller Theological Seminary) is the James Buchanan Harrison Professor of New Testament Interpretation and associate dean of the school of theology at the Southern Baptist Theological Seminary.

J. I. Packer (DPhil, Oxford University) serves as the Board of Governors’ Professor of Theology at Regent College. He is the author of numerous books, including the classic best-seller Knowing God. Packer served as general editor for the English Standard Version Bible and as theological editor for the ESV Study Bible.

John Piper (DTheol, University of Munich) is the founder and teacher of desiringGod.organd the chancellor of Bethlehem College & Seminary. He served for thirty-three years as the senior pastor of Bethlehem Baptist Church in Minneapolis, Minnesota, and is the author of more than fifty books, including Desiring God;Don’t Waste Your Life;This Momentary Marriage;A Peculiar Glory;andReading the Bible Supernaturally.

R. Kent Hughes (DMin, Trinity Evangelical Divinity School) is senior pastor emeritus of College Church in Wheaton, Illinois, and professor of practical theology at Westminster Theological Seminary in Philadelphia, Pennsylvania. Hughes is also a founder of the Charles Simeon Trust, which conducts expository preaching conferences throughout North America and worldwide. He serves as the series editor for the Preaching the Word commentary series and is the author or coauthor of many books. He and his wife, Barbara, live in Wyncote, Pennsylvania, and have four children and an ever-increasing number of grandchildren.

Leland Ryken (PhD, University of Oregon) served as professor of English at Wheaton College for nearly 50 years. He has authored or edited over fifty books, including The Word of God in English and A Complete Handbook of Literary Forms in the Bible. He is a frequent speaker at the Evangelical Theological Society's annual meetings and served as literary stylist for the English Standard Version Bible.

Vern S. Poythress (PhD, Harvard University; ThD, University of Stellenbosch) is professor of New Testament interpretation at Westminster Theological Seminary in Philadelphia, Pennsylvania, where he has taught for nearly four decades. In addition to earning six academic degrees, he is the author of numerous books and articles on biblical interpretation, language, and science.

John D. Currid (PhD, University of Chicago) is the Carl W. McMurray Professor of Old Testament at Reformed Theological Seminary. He is currently an adjunct faculty member at theJerusalem Center for Biblical Studies in Jerusalem, Israel, and serves as project director of the Bethsaida Excavations Project in Israel (1995-present). He lectures and preaches worldwide.

Peter J. Gentry(PhD, University of Toronto) is professor of Old Testament interpretation at the Southern Baptist Theological Seminary and director of the Hexapla Institute.

Daniel B. Wallace (PhD, Dallas Theological Seminary) is professor of New Testament studies at Dallas Theological Seminary and the founder of the Center for the Study of New Testament Manuscripts, an institute purposed to preserve Scripture by taking digital photographs of all known Greek New Testament manuscripts. Dr. Wallace influences students across the country through his textbook on Greek grammar, Greek Grammar Beyond the Basics, as it is used in more than two-thirds of the nation’s schools for the study of Greek. His postdoctoral work includes work on Greek grammar at Tyndale House in Cambridge and textual criticism studies at the Institut für Neutestamentliche Textforschung in Münster. When he is not involved in scholarly pursuits, Dr. Wallace and wife, Pati, enjoy spending time with their boys and beagles.

Peter J. Williams (PhD, University of Cambridge) is the principal of Tyndale House and the consulting editor and coordinator of this project. He is also chair of the International Greek New Testament Project, which is producing the largest scholarly edition ever attempted of a single book of the New Testament, namely the Editio Critica Maior of John's Gospel. He is the author of Early Syriac Translation Technique and the Textual Criticism of the Greek Gospels.

David Chapman (PhD, University of Cambridge) is professor of New Testament and Archaeology at Covenant Theological Seminary. He is also the author ofAncient Jewish and Christian Perceptions of Crucifixion. He presents research and lectures worldwide.

Dan Doriani (PhD, Westminster Theological Seminary) serves as the vice president of strategic academic projects and professor of theology at Covenant Seminary. He previously served as the senior pastor of Central Presbyterian Church in Clayton, Missouri, and has been involved in several planning and study committees at the presbytery level in both the Presbyterian Church in America (PCA) and the Evangelical Presbyterian Church (EPC). Dan lives with his wife, Debbie, in Chesterfield, Missouri, and has three grown daughters.

John D. Hannah (PhD, University of Texas at Dallas) is research professor of theological studies and distinguished professor of historical theology at Dallas Theological Seminary. He is a frequent church and conference speaker both at home and abroad. He remains active in church ministries and serves on the boards of several organizations.

Charles E. Hill (PhD, Cambridge University) serves as John R. Richardson Professor of New Testament and Early Christianity at Reformed Theological Seminary. He is the author of Who Chose the Gospels? anda coeditor of The Early Text of the New Testament.

David Powlison(MDiv, Westminster Theological Seminary) is a teacher, a counselor, and the executive director of the Christian Counseling & Educational Foundation. He is also the senior editor of theJournal of Biblical Counselingand the author ofSeeing with New Eyes,Good &Angry, andSpeaking Truth in Love.

Read an Excerpt

CHAPTER 1

Interpreting the Bible: An Introduction

Daniel Doriani

The Bible contains sixty-six books, written in three languages over fifteen hundred years by dozens of authors writing in numerous genres for diverse audiences. Scripture is clear enough that anyone can grasp the essentials of the faith. At the same time, extensive reading leads to riddles: Why does Moses apparently condone polygamy and slavery? What is a denarius? Who is Apollyon? Why do the apostles care about meat that is offered to idols?

THE REQUIREMENTS FOR INTERPRETATION

Skill in interpretation is needed to gain the most from the Bible. When Scriptures are read in the church, leaders can answer questions and orient listeners to its great themes. Still, people rightly desire to read and understand the Bible for themselves (Jer. 31:31–34; 1 John 2:27).

Interpretation of the Bible requires technical skill and spiritual receptivity. Though all God's people have a significant ability to read and understand the great teachings of the Bible in their own language (see Deut. 6:6–7; Pss. 1:1–2; 19:7; 119:130; 1 Cor. 1:2; Eph. 3:4; Col. 4:16), there also remain more detailed and precise questions about meaning that sometimes require technical knowledge of Greek and Hebrew, as well as of Scripture's historical, cultural, and intellectual backgrounds. Here interpretation resembles the reading of dense poetry or constitutional documents. Interpretation is also an art, mastered not by rigid adherence to procedures but by long practice conducted under tutors. Interpretation is also a spiritual task. To read the Bible is not to dissect a lifeless text that only contains marks on a page. As people read Scripture, Scripture reads them, questions them, reveals their thoughts (Heb. 4:12) — and it leads to a Person, not just truths. All Scripture points to Jesus's death and resurrection, to forgiveness, and to personal knowledge of God through him.

To profit from Scripture, one must take the right posture. At one extreme, the skeptic questions and judges whatever he or she reads. At the other, the overconfident believer, convinced that he has mastered biblical or systematic theology, ignores or explains away whatever fails to support his system. Interpreters should come to Scripture humbly, expecting to learn and be corrected and willing to observe Scripture closely and accept whatever they find. All Scripture is breathed out by God (2 Tim. 3:16), so every word counts. If a biblical narrator mentions something as seemingly insignificant as a character's hair, this detail will probably be important — as the hair of Esau, Samson, and Absalom shows!

Interpreters also need skills. The remainder of this chapter explains the skills necessary to read the Bible in context, to find the main point of a passage, to develop a theme, and to apply Scripture.

KNOWING THE CONTEXT

It is a truism that one must read the Bible in context, but the truism hides a distinction. "Context" can refer to the historical or the literary context. The literary context includes the words, sentences, and paragraphs preceding and following a passage. The literary context locates a passage within the larger purposes of a book. Readers should ask why a particular passage is here and not elsewhere, how it builds upon prior passages, and how it prepares for the next. The disciples once said to Jesus, "Increase our faith" (Luke 17:5). Absent a context, it seems like a godly request (which it may be in some contexts). But here the disciples say it after they hear a difficult command and before Jesus tells them they merely need the faith of a mustard seed. Considering this context, some interpreters have seen "Increase our faith" as an excuse, not a godly request.

One should also locate a passage in the context of its entire book. Paul's statement "I appeal to you therefore, brothers, by the mercies of God, to present your bodies as a living sacrifice, holy and acceptable to God ..." (Rom. 12:1) stands at a hinge in Romans. Paul had just finished recounting God's mercies in Romans 3–11. His "therefore" summons readers to see that God's abundant mercies lead them into heartfelt service.

The historical context includes knowledge of the culture, economy, geography, climate, agriculture, architecture, family life, morals, and social structure of the Bible's actors, authors, and readers. Over the centuries, climate and topography hardly vary, but other factors shift more. For example, Israel was poor and weak under Samuel and Saul, strong and rich under David and Solomon.

Historical contexts help readers make sense of passages like Deuteronomy 22:8, which says a builder "shall make a parapet" around the roof of a new home, lest someone fall from it and "bring the guilt of blood" upon the house. A parapet is a retaining wall around the edge of a flat roof. Since Israelites worked, ate, and slept on their roofs, parapets kept reckless boys and restless sleepers from tumbling off. The law taught Israel how to preserve life and to love neighbors.

Again, in Luke 11:27–28 a woman called out to Jesus, "Blessed is the womb that bore you and the breasts at which you nursed." The woman's mind-set explains her odd-sounding speech. In antiquity, women gained honor by marrying a great man or bearing great children. The woman praised Jesus by praising his mother — only a great woman could bear such a great son. Jesus nudges her in another direction: "Blessed rather are those who hear the word of God and obey it." In other words, a woman finds greatness in discipleship more than in matrimony or maternity.

Interpreters must read carefully to recognize both obvious and hidden riddles. Some matters are less clear than they seem. Do contemporary readers know precisely what judges, elders, and talents are? Study resources include a study Bible, and also, in increasing depth, a Bible dictionary, an encyclopedia, and scholarly commentaries. The quality of sources, not the quantity, is paramount.

Background studies permit more accurate study of a text's line of thought. The genre of the passage must be noted, since narrative, law, prophecy, visions, wisdom literature, and epistles all have distinct modes of operation, with subtypes within each genre. To simplify, however, the most basic distinction in terms of genre is between narrative and discourse.

INTERPRETING NARRATIVES

Narratives can be long or short, complex or simple. They can be distinguished as speech stories, reports, and dramatic narratives. A speech story sets up a significant teaching, usually delivered near the end. Consider Jesus's encounters with a centurion (Matt. 8:5–13) and with Zacchaeus (Luke 19:1–10). Reports briefly describe battles, travels, or minor kings. They lack drama and reveal their secrets through patterns. For example, taken together, the reports of Solomon's reign show gold slowly becoming more prominent, and more highly valued, than wisdom. Solomon spent more on his palace than on the temple, and his adherence to the law steadily declined (1 Kings 4–11). Readers can draw conclusions as they read the reports in canonical perspective.

Many narratives feature complex characters and dramatic tension. To interpret narrative, one must note the story's time and place, its characters, and their interests. Soon conflict develops, leading to a crisis, then resolution. The reader should enter the story as if he or she were there, especially at the dramatic climax — when Abraham's knife is poised, when David strides toward Goliath. The resolution follows — the angel calls out, the stone finds its mark. Narratives convey moral, spiritual, and theological truths (1 Cor. 10:11), but one must first look for God's action. He is the prime character in biblical narratives. Readers should ask therefore how God reveals himself, and how he fulfills his covenant promises, in this or that particular story.

The main point of a narrative typically appears in the climax-resolution nexus. The narrator or a character in the story will often reveal that central truth. Dialogue discloses character and motivation (e.g., Luke 15:28–32). In the Abraham-Isaac account, both Abraham and the narrator say that the Lord will provide, and he does (Gen. 22:8, 14). In the David-Goliath narrative, David says, "The battle is the Lord's, and he will give you into our hand," and he does (1 Sam. 17:45–49). The main point in these narratives is not "Abraham obeyed a hard command and believers should, too," or "David was brave and Christians should be, too." The lessons are that "the Lord provides" and "the battle is the Lord's" (and then, also, that he is certainly worthy of trust!). The stories' characters go on quests, face choices, and respond to God faithfully or unfaithfully — but the Lord is the main agent, and believers, unbelievers, and bystanders are always responding to him. In the process they show how people tend to respond, for good or ill, and Bible readers should imitate their good responses and avoid their mistakes.

INTERPRETING DISCOURSE

In discourse, which is the other main type of text in the Bible, the search for the main point (not necessarily the point that most interests the reader) remains central as well. This is true whether the text is poetry, prophecy, or an epistle. The point commonly appears first or last in a passage. (Whole books also have themes that are stated first or last; see Matt. 28:18–20 and Rom. 1:16–17.) Many Psalms reveal their theme at once: "Bless the LORD, O my soul" (103:1; see also 42:1; 107:1). Passages in the Epistles sometimes start with the main point and then elaborate on it. James, for instance, says straight off that not many should aspire to be teachers (3:1a) because they face stricter judgment (3:1b) and because the tongue is beyond control (3:2–8). Other passages build to a climax, as in Jesus's teaching on the law, "You therefore must be perfect as your heavenly father is perfect" (Matt. 5:48). On numerous occasions, writers repeat the main point. The author of Judges says twice that "everyone did what was right in his own eyes" (17:6; 21:25). Paul tells the Corinthians three times to be content in their assigned calling (1 Cor. 7:17, 20, 24). Careful students of Scripture will reread a passage, both to find the main point and to observe the way the biblical authors think. Illustrations, elaborations, and answers to foes are best understood by seeing how they serve the principal lesson.

This is not to say that the main point should be considered the only point or the only important point. For example, though Romans 1:16–17 is the overall theme of Romans, literally hundreds of other theological and ethical truths are taught throughout the pages of this letter. The individual parts are best understood in light of how they contribute to the whole.

TRACING SPECIFIC THEMES THROUGHOUT THE BIBLE

Interpreters also need to learn how to search through Scripture to collect its comprehensive teaching on various specific themes. Students can start topical studies by reading passages listed in their Bibles' cross-references. Concordances are valuable, but they can mislead if readers simply limit their scope to verses that use a particular word. Students of the Bible must locate concepts, not just words, to develop a theme. For example, a concordance search on "pray/prayer/praying" would turn up only one verse in John's Gospel (John 17:9), but several other verses tell how to "ask" God for various things, and those verses also teach a number of particular lessons about prayer. Ideas also unfold progressively within the Old Testament, into the New Testament, and sometimes even within a single book. Wise interpreters still locate every verse in its context and ask how the original audience understood it. For great topics such as work, marriage, or the love of God, it helps to note what the Bible says within the frame of each of the four great epochs: creation, fall, redemption, and restoration.

APPLYING GOD'S WORD

Biblical application chiefly requires careful prayer and meditation, but one must realize that application is more than following commands. Applying Scripture means accepting and fulfilling God-given duties, seeking a godly character, pursuing goals that the Lord blesses, and seeing the world his way. This produces four questions readers can ask themselves that often lead to helpful application: What should I do? Who should I be (or who should I realize that I am, in Christ)? Where should I go? How can I see?

People also apply the Bible when they let it lead them to Christ. After the fall, the Lord promised a Redeemer. Every good prophet, priest, king, and judge points to One who would perfectly fulfill their roles, and every false leader causes the reader to cry out for One who would be true. From the start of the Gospels, Jesus is portrayed as Son of God and Son of Man. Each phase in the Gospel accounts leads toward the climax in the crucifixion and its resolution in the resurrection. Each epistle interprets that great event until Scripture ends in Revelation's songs of praise to the Lamb and the Lion, the King of kings and Lord of lords, contemplated, trusted, and adored. Thus interpretative skills must lead beyond conceptual knowledge to a Person, and a vital relationship with him.

CHAPTER 2

Interpreting the Bible: A Historical Overview

John Hannah

Is there any benefit to reading the Bible as it was understood by previous generations of Christians? Yes, certainly, because the Bible was written for them as well as us. God spoke to them through the Bible as he does to us today, and the spiritual gift of teaching was given to individuals then as it is now. Therefore when we read the biblical interpretations of previous generations, going all the way back to the earliest days of the church, we can often gain insight and perspectives that we might otherwise overlook because of the cultural biases of our own time.

However, before we seek to benefit from the interpretations of previous generations, it is helpful to have a broad overview of the dominant methods of biblical interpretation from various periods in church history.

The earliest followers of Christ interpreted the Hebrew Scriptures (the Old Testament) as Jesus taught them — as a book of anticipations pointing to Christ himself. He was the long-promised Messiah, the Redeemer who would reverse the effects of the primal fall and restore the world to pristine holiness. Jesus taught that the Old Testament spoke of him. To his critics he said, "You search the Scriptures because you think that in them you have eternal life; and it is they that bear witness about me" (John 5:39). The Gospel accounts suggest that Jesus understood the Old Testament from a christocentric, typological perspective; he is repeatedly cast as the fulfillment of the Scriptures. In the Sermon on the Mount, Jesus made it clear that his views did not contradict Moses, but that he had come to invest the Law and the Prophets with their proper and full meaning (Matt. 5:17). Two themes run through Jesus's teaching: (1) the Law was the perfect revelation of God to humanity, and (2) Jesus came to fulfill the Law by meeting its exacting demands for a righteous standing before God.

This approach to the Old Testament is how the earliest writers of the Christian Scriptures (the New Testament) approached their own writings. They spoke of the Old Testament in the same way that Jesus had: as a book not telling merely the pre-Christian history of Israel but telling that history in a way that had present and future significance for Christians. The Old Testament was the original sacred book of the church, giving assurance that Jesus was the promised and anointed one predicted by the prophets.

MARCION

Not everyone in the early church grasped the concept of continuity between the two Testaments, as evidenced by Marcion, who taught in Rome between AD 140 and 160. He argued that the Old Testament was vastly inferior to the writings of the apostles, most notably Paul's. Marcion adopted a literal approach to interpretation, but his dualistic grid discounted the Old Testament, which he believed set forth a different God from the Father of the Lord Jesus Christ, and was not to be read in the churches. His approach pitted law against grace, and the Old Testament God against a God of love. The wider church, however, soon recognized Marcion's innovations as a mistake.

(Continues…)


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Copyright © 2012 Crossway.
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All rights reserved. No part of this excerpt may be reproduced or reprinted without permission in writing from the publisher.
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Table of Contents

Part 1: Interpreting the Bible,
1 Interpreting the Bible: An Introduction, Daniel Doriani,
2 Interpreting the Bible: A Historical Overview, John Hannah,
Part 2: Reading the Bible,
3 Reading the Bible Theologically, J. I. Packer,
4 Reading the Bible as Literature, Leland Ryken,
5 Reading the Bible in Prayer and Communion with God, John Piper,
6 Reading the Bible for Personal Application, David Powlison,
7 Reading the Bible for Preaching and Public Worship, R. Kent Hughes,
Part 3: The Canon of Scripture,
8 The Canon of the Old Testament, Roger T. Beckwith,
9 The Canon of the New Testament, Charles E. Hill,
10 The Apocrypha, Roger T. Beckwith,
Part 4: The Reliability of Bible Manuscripts,
11 The Reliability of the Old Testament Manuscripts, Paul D. Wegner,
12 The Reliability of the New Testament Manuscripts, Daniel B. Wallace,
Part 5: Archaeology and the Bible,
13 Archaeology and the Reliability of the Old Testament, John Currid,
14 Archaeology and the Reliability of the New Testament, David W. Chapman,
Part 6: The Original Languages of the Bible,
15 Hebrew and Aramaic, and How They Work, Peter J. Williams,
16 Greek, and How It Works, David Alan Black,
17 The Septuagint, Peter J. Gentry,
Part 7: Old Testament and New,
18 A Survey of the History of Salvation, Vern S. Poythress,
19 How the New Testament Quotes and Interprets the Old Testament, C. John Collins,

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