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Module 9: NT Genre Studies 2: Epistles and Revelation
I. Epistles
A. Preliminary Remarks
1. Definition
a. Letters from the apostles and other early church leaders to Christian communities and individuals, which are carefully structured, didactic, and primarily teach theology and offer ethical instruction.
b. Biblical Epistles vs. Ancient Epistles in General: “The NT letters are less literary, formal, and artistic than many classical Greek treatises but still generally longer, more carefully structured, and more didactic than typical personal correspondence.”
2. Of all the genres, knowledge of historical background is most important when it comes to epistles.
3. Ancient Letters have a distinct form that needs to be taken into account:
a. Salutation
b. Thanksgiving and/or Prayer
c. Body
d. Exhortation and Instruction
e. Conclusion
4. Authorship
a. It was typical to use an amanuensis (see esp. Romans, and the repeated use of i[na, di,a, etc.).
b. The issue of pseudonymous writings.
B. Specific Rules
1. Study the logical development of the argument. Remember that the motivation for writing should always be kept in mind. Further, think in the units of thought that the author is, and trace the development of these units.
2. Study the situation behind the documents. Since epistles are very occasional documents, one must have a solid grasp on background information. Without this, the arguments set forth will see odd and round-about.
3. Note the different subgenres employed in the epistles. Like other genres we have studied, there are numerous subgenres (e.g. hymns, creeds, proverbs) within epistles that must be identified as literary units.
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Case Example #13: 1 Corinthians 11 This passage will be nearly impossible for you to interpret if you don’t have some notion of the cultural background of 1 Corinthians. Thus, you need to do some homework. Follow these steps: · Find a good dictionary and read up on the city of Corinth · Find a good commentary (e.g. Witherington’s socio-rhetorical commentary on 1st Corinthians) and read the section on background. · See if you can identify what is culturally-bound in this passage. · See if you can find what isn’t culturally bound in this passage. |
II. Revelation
A. Preliminary Remarks
1. Definition
a. “actually a conglomeration of three distinct genres: epistle, prophecy, and apocalypse.”
b. “primarily an apocalypse”
2. In regards to cultural background, it is very important in that Revelation is an epistle (it is addressed to a specific group of churches), and uses much apocalyptic imagery (and thus an awareness of OT imagery is important).
3. It is important to note the various schools of interpretation on Revelation that have existed throughout the history of the church:
Approach |
Description |
Challenge |
Caution |
|
Preterist View |
J ohn is writing to encourage Christians in his own day who |
To gain the same kind of encouragement John’s first readers gained from the vivid images of God’s sovereignty |
Do not forget that most biblical prophecy has both an immediate and a future application. |
|
Futurist View
|
Except for the first three chapters, John is describing events that will occur at the end |
To see in contemporary |
Do not assume that we have “figured out” the future, since Jesus said that no one will know the day of his return before it happens. |
|
Historicist View |
The book of Revelation |
To note the consistency of human evil throughout history and recognize that names may change but the rebellion against God has not |
Be careful before identifying current events or leaders as fulfilling aspects of the book of Revelation. |
|
Idealist View |
The book of Revelation |
To gain insight into the past, to prepare for the future, and to live obediently and confidently in the present |
Do not avoid the book because it is difficult. Try to understand Revelation within its broader literary context. |
B. Specific Rules
1. Revelation must have meant something to the original audience that they could comprehend.
2. Let the author’s interpretation of the imagery serve as the starting point for understanding imagery.
3. See the visions as wholes and do not press details.
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