Follow Garcia as he challenges Taylor’s work and brings about the conclusion that “We should attribute any differences between Galileans and Judeans primarily to issues of opposing halakhic opinions.”
The more we know and understand the historical, cultural and linguistic background of the Bible, the more we are able to discern elements in the biblical text that heretofore have gone unnoticed. These can be elements that can greatly increase our understanding of the biblical text, reinforce our traditional conceptions, or at times radically transform our understanding by revealing totally unexpected information that affects how the texts would have been originally understood.
The relationship between a sage and his disciple may be characterized both as that of a father to his son, and of a master to his servant. In effect, a disciple indentured himself to his teacher. Traveling with and attending to him, a disciple remained with his teacher twenty-four hours a day, three hundred sixty-five days a year. The etiquette governing the teacher-disciple relationship is a fascinating subject. In this article, Shmuel Safrai explores one aspect of that relationship: To what extent could an advanced disciple differ from the opinions of his teacher?
The following article is an attempt by the author to explain and correct an unfortunate choice of terminology early in his career. That poor choice may have influenced others as they were formulating their own ideas on ancient Jewish hermeneutics. While doing so, they tapped a rather startling source in support of their conclusions.
In rabbinic parables God could be portrayed as behaving in a morally ambiguous manner: he might be a cruel slave owner or a heartless judge. In a few Lukan parables, Jesus also portrayed God as behaving scandalously. Often unsettling for modern readers, such portrayals added humorous elements to the plot and heightened the dramatic effect.
Jesus gave his disciple Peter the “keys of the kingdom of heaven” and promised that whatever Peter “bound” and “loosed” on earth would be “bound” and “loosed” in heaven. What scriptural allusions lurk beneath these expressions and what are their implications? How does the Jewish literary background of Matthew 16:19 help us better appreciate Jesus’ words?
How do we define Jesus within first-century Jewish society? To which of the various Jewish sects does he belong? Was he a Pharisee, an Essene? After years of painstaking research, Shmuel Safrai has identified a new stream within the Judaism of Jesus’ time: the Hasidic movement. This may be a major breakthrough in New Testament studies, as well, because the picture Safrai paints of the Hasidim is amazingly similar to what we know about Jesus. Jesus, who was quite close to the Hasidim and perhaps even involved with some of them, does not reflect Galilean boorishness or ignorance, but rather the dynamism and ongoing creativity of Jewish life in Galilee.
Today, public worship can take place in a synagogue only if at least ten adult Jewish males are present. Women do not qualify as part of this quorum. Furthermore, women are separated from men within the synagogue: women worship in an ezrat nashim, a balcony, or section with a divider, located beside or behind the men’s section. Things were considerably different in Jesus’ day.
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