O'Donoghue MTh_Thesis-FinalCopy.pdf - South African Theological ...
O'Donoghue MTh_Thesis-FinalCopy.pdf - South African Theological ... O'Donoghue MTh_Thesis-FinalCopy.pdf - South African Theological ...
discipleship in Matthew is related to community as at times obedience to God is livedout in the context of community. The significance of Jesus teaching of wealth withincommunity will be explored in other areas of this thesis.While Matthew is not exclusively a biography, it does contain biographical elements.Matthew’s biographical elements strengthen the argument of Matthew’s purpose indiscipleship. Biography also serves to remind the reader that the teachings cannotbe separated from the person Jesus. It will be shown later in the thesis that Jesus inthe Gospel of Matthew not only instructs disciples but impressively embodies Hisinstructions and so the reader is presented with a role model.Matthew proclaims the gospel for both Jew and Gentile. The proclamation of Jesusleading His people from slavery to sin will carry pertinence in the remainder of thisthesis. Matthew’s church was faced with the tension of reconciling their Jewishheritage with their new Christian faith. Matthew’s affirmation of the continuedrelevance of the Moral Law shows something of the continuity with the Jewish faith.It is significant in that a couple of the ten commandments have direct relevance tothe teachings of Matthew 6:19-34.25
Chapter 3Literary Analysis - Structure of the Text3.1 IntroductionAs noted in Chapter One a literary analysis needs to be conducted in order to betterunderstand the meaning of the passage, and thus assist in clarifying what Matthew6:19-34 teaches about the relationship between the Christian disciple and money.The goal of this chapter is to begin the literary analysis of Matthew 6:19-34 by findinga working model for the formal division and subdivisions of the text.When considering different scholars’ viewpoints regarding structure one notes thatthere is a lot of debate around source criticism and tradition history. It seems likelythat much of the debate around what parts of the text belong to which theoreticalsources is unlikely to be unresolved.Further, what the readers have to work with is the text in its final form. It is in thisform that it has been presented to the Christian disciple. Thus the approach toidentifying the structure of the text will be similar to Lioy (2004:10), who notes thatthe objective and prudent approach would be to consider the text in its final form.Clearly as it stands in its final form (in the original) it is meant to be read.It should also be noted from the outset that it is common for scholars to considerMatthew 6:19-34 as part of the larger pericope of Matthew 6:19-7:12. As will beshown there is similarity in structure and in theme between 6:19-34 and 7:1-12. Thus26
- Page 1 and 2: A BIBLICAL-THEOLOGICAL ANALYSIS OF
- Page 3 and 4: ACKOWLEDGEMENTSI am eternally grate
- Page 5 and 6: TABLE OF CONTENTSCHAPTER 1: Introdu
- Page 7 and 8: 6.2.5 Discipleship and Community…
- Page 9 and 10: sinfulness and pushes people toward
- Page 11 and 12: discourses in Matthew, is meant to
- Page 13 and 14: Christian disciple and money was an
- Page 15 and 16: NT text actually did occur and did
- Page 17 and 18: to have used it as a source (France
- Page 19 and 20: almost no evidence outside of the N
- Page 21 and 22: addressed.Jesus says things in the
- Page 23 and 24: The Jewish community was taxed very
- Page 25 and 26: finding the origin and purpose of M
- Page 27: instruction for the believing commu
- Page 31: Matthew will have continued pertine
- Page 35 and 36: etween 6:19-24 and 7:1-11 that is c
- Page 37 and 38: would not have ever found such a li
- Page 39 and 40: and 7:7-11 are worth noting:a) Both
- Page 41 and 42: appealing. He seems to at times ack
- Page 43 and 44: three parts.While the literary appr
- Page 45 and 46: Chapter 4Literary Analysis - Matthe
- Page 47 and 48: common to a teacher like Jesus woul
- Page 49 and 50: treasures would be, but agrees that
- Page 51 and 52: Blomberg (1992:123) shows that the
- Page 53 and 54: Talbert (2006:122) argues this by r
- Page 55 and 56: for God’s kingdom, it is in a bad
- Page 57 and 58: The statement that one cannot serve
- Page 59 and 60: Chapter FiveLiterary Analysis - Mat
- Page 61 and 62: Moses. Even more significant is tha
- Page 63 and 64: ightly notes that humans are more v
- Page 65 and 66: Secondly, Henry’s argument that o
- Page 67 and 68: Perhaps the point is not to cast So
- Page 69 and 70: The second reason related to this p
- Page 71 and 72: the scriptures that even the great
- Page 73 and 74: more than what one eats and wears.
- Page 75 and 76: CHAPTER SIXTHEOLOGICAL MOTIFS OF MA
- Page 77 and 78: 6:19-34 and that this chapter would
- Page 79 and 80: It has now been established that Th
- Page 81 and 82: Kingdom requires its citizens to ha
Chapter 3Literary Analysis - Structure of the Text3.1 IntroductionAs noted in Chapter One a literary analysis needs to be conducted in order to betterunderstand the meaning of the passage, and thus assist in clarifying what Matthew6:19-34 teaches about the relationship between the Christian disciple and money.The goal of this chapter is to begin the literary analysis of Matthew 6:19-34 by findinga working model for the formal division and subdivisions of the text.When considering different scholars’ viewpoints regarding structure one notes thatthere is a lot of debate around source criticism and tradition history. It seems likelythat much of the debate around what parts of the text belong to which theoreticalsources is unlikely to be unresolved.Further, what the readers have to work with is the text in its final form. It is in thisform that it has been presented to the Christian disciple. Thus the approach toidentifying the structure of the text will be similar to Lioy (2004:10), who notes thatthe objective and prudent approach would be to consider the text in its final form.Clearly as it stands in its final form (in the original) it is meant to be read.It should also be noted from the outset that it is common for scholars to considerMatthew 6:19-34 as part of the larger pericope of Matthew 6:19-7:12. As will beshown there is similarity in structure and in theme between 6:19-34 and 7:1-12. Thus26
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