Parables Sbu

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ARISTOTLE

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a comparison and application of cases easily supposable and such as occur in real life, for the purpose of illustrating the point in question; the fable, on the other hand, is pure fiction.”

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Parable DEF of GEORGE BUTTRICK

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earthly story with heavenly meaning

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Parable DEF• ADOLF JUELICHER

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o “Illustrative instances which establish an abstract religious or ethical truth by the evidence of a concrete case”

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Parable DEf• C.H. DODD *

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o “At its simplest, the parable is a metaphor or simile drawn from nature or common life, arresting the hearer by its vividness or strangeness, and leaving the mind in sufficient doubt about its precise application to tease it into active thought

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Parable DEF JOACHIM JEREMIAS *

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o “Parable is a form of pictorial speech struck off in a conflict situation and in a Messianic context.”

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Parable Def• KLYNE SNODGRASS

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In most cases then a parable is an expanded analogy intended to convince and persuade.”

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Allegory

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a symbolic narrative or story in which each detail, person, or action on the literal level represents a different reality in another sphere of meaning.

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Mashal

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umbrella term, from the OT. This term is more broad in the OT, so it is allegory, parable, mysterious saying and riddle, or figurative, ex a city shining on a hill

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ipsissima verba

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the very words of JC

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Parables in John

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no.• Jesus uses meshalim in John, "I am the good Shepherd"

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Advocates for Allegory historically

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Origen

Augustine

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Who did not like allegory? historically

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John Chrysostom

John Calvin

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R.C. Trench

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Allegory made the parables serve the interests of systematic theology
Popularized in the English-speaking world in the last century through his book, Notes on the Parables of our Lord

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Def of Parable CRAIG BLOMBERG

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“The Gospel parables, with or without the alleged additions and interpretations, are allegories, and they probably teach several lessons apiece. They are allegories, not in that every detail in the parables stands for something else, but in that at best, several of the details in each parable function metaphysically to point to a second level of meaning in the story.”

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Parable

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to cast alongside

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polyvalence

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multiple levels of meaning

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Oriental Exegesis

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Reading pars in light of present Mid-east culture of peasants

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Exemplum

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example to imitate

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Similitude

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Typical event from real life told in present tense

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Fable

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Similitude extended to narrative, a story parable

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Beispielerzahlung

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example of story to be imitated

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Bild

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story line or picture half

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sache

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the real concern of the teller of the parable

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Tertium Comparationis

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Point of comparision

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Juelicher; good (TOIL)

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Terms for discussion; created parable vocabulary
One-point interpretations
Interpretations went back to their ethical focus.
Lead the revolt again allegory

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Juelicher; bad (LIFE)

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Liberalism: Jesus' teaching became German lib

Ignored Jewishness of parables. Method use was greek rather than hebraic.

Function limited to instruction or teaching; ignored call to decide/change

Eschatological character missed. Failed to

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Paul Fiebig

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First to note rabbinic backgrounds
Noted a number of stock symbols

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BTD Smith

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Provided much historical background

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The two names most known in the historical approach of int.

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Dodd & Jeremias

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About Dodd (DIIS)

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Insisted on historical context interpretation
Insisted on setting in life
Stressed realism
Discussed pars linguistic character and literary form.

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Jeremias; good (SEA)

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Strengthen critical argument; pars back to Jesus
Eschatological dimension recovered
Attempts to find Jesus life situation to find crisis nature

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Jeremias; bad (RETAIL)

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Rejection of all allegory
Ethical dimension weak
Thomas' gospel usage
Accused of reducing them to points
Ignores existential
Literary aspects weak

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Snodgrass "How to interpret Parables" ABCDEFGHI

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Analyze each thoroughly
Bible: meanings should be also in non-parabolic Scripture
Context, specific function
Do not impose real time on parable time
Ears like the first hearers to find the intent of JesusListen without presupposition
Find theological intent and significance.
Grand sceme: keep in mind the larger story
Have an oral nature, remember their
Interpret what is given, not what isn't: don't fill in the blank

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Snodgrass "Charcter of Jesus Pars" KLMNOPQRST

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King is context
Larger collections
Mustard seed aside, human focused
N-gaging and create interest
OT allusions frequent
Pseudo-realistic and shocking. Describe fiction
***** – reverses normality
"Rule of end stress" Best for last
Short, Simplicity(no more than 2 groups or people per scene)
Theocentric, reveal God and his kingdom

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THE PARABLES AS LITERATURE (who)

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o Ernst Fuchs
o Eta Linnemann

o Amos Wilder
o Robert W. Funk

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Parable as language event (who?)

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Ernst Fuchs

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Parable as litlerally metaphore (who)

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Amos Wilder , Funk

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• Ernst Fuchs . about

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o Post-Bultmannian
o A leader of the “New Hermeneutic” of the 1960’s
• Challenged the “objectivity” of interpretation
• Stressed the ways in which the text interprets the reader
• Stressed the “performative” aspect of language: Jesus’ understanding of existence becomes available to readers. The parables inherently call hearers to decision. Indeed, preaching allows the event to happen all over again

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• Eta Linnemann about

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o Points out that the original hearers were not Christian
• She says this because we bring to much Christian meaning to the parables.
o Stressed the role of the hearer in the context in which a parable is told

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Gerhard Ebeling about

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language events

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Amos Wilder about

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Literary metaphor

• Approached the parables both as a NT scholar and as a poet/literary critic
• Keen appreciation of parables as literature and as metaphor

“a true metaphor or symbol is more than a sign, it is a bearer of the reality to which it refers. The hearer not only learns about the reality, he participates in it. He is invaded by it….”

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ROBERT W. FUNK about

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• Parables are open-ended so as to draw the hearer in as a participant in meaning
• Similes illustrate; metphors create meaning
• Challenged the idea that parables have an ideational “point,” either ethical or eschatological (Funk: a parable only has meaning in a situational context). Can not reduce them to an idea or “mere interpretation”

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Dan Via about

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• 1967 book shows a literary/existential approach to parables as aesthetic objects
• Dramatic classifications of comedy and tragedy applied to parables **

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SALLY MCFAGUE

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• Advocates doing theology with the parables of Jesus as models for theological reflection, i.e., as parabolic theology
• Following Funk, considers it anathema to reduce parables to single, paraphrased assertions

A good metaphor moves us to see our ordinary world in an extraordinary way.

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JOHN DOMINIC CROSSAN

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• The most prolific writer of the “parables as literature” crowd
• Thoroughly versed in poetic criticism

• Re-appraises old distinctions between parable and allegory
• Two functions of figurative language
o To illustrate
o To create participation

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CROSSAN’S CLASSIFICATION PARABLES

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• Parables of Advent
• Parables of Reversal
• Parables of Action

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Crossan's parable of Advent

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• Advent parables concern the finding of the treasure (i.e., the kingdom of God) itself, and thus feature themes of hiddenness/mystery, gift/surprise, and discovery/joy

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CROSSAN’S PARABLES OF REVERSAL

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• A reversal of world in light of the advent of the Kingdom of God.
• I.e., the South Pole becomes North
ex. prodigal son

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CROSSAN’S PARABLES OF ACTION

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• These parables portray crucial or critical situations that demand firm and resolute action, prompt and energetic decision

ex. talents

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MARY ANN TOLBERT

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• Looks for timeless dimension of a parable
• Advocates a multiplicity of interpretations (polyvalence)

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STRUCTURALISM

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*Generally disdains the historical situation that produces the text, authorial intention, and the history of interpretation. I.e., Dodd and Jeremias largely wasted their time!

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SOCIOLOGICAL EXEGESIS

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The application of sociological and cultural insights to the reading of NT texts

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Ken Bailey

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• Professor in Beirut
• Comfortable with Arabic language
• Fascinating insights, e.g., chiasm
• Advocates “Oriental exegesis” – reading the parables in light of present Mid-East culture of conservative peasants

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RICHARD ROHRBAUGH

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• Stresses the hermeneutical barrier standing between agrarian and a post-modern industrial age
• He sees a need for us to transpose the parables in light of this barrier

• Argues that the parables’ interpretive relevance must be found for justice/poverty issues, not just in individual moralizing
• Case Study: The Parable of the Rich Man and Lazarus in Luke 16:19-31

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WILLIAM HERZOG

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: parables address the exploitation of the peasant class by ruling elites
• As such, the parables portray social conditions in first century Palestine
• Ch. 4: “The World of Agrarian Societies and Traditional Aristocratic Empires”
• Upon this readying, he portrays Jesus as a social reformer rallying the oppressed

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LUISE SCHOTTROFF

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• Approaches the parables from a feminist and liberationist perspective

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RABBINIC APPROACHES what / who

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• Broadly speaking, these approaches read the parables against the background of rabbinic parables found in Mishnaic, Midrashic, and Talmudic sources
• These scholars tend to oppose the parables as literature crowd

o Harvey McArthur
o Robert Johnston
o David Flusser

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BRAD YOUNG

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rabbinic approach
• Contends that the parables of Jesus and those of the rabbis derive from a similar cultural world
• Hence, dependence of Jesus/rabbis on one another is not the issue

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COMPARATIVE MIDRASH approach / who

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• Frequently advocate that Jesus may have intended a certain parable as a commentary on a text in the Hebrew Bible, e.g, The Good Samaritan as a midrash on Hosea 6:6

Birger Gerhardsson*

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POST-STRUCTURALISM approach

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reader response

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BERNARD BRANDON SCOTT

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• Re-titles many parables because the traditional titles prejudice interpretation
• Distances parables from the Kingdom of God and apocalyptic
• Believes it impossible to state the “meaning” of a parable

• Comes up with a subversive Jesus too easily divorced from His Jewish heritage and context