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    Interpreting The Pauline Epistle Cap6 Tracing The Argument PDF

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    96 Interpreting the Pasting Epa [Av Robertson and W. H, Davis, A New Short Grammar of the Grek New Testament, 10th ed. (New Yorke Harper & Brothers, 1933; Baker 1977). A useful intermediate frammar for the student who is not ready ta tackle Robertson's massive work (see below), Advanced Tools C.D, Moule, An Idiom Book of New Testament Grek, 2d ed. (Cambridge: Cambridge University Press, 1963). Cleary written with many helpful examples, ED. Burton, Syrtax of the Moods and Tenses in New Testament Grav, 3d ed. (Chicago: University of Chicago Press, 1900; Grand Rapids: Kregel, 1976) An illuminat ing study of the Greek verb with many examples Blass and A. Debrunner, A Greek Grammar of the New Testament and Other Early Christian Literature, trans. and ed. RW. Funk (Chicago: University of Chicago Press, 1961). This work isa mine of information. For the advanced stident J.-H. Moulton, W. F Howard, and N. Turner, A Grammar of, Now Testament Greek, 4 vols. (Edinburgh: T. & T. Clark, 1906-1976). Volume i, Syntas, by Tumer is particular: Iy helpful forthe student ALT Robertson, A Grammar ofthe Greek New Testament in the Light off Historical Research, 4th ed. (Nashville: ‘Broadman, 1934). A massive work of great value; dated in places and not well organized IM, J. Harris, "Prepositions and Theology in the Grosk New “Testament,” in The New fnteationel Dictionary of New Testament Theology, eC. Brown (Grand Rapids: Zonder. san, 1978) 3:1171-1215. A valuable article that includes ‘many exegetical examples. 6 Tracing the Argument One of the most challenging parts of the exegetical process Is the reconstruction of the arsument used by Paul. In this step the interpreter asks questions about the function of di ferent propesitions inthe text until he or she ean see ov the entire paragraph or letter fits together. In the case of Pauline literature, the interpreter mast examine Pauls carefully craft fed arguments in order to unfold his message to specific Churches with specific needs. The interpreter who endesvars todo this will undoubtedly aequire more confidence in doing exegesis, Knowing that he or she ean piece together the struc ture ofa passage and explain the structure to others Tn the last chapter we explained in some detail how to dis- ‘gram. No one can follow the thread of Pails arguments if the Syntax and grammar of the text are not understood, If one cannot diagram a Pauline txt, then one will have difficulty in tracing the argument of that text. The ability to diagram the text and the ability to follow an argument go hand in hand. "Lam convinced that tracing the structare ofthe argument Jn the Pauline epistles is the most important sep i the exegetical process, One ofthe weaknesses in many commen {aries today i the failure to trace the angument in each para raph, and the failure to explain how each paragraph relates to preceding and following paragraphs! Instead, the com rmentaries focus on individual words and verses, Readers gain 98 serpetig the Feline Fp ‘much knowledge about individual elements of the text, but they do not acquire an understanding ofthe argument ofeach paragraph or ofthe complete text. The student should understand from the beginning that this step involves effort and discipline. Not only should the student know Greek and be able to diagram, but he or she Tnust also discover the function of every proposition in a Pauline letter, Hard thinking like this cannot be achloved If ‘one does not avold distractions (like the radio or television) ‘when studying. So where does the stident turn to find a rethod that will help him or her to reconstruct the line of eascning in Pauline text? The best method 1 have found is presented by Daniel P. Fuller in his as yet unpublished work ‘on hermencutis, Iam heavily dependent on Fuller in the fol Towing exposition of this method Propositions ‘The key to tracing the argument in the Pauline letters is by understanding the relationship betwoca diferent proposi- "Th diigo inet hi A ‘STS by st Per The ion of Go i eget and Tg Sad of ‘Spy ment hens esol ab i ety tees he rr at ng tes in nr he eh Se fete ta nyo a ema re "Th mural cl ets Fes perm, ule gn fr te peptone ad tay as geen neweee t ‘pis rot ie ser er oe mabe grew un Fler for ‘sane ‘i ine i abe 1 Calarge Mod of Gol (Gand tay eh meal p00 sega ak ‘sou Gea hh kJ. P ine h He anf Oo ‘cing the Argument 99 tions in the text. Pas dd not usually write proverbial, offer: ing random bits of advice to his congregations, He usually engaged in a sustained argument in his letters. We cannot Understand his arguments unless we can set forth and trace the building blocks of his reasoning. The building blocks of his reasoning are found in his propositions. Thus, ifthe thread of Pauls lin of reasoning Isto be discerned, we must Understand the relationship between different propositions Tn this chapter we shall explain and clasity the eifferent kinds of propositions, and then give some examples of haw to trace the argument in the Pauline leters, ‘What is & proposition? A proposition is an assertion or statement about something. The words she at” isa propost Hon, for it makes a statement or an assertion about some thing. In order to be a proposition, a statement must have a subject and predicate, The subject or predicate can be Implied. my child were to ran toward the street 1 would yell, "Stop!" The one word ‘stops a proposition because the Implied subject “you,” and the imperative verb “stop i the predicate [Relationships Between Propositions How do propositions relate to one another? All propost tions relate in ether a coordinate or subordinate way to prvi ‘us propositions, We can see the relation between propost tdons in sentences, For instance, coordinate propositions are found in compound sentences. Compound sentences have two of more independent clauses Joined together, The sen- tence "Tlistned tothe radio, and T washed my car” Isa com pound sentence. Both of these elmises are independent snd ould be separate sentences. Also there is no dependent rel tionship between the two cladres. Two separate activities wwere performed washing the ear and listening to the radio However, these to clauses can easly be rewritten so that one clause is a subordinate clause, If I-write, "I listened to the radio while T washed my car” then the sentence Is now a ‘complex sentence (containing at lest one ibordinats clase) Instead of a compound sentence. The clause “while I washed my ear” is not an independent clause but a subordinate one Infact, tsa temporal subordinate clause because It explains 100 Interpreting the Pastine Epes when listened to the radio. The independent clause “I lis tened to the radio” is a sentence in lis own right, but the ‘lause “whlle I washed the cat” is nota sentence. The latter tlause i dependent (subordinate) upon the main clause in the sentence; indicates when Tlistened to the radi. \We should note that coordinate and subordinate relations do not exist only in individual sentences. A paragraph oF a larger section ina work may be coordinste of subordinate 0 another paragraph or larger section. Thus, when we say that 8 proposition fe subordinate, we are not always referring to = Eubordinate clause in-an individval sentence. A sentence, paragraph, of larger section may be subordinate conceptually fo another sentence, paragraph, or larger section without being a subordinate clause ina sentence. In other words, proposition may be subordinate conceptually without being Eboedinate grammatically. Generally speaking, itis easier fc the relations within sentences than the relations between ‘wo diferent paragraphs. Coordinate Relationships We will examine the three different kinds of coordinate relationships series, progression, and alternative. As we delin: fate the different kinds of propositios, each category wil be brief defined. In addition, common conjunctions that are ‘used for each category will be listed both in English and Greek. The listing of these conjunctions Is not exhaustive; some of the most common are listed. Also, we sil offer exat ples from the NT for each category. 1. Series. The relationship berween proposition i series when each proposition makes its own independent con- {eibution to the whole. The following illustrates this: ‘She laughed, and she sang.” Both propositions make sn independent statement, and neither is dependent on the other in any way: Nor is there any sense of attaining 8 elimax in this sentence. Propositions in a series may fefer to several events that occur at the same time or ‘hay also portray events that occur chronologically Conjunetions: and, moreover, furthermore, likewise, neither. nor (al, obt, o886,e, unB®) Ezarpies: "The sun will be darkened, and the moon ‘Taclng he Argumest 01 will not give its light, and the stars wil fll from the sky, and the heavenly bodies wil be shaken” (Matt, 24:29, Be joyful in hope, padient in affliction, faithful in prayer" (Rom, 12:12). (Note tht this last example lacks the word “and” but it iscleary a series) Progression. The relationship between propositions Is called progression when each proposition Is step cos: fr toward a climax. The statement, “Jesus became. ‘man, and he lived humbly, and he died a criminal’ death” is clearly an example of progression. Even though Jesus became a man, he could have lived as 3 king. And even though he lived humbly, he could have died a noble death. Thus each proposition builds toward ‘climax and serves to show the extent of his love. Conjunctons: then, and, moreover, furthermore, ne! ther. nor (a, obte, oe, we, N68) ‘Examples: "And those he predestined, he also calle and those whom he called he slso justified: and those ‘whom he justified he also glorified” (Rom. 8:30). “The earth produces of itself, fst the blade, hn the eat, then the fll grain in the ear* (Mark 4:28). Alternative. Each proposition expresses different pos bilities arising from a situation. For example, consider the following: “I could work on this book, or T could ‘watch the tennis match on television.” Here I have two alternatives for how Tspend my ime Conjunctions: or but, while, on the one hand... on the other hand (Gk 6, ue 8) ‘Examples: "Some were convinced by what he said, while others disbeieved" (Acts 28:24). "Are you he whe {sto come or shall we look for another?” (Matt. 11:3) Subordinate Relationships Subordinate propositions are those that do net stand alone Dbut are related in some supporting way’ to the main propost tion. Subordinate propositions can be divided into three dif erent types: those that support by asazement those that sup- port by distinct statement, and those thet support by contrary 102 Incerpeting the Paine Hpates ‘The student should note that there are nine different kinds of adverbial clauses inthe categories listed below. Not al of the categories contain adverbial clauses, but the students ably to idently propositions willbe strengbened ifthe nine diferent types of adverbial clauses are mastered. The nine types that appear in the subordinate clauses Below are: (1) ‘medal, (2) comparative, (3) causal. () result, (3) conditional, © purpose, (7) temporal, (8) locative, and (6) concessve ‘These wl be highlighted in exch category 40 thatthe student can begin to master these types of subordinate clauses. Support by Restatement ‘The main proposition may be supported by restatement, that is, by further defining or explaining the main propost. tion. Thore are five ways by which this can be secomplished. Aint ofthese diferent kinds of restatement clauses wth NT ‘examples fellows 1, Aetion-Manner. The statement of an action, and then a more precise sintement that indicates the way or man: fer in which this action is carried out. For example, ast night Icleaned my house by vacitming the carpet and dusting the furniture” Vacuuming and. dusting explain in more precise detall how T cleaned the house Used in modal clauses ‘Key words: by in that Examples, “le emptied himself By taking the form of 4 servant” (Phil 27). "She brought much gain to her masters by prophesying” (Acts 16:16) Comparison. A statement or action in the main propo sition is explained more precisely by a comparative Statement showing what the statement in the main proposition is lke. For instance, If someone says, “Tove you like a brother,” the phrase “like a brother” further Geseribes the kindof love that one has. Used in compar ative clauses Conjunetions: just as, even a5, like, as... £0 (Be, a0, bua, or) Es Be imitators of me, just as 1 also am of Christ” (1 Cor. 11:1) "As the Father has sent me, so send you" John 20:21). arcing the Argument 103 3, Negative Positive, Two alternatives are given: one Is denied and the othe i affirmed. The sentence, "Ii not hot, but it scold” explains in more detail what the writ cer means in saying that It is not hot. The antithetical Statement explains that its the opposite of ho, that i, itis cold, Note that the order ofthese can be reversed 80 that the positive precedes the negative. The to state- ments may be essentially synonymous (fist example below), or they may stand in contrast (second example below), Particles and conjunetions: not, but (08, 88) Examples: “Do not be foolish, but understand what ‘the will ofthe Lord is" (ph 517). "We are fools for th sake of Christ, but you ate wise in Chris” (1 Co. 410) Hea Explanation. The addition of a dasifying state ment t@ the main proposition is slso considered an ‘example of support by restatement. For example, "Tere ie-a drought, that is, there has been no rain for three months” Here we have an ides and an explanation that further explictes the idea. The clarifying statement either explains the whole of the preceding statement UGrst cxample below), or one word of the preceding statement (scond example below). Conjunction: that is, for (rot tov. 60) Examples: "Jacob supplanted me these to times: he took away my Birthright and novt he has taken away my blessing” (Gen 27:36). "And they drank of the rc followed them, and the rock was Christ” (1 Cor. 10:4, Question-answer. The question Is stated and the anever to the question Is given, The question and answer (the answer is implied if the question is rhetori fal) can often be rephrased a a statement Examples: “Shall we continue in in inorder that grace right increase? May it-never be!” (Rom. 6:1). "What does the Seripture say? Abraham believed God (om. 4:3). The later could be rephrased as, "Scripture says that Abraham believed Geel” 108 Interpreting the Pantine Hels Support by Distinct Statement Subordinate propositions that support by distinct state meat allow the author to develop his point further Bight dif ferent categories are found within this second group of subor. inate propositions. We now proceed to give definitions and NT examples for these cight categories of subordinate rela- tionships that support by distinct statement 1. Ground. A statement is made n the main proposition, anu the subordinate one ives a reason or ground for the statement "Do not eat the bens because they are Poisonous word Dems inodce he cae ht Provide the ground or reason forthe command motto fat the berries. In this case the supporting proposition lays flow the main one. Wi shuld note here that the word or (9) can ako nteduce Idea Explanation. “iste word extremely important and require care {ullnterpretation, Usd incense causes Conjunctions: for, because, since (qi, mei tne, ada) ‘Examples: “Blessed are the poor in spvt for theirs is the kingdom of heaven” (Matt $3). Tf they do not have self control, let chem marry for it is better to marry than to bur (1 Cor-79), Inference. \ statement or event from which & conch ‘sion or inference is drawn. The only difference from the previous category is thatthe supporting proposition pre fedes. One should note here that inference and ground function similarly. The difference between them is the order of thelr propositions. Ifa proposition Kea ground, then the supporting statement comes afer the statement itsupports. For example, "I worship Jesus because he God." If an inference is being draven, then the support for that inference i fond inthe first proposition, Thus, the same sentence would appear as follows if the second proposition draws an inference from the fist “Jesus is God, therefore, I worship hin.” Conjuetions: therefore, wherefore, consequent accordingly (obv, 8, dete) “sven “Tacing he Anpunent 105 Examples: "The end ofall things is at hand, therefore, be censible and sober for prayer" (1 Pet 4:7). “Consider yourselves dead to sin and alive to God in Christ Jesus. Therefor, donot et sn reign im your mortal body (Rom. 6:11-12), Action-Result, The relationship between an action and {consequence ot result that accompanies that action ir did not rain for three months, so there was a drought.” The drought resulted diretly from the lack of rain. Used in result clauses. CConjunctions: so that, Ut, withthe result that (ore) Examples: "There arose a great storm in the sea, 30 ‘thatthe boat was being swamped by the waves” (Matt 1824). "God so loved the world thar he gave his only begotten Son” (Jolin 3:16) ‘Action Purpose. Aa action-purpose proposition involves Shatin to sccomplsh» certs uteome. "He ule ing desserts oo that e could lose weight” Notice that ‘etn Result and Acton Purpose are very close In reaming. The diference Is that Acton: Purpose focuses ‘nar intended sul which may nok come ofan. In thou be te pen who spe sig dessens purposed and intended to love weight, but be tray not foe any. Sometimes i is exegtely dificult to dete whether a clause fe pirpose or result Used in apo clases. CConjunctions: in order tht, tht, with a view to, to the end that, lest (vo, xe, va) "Examples: "Tong to se you, that I might impart some spinal gift to strengthen you" (Rom. 1:11) "Por good reason do you reject the command of God i order that {you might establish your own tradition” (Mark 7:9). Conditional, Conditional. propositions show that the causing action is potential only. “If she sores 95 on her ‘am, then she wal eam an in the class.” The ‘is not fuaraniced, but conditioned on her getting a 98. The merreting the Peline Foes result will be obtained only if the condition is met. We should note, however, that with some conditional claus cs in the NT the context clearly indicates that the stated condition sa reality For example, If we have died with CCharist, we believe that we shall also live together with him’ (Rom. 63) tis evident from the conter that Paul believes that itis true that Christians have died ith Christ nd so it follows that believers wail leo live with hit, In eases where the condition isan assumed reality, the conditional claus is really equivalent to a ground. Used in conslitional clauses, Conjtuetions: if... then, if, provided that, except (i, tas) Examples: “If you are led by the Spirit, you are not under law’ (Gal. 5:18). "Tf any person is overtaken in ny trespass, you the spiritual ones should restore such 4 one in'a sprit of gentleness” (Ga. 6:1). Temporal. The relationship between the main proposi- tion and the occasion when it occurs, Temporal props. tions describe the time period in which the action in the ‘main proposition is caried out, Inthe sentence “Jim ate 4 candy bar after he went to the store,” the temporal ‘clause tells us that the candy bar was eaten subsequent to going to the store. Even though temporal clauses focus on the time of @ particular action, a causal idea ray be Implicit. The sentence “After I cleaned up my room, [received my allowance” stresses the time relation between the two clauses, but i is leo possible that the author is implicidy suggesting that the allowance was ‘ecoived because the room was cleaned. Nevertheless, the presence of a temporal clause demonstrates that the uthor desired to emphasize the occasion rather than the eause of the aetion described in the independent las Used in omporal clauses CConjunctions: when, whenever, after, before (Sx, Stav) Examples: "Wien you fast, do not look gloomy” (Matt. 6:16). "Count it all joy, my brothers, whenever you encounter various trials" James 1:2), ‘tracing the Argument or 1, Locative, Locatve propositions indicate the place in ‘which the action occurred ar the place where the action |e operative, Consider the following ‘Where one sees ‘vultures, one wil find a dead body” The locative clause Jnforme us where vultures will be, namely, near a corpse. Locative clauses, lke temporal ones, can also have an implicit causal idea. For example, Ruth said to ‘Naomi, “Whither you go, {wil go" (Ruth 1:16) This is Iocative clause, but it fe also clese that Ruth will because Naor goes. Used in lcatve clauses words where, wheres Gro.) owls Wr io or esa here oper tam, tee amin thee mi” a 1820) "ihre Si ofthe Lard ter Mery (or un Bilateral. A bilateral proposition supports two ther ‘Propositions: one preceding and one foloscing. This Is fot really new category ef simply an example of a Droposiion that is the ground ofthe preceding propos fon, and an inference is drawn from it in the subse- tent proposition. Examine the falling: "May God be braised He fs good. Praise hms foreser™ In thi simple Example the statement "Fle is good” functions as the found forthe first statement, “May God be praised.” In Sutton, an inference is drawn from his goodness, Damely, that he shouldbe praised forever: Conjunctions: Se numbers 1 and 2 above. Example: Only one example wil be given here since these are inevitably longer. "For when you judge others you conderon yourself ss well for you the one judging {othe same things, therfore, we know that Gods judg meat is according ta the tuth spon those who practice ‘seh things (Rom. 2:15-2) ‘Support by Contrary Statement In subordinate relationships the main propesition may also be supported by contrary statement, For those propositions that fit thi type of subordinate relationship, there are £0 categories of subordinate propositions. 105 Interpreting the Pauline Hates 1. Concessive. A concessive proposition develops the arg ‘ment with @ contrary statement that contrasts the main proposition with the concessive one. Consider the fol Towing: "Even though he was aly ive feet tall, he could stuf s basketball.” Here the main clause is supported by the concestive clause. The concessve cause indicates that the proposition in the main clause stands, even though there are conditions that would cause one to expect the opposite. No one expects a five foot person to stuff a basketball, and thus itis all the more remarkable When he ean, Used in concessive clauses, Conjunctions: though .. yet, although, yet, never: theless, but (caine, e, wai, tv eat). We should note here that the conjunction “but” is ambiguous. It may ‘occur in alternative propositions, negative;positive propositions, or concessive ones ‘Examples: “Although he was a Son, he learned obedl- tence from what he suffered” (Heb. 5:8). "Though you have 10,000 instructors in Christ, yer you do not have ‘many fathers” (1 Co. 415). Situation-Response. Sivsstion Response is the re Lonship between a situation in one proposition and ‘response in another. Depending upon the person's response, the relationship betsicen the two statements can be ether positive or negative. However, Situation Response differs from Acuon-Result. In Action-Result the effect is usually an inevitable result ofthe described action, whereas Situation Response focuses on a per- Son’ response. Depending upon the person’ response, the relationship between the two statements can be tlther postive or negative. In the examples listed below, the first Mustrates a negative response, the second, & positive Examples: “How often I would have gathered your children together as hen gathers her brood under her ‘wings, and you would not” (Mat. 23:38), "Jesus did this beginning of signs... , and his disciples believed in him" Goh 2:11. ‘acing the Argument Further Comments on Propositions The student should master the nine different kinds of adverbial clauses that we highlighted above, As we have seen, these propositions can be introduced by various conjunctions, However these propositions ean also be introduced by adver- bial participles. Adverbial participles can be modal, caus conditional temporal, concessive, or show purpose. Adverbial Infinitives may also introduce subordinate clauses, which can be temporal, causal, resultative, or show purpose. The student should study and master the helpful examples of these eate~ tories in Brooks-Winbers? The’ student should retranslate Subordinate clauses with a subject and a finite verb and speci- fy inthe translation the relationship between the main clause and the subordinate clause. For example, Reman 51 literally reads, "Having boon justified by faith, we have peace with God.” This is cearly a causal participle and Ie should be wan lated as follows "Because we have been justified by fsith, we hhave peace with God” Another example occurs in Acts 530, ‘which says, "You llled him hanging hia on 2 tee” It should bbe retranslated, "You killed him in that you hanged him on tree," In other words, the student should not translate the sec ‘ond proposition “hanging him on a tree," nor should it even bbe rendered “by hanging him on tree" Instead, the subject should be explicitly included so thatthe clase is translated “in that you hanged him on a tee.” Not that by supplying an ‘explicit subject the participle “hanging” is now rendered in translation asthe finite verb "hanged" ‘Students often have questions about prepositional phrases and relative clauses, Normally 1 do not introduce a new proposition when relative clauses or prepositions are used, Forinstance, “Sim, who was a weaver, Went tothe store” con tains the relative clause “who was a weaver” One could split this into two propositions: “Jim went to the store” would be the idea and “who was a weaver” would be the explanation [Even though the relative claate cold be analyzed this way, 1 tuslly donot make a new proposition with the relative 2, Pr and C1 Yes Sy of Hoe ‘Seok tener te eos ae cr) me te xpd a 0 Interpreting the Paling Epes

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