The life

.docx

School

Bethel University *

*We aren’t endorsed by this school

Course

2100

Subject

Religion

Date

Dec 6, 2023

Type

docx

Pages

5

Uploaded by CountArtIbis16 on coursehero.com

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
Your preview ends here
Eager to read complete document? Join bartleby learn and gain access to the full version
  • Access to all documents
  • Unlimited textbook solutions
  • 24/7 expert homework help