The life
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Dec 6, 2023
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The life, death, and resurrection of Jesus Christ the Messiah are chronicled in the New
Testament (Harris, 2020). Based on the author and/or subject matter, these works can be
categorized or classified into several genres. There are four genres: narrative, apocalyptic,
correspondence, and gospels. The first four books of the bible contain the gospels. The gospel
accounts of Jesus' life that may be found in Matthew, Mark, Luke, and John are all presented
from various angles. The life of Jesus is the exclusive subject matter of the gospels, setting them
apart from all other forms of writing (Harris, 2020). From a variety of angles, the New Testament
gospels give a summary of the lessons that Jesus taught. The letters or epistles teach us how to
live as followers of Jesus, while the gospels describe the life lessons of Jesus.
A comprehensive narrative of the gospel's dissemination as well as the establishment of the
church can be found in the book of Acts. They span thirty years and traverse the territory from
Jerusalem to Rome. This book's primary goals are to give a historical narrative of Christianity's
beginnings, serve as a manual for upcoming Christ-followers, and illustrate how Christianity
overcame harsh religious persecution. I find apocalyptic writings about the end of the world to be
one of the most fascinating genres.
To comprehend God's role in human history, the book of Revelations describes how he would
redeem his people via human obedience, suffering, and loyalty (Harris, 2020). The worship,
adoration, and final revelation of Jesus Christ are the subjects of this work. The four primary
literary genres found in the New Testament are apocalypse, narrative, epistolary/letter, and
gospel. Personal testimonies, poetry, and parables are among the subgenres found within many of
these genres. They serve as the historically supported outlines of our faith. The four primary
literary genres found in the New Testament are apocalypse, narrative, epistolary/letter, and
gospel. Personal testimonies, poetry, and parables are among the subgenres found within many of
these genres. They serve as the historically supported outlines of our faith.
Jerusalem is the pinnacle of spiritual and religious perfection, whereas Rome stands for the
idea of military and political might. Rome is the embodiment of material prosperity in all its
forms, including money, power, and glory (Tovey, 2011). A new sort of fulfillment is suggested
by Jerusalem: salvation and moral perfection. Rome represents the pinnacle of the earthly
kingdom. The promise of the heavenly kingdom, the highest beatitude to which humanity is
capable, is symbolized by Jerusalem. When viewed from this perspective, the relationship or
what it represents between Rome and Jerusalem becomes tense, oppositional, and even
contentious (Tovey, 2011). Following Jesus' death, the Palestinian Jews openly rebelled against
their Roman oppressors. The source might have been Jude's unease under Roman procurators,
who oversaw gathering taxes and delivering the yearly levies to the empire. Rome also assumed
control over the selection of high priests (Harris, 2020).
As Rome expanded in power, the hostilities and tensions between it and the Jews increased.
Revolt eventually resulted from this. At some point, worship stopped. When Roman forces broke
through Jerusalem's walls, many Jews were killed, and the sacred city was destroyed by fire.
Rome received the taxes designated for the Jewish Temple. It was forbidden for the Jews to win
over new believers. The Jewish state was destroyed by Rome (Harris, 2020). The cannon's last
stages were being fired at this time. Just a few of the works that would eventually make up the
New Testament were written during the uprising (Tovey, 2011).
There was constant disagreement and strain in the connection between Jerusalem and Rome.
Jerusalem stood for ultimate spiritual and religious purity, while Rome represented might in
politics and the armed forces. Jerusalem stood for moral perfection and redemption, whereas
Rome represented material prosperity like wealth, power, and glory
(Wu, 2013).
The Jews in
Palestine rose against the Romans when Jesus died. The strain that resulted from Roman
procurators ruling over Judea can be blamed for this insurrection. It was the procurators' job to
gather taxes from the Jewish people and transmit them to the empire. Rome also assumed
authority over the selection of the high priest. Rome and the Jews experienced increasing
disputes and tensions as Rome increased in strength
(Wu, 2013).
This eventually sparked a
Jewish uprising that was public.
When Roman forces broke through Jerusalem's walls, worship in the city ended, leading to
the death of many Jews and the burning of the sacred city
(Wu, 2013).
Rome received the taxes
that were intended for the Jewish Temple. Moreover, during this moment of revolt, the number of
books that would eventually comprise the New Testament collection was quite small. In
conclusion, the conflict between Jerusalem's spiritual principles and Rome's military might
resulted in the Jewish people's violent revolt against their Roman conquerors. Rome destroyed
their state as a result, and there were limitations on the number of new Jews who could convert
(Wu, 2013).
The names Matthew, Mark, and Luke are Synoptic Gospels because they have a lot of the
same narratives and incidents. The perspective of these occurrences is the same. Furthermore, the
order in which they are told is comparable to one another. There are instances throughout the text
where the words are so similar that it's impossible to distinguish one verse from another. While
the story of Jesus may be told in both books, there may be differences in the amount of
information in each. As an illustration, both books describe Jesus' baptism, although one may
contain more details than the other (Evans, 2021). Synoptic means "summarized or synopsized,"
according to (Evans, 2021). But compared to John, the gospels of Matthew and Mark include a
greater number of identical stories. They frequently follow a comparable order and occasionally
have the same phrasing. They contrast with John, whose ideas are more widely spread (Evans,
2021).
Each book focuses on the life, times, ministry, death, and resurrection of Jesus. However,
each book is told from a unique perspective, by each author. This leads to each book having
different focuses and details that vary based on the perspective. The Synoptic Gospels are the
first three books of the New Testament, Matthew, Mark, and Luke. These three books plus John
are called the “Gospels” because they chronicle the good news of Jesus’ life, death, and
resurrection—the basis of our salvation (Harris,2020). The Gospel of Matthew was written by
Matthew the apostle, one of the twelve commissioned by Jesus. The Gospel of Mark was written
by John Mark, a close associate of the apostle Peter. The Gospel of Luke was written by Luke the
physician, a friend and traveling companion of the apostle Paul (Harris,2020).
According to (Greenberg, 2018), subsequent analysis of the synoptic gospels revealed that
either Mark and Luke agreed against Matthew or Mark and Matthew agreed against Luke in all
significant cases where one of the three gospels clashed with the other two on the phrasing or the
chronological arrangement of stories. This strongly implied that Mark served as the center and
that the other two consulted him in writing. Scholars virtually unanimously agree that Mark was
the first of the four gospels to be composed. If Mark and John had a literary relationship, this
indicates that the latter was dependent upon the former.
The Synoptic Gospels report that Jesus used several distinctive teaching modalities,
including:
1.Speaking with Authority
While on earth, Jesus utilized many different teaching methods during his three and a half years
of ministry. One approach He used was to speak by His authority; He spoke with certainty. The
Bible states, “The people were amazed at His teaching, for He taught with real authority—quite
unlike the teachers of religious law". We find ourselves quoting other teachers or experts in our
field of study, but Jesus did not have to do this. He spoke with His authority because “all
authority on heaven and earth had been given to Him”
(Stanley et al., 2014).
2.Using Object Lessons
Jesus knew that many of the people of His day were visual learners. This is still true today. In
Christ’s Object Lessons, we read, “In His wonderful deeds of healing He had answered their
question” (Herzog, 2012). Jesus used object lessons to communicate truth to those who would
listen. According to the Visual Teaching Alliance (1998), 65% of the population are visual
learners. At the high school level, 10% of the students are auditory learners, and 80% of the
instruction is delivered orally. The 3M Corporation has found that visual aids in the classroom
improve learning by up to 400%. Can you visualize Jesus washing the disciples’ feet? How about
sitting with His disciples when a child approached Him and He said it was, okay? Or pointing
out the widow as she dropped her offering on the plate? Or the big one: calming the storm with
just his words? (Herzog, 2012).
3.Use of Repetition
There is a famous saying attributed to teachers: “You are going to do this over and over again
until you get it right.” Repetition is essential to new learning, as is relevance and rigor. Jesus
utilized these three concepts as He worked not only with His disciples but with folks He met
(Herzog, 2012). We see this when He talked about the importance of receiving the kingdom of
God like a little child, and when He told the disciples to allow the children to come to Him. In
Peter, we read about desiring the milk of the world like a child, and regarding evil, being like
infants. His repetitious use of children sends a message to us. It is crucial to our lessons that we
identify the essential concepts to be learned and build on them. In teacher education, we talk
about accessing prior knowledge and activating prior knowledge. Students need to see the
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