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Lecture 8 – Jesus the Teacher – The Parables of Jesus
Additional Reading
Kenneth E. Bailey, Jesus Through Middle Eastern Eyes: Cultural Studies in the
Gospels (Downers Grove: InterVarsity Academic, 2008)
Kenneth E. Bailey, Poet and Peasant Through Peasant Eyes: A Literary-Cultural
Approach to the Parables in Luke (Grand Rapids: Eerdmans, 1983)
Craig L. Blomberg, Interpreting the Parables (Downers Grove: InterVarsity, 1990)
Gordon Fee and Douglas Stuart, How to Read the Bible for All It’s Worth, 3rd edn
(Grand Rapids: Zondervan, 2003), 149-161
Klyne Snodgrass, Stories with Intent: A Comprehensive Guide to the Parables (Grand
Rapids: Eerdmans, 2008)
David Wenham, The Parables of Jesus (Downers Grove: InterVarsity, 1989)
Sometimes the parables are the preaching. There is no other bit of the sermon
to illustrate
the parables, at times, seem deliberately designed to shock, provoke, and even
cause offence
the parables at times appear to be sufficiently confusing and enigmatic that not
everyone “gets” them (see the Parable of the Sower, in particular).
What is a parable?
The English word parable is nearly always taken to mean a short story of some kind.
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Lecture 8 – Jesus the Teacher – The Parables of Jesus
The Greek word parabolē is much wider in its semantic range, and includes to a
proverb (Lk 4:23), a riddle (Mk 3:23), a comparison (Mt 13:33), a contrast (Lk 18:1–
8) and both simple stories (Lk 13:6–9) and complex stories (Mt 22:1–14).
The basic idea lying behind the Gk. word is comparison, that of comparing one thing
in terms of another, and therefore perhaps the simplest sense of a parable is that it
refers to an expanded analogy.
Four prominent categories of parables [adapted from the far more exhaustive list in
Snodgrass, Stories with Intent, pp.9-15]
The Sower
The Growing Seed
The Mustard Seed
The Leaven
The Treasure in the Field
The Two Builders
The Net
Interrogative Parables - These types of parables (there are many more than the two
examples given below) function similarly to similitudes, but they are distinguished by
the fact that they are presented as questions: i.e. “Which of you…; Suppose one of
you…”
Narrative parables involve a proper story, with real character development, and with
real plot resolutions. It is important to note that such narrative parables could be
further subdivided in other ways (for more, see Snodgrass).
One of the great problems with much parable analysis is that hardly anything said
about parables is true of all of them.
Every parable must be approached in its own right and not assumed to look like or
function like other parables.
This leads to the problem of “reading into” the parables some piece of
theology which had nothing to do with Jesus‟ intention.
Another example is Gregory the Great‟s interpretation of the Barren Fig Tree:
The three times the owner came looking for fruit was taken to stand for God‟s coming
before the law was given, his coming at the time the law was written, and his coming
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Lecture 8 – Jesus the Teacher – The Parables of Jesus
in grace and mercy in Christ. The vinedresser represents those who rule the church,
and the digging and dung refer to the rebuking of unfruitful people and the
rememberance of sins (Gregory the Great)
19th and early 20th Century Readings – The influence of Adolf Jülicher .
Adolf Jülicher argued that Jesus never used allegory (and where it looks like
he does, it must therefore be added later – such as in the Parable of the Sower)
Jülicher argued that parables are all about simple similes – this thing is like
that thing.
Therefore, Jesus‟ authentic parables have one basic point, which is usually a
general religious maxim.
Late 20th Century – 21st century readings – the limited return of allegory as a
legitimate category.
The parables can teach several lessons and have multiple points
of correspondence.
Blomberg‟s general maxim – one main point for each character
or group of characters encoded within the story.
The recent work of Snodgrass questions how tight a rule this
should be – Snodgrass argues that each parable needs to be
treated on its merits.
What comes out of this debate is an important reflection on the legitimate and
illegitimate uses of allegory. Here, I want to make a distinction in terms between
allegory and allegorisation.
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Lecture 8 – Jesus the Teacher – The Parables of Jesus
o The key proviso here is that I make the allegorical connections the
author intended. What did they intend by this image/character? Did
they intend every image/character to have symbolic significance (i.e.
how comprehensive is the allegory)?
The key question, therefore goes back to the parable as it would have been heard by
its original listeners. How would they have understood it? What symbolic connections
would they have drawn?
Revealing the surprising nature of the kingdom and the God of the kingdom
Some parables are as clear as bells, and, while we may discuss nuances and
backgrounds in lengthy treatises, they do not need explanation so much as
implementation. They in effect say to us, “Stop resisting and do it,” or “Believe it.”
We do not need much commentary to know the intent of the parable of the Good
Samaritan. Despite the numerous studies of this parable….the parable compels us to
stop resisting and to live its message. (Snodgrass, Stories with Intent).
Speaks to the reader/listener by telling a story that initially does not seem to be
about them directly.
Wounding from behind – you don‟t see that you are falling into the trap of the
story.
o That is what parables can do – they lead you calmly away from your
own defenses and expose your hypocrisy by showing you what you are
really like.
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Lecture 8 – Jesus the Teacher – The Parables of Jesus
Sometimes, large amounts of people don‟t “get” the parable (see, in particular,
Mark 4)
10
When he was alone, those who were around him along with the twelve asked
him about the parables. 11 And he said to them, “To you has been given the secreta of
the kingdom of God, but for those outside, everything comes in parables; 12 in order
that
„they may indeed look, but not perceive,
and may indeed listen, but not understand;
so that they may not turn again and be forgiven.‟ ” (Mark 4:10-12)
Parables can have the effect of sifting the audience – those who „get it‟ want
more, those who don‟t walk away and lose even the little they had.
On other occasions, though, people seem to get the parable quite easily
(although they still disobey its message (Mark 12:1-12; cf. verse 12 - Then
they looked for a way to arrest him because they knew he had spoken the
parable against them.)
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Lecture 8 – Jesus the Teacher – The Parables of Jesus
You cannot disconnect the parables from the proclamation of the kingdom
Not about general moral truths, but about discipleship and theology in light of
the in-breaking kingdom.
The parables shock and challenge, because the advance in-breaking of the
kingdom shocks and challenges.
The message of the kingdom - God‟s eschatological salvation had broken into
the present in advance of its full manifestation at the end. God had broken in
with his saving power, to bring good news to sinners – to proclaim the time of
God‟s favour (see Luke 4:16-21). The divine strategy thus came in a
surprising fashion – God‟s kingly power comes initially in the form of the
weakness and humiliation of the incarnation.
o Many in his audience thought it was about blessing the good guys and
destroying the sinner.
o Jesus says – no – I have not come to call the righteous but the sinner.
a God who gives people equal pay even though some have
worked an hour and others have worked twelve (Matt 20:1-16)
The parables only make sense within Jesus‟ broader proclamation of the
kingdom.
o Many of them start with the phrase – the kingdom of God is like (see
Matthew 13, in particular)
o All of the parables reflect a new perspective on God, his actions, and
our response, in light of the “kingdom come” in Jesus.
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Lecture 8 – Jesus the Teacher – The Parables of Jesus
It is not always the case that the Gospel writers preserve for us an account (i.e. Mark
4; Matthew 13), but when a context is supplied, it is crucial as to how we are to
interpret the parable. Some examples include:
Reading culture correctly to work out what is shocking and what is not.
The most important part of many parables is the conclusion that either demands a
decision or compels the hearer to think in a new way. E.g. Mk 12:10-11 and the
Wicked Tenants parable. E.g. Lk 15:7, 10 and the Lost Sheep and Coin parables.
4. Determine the function of the parable within the overall ministry and
teaching of Jesus
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Lecture 8 – Jesus the Teacher – The Parables of Jesus
5. The parables are fictional descriptions taken from everyday life but they
do not necessarily portray everyday events
6. Determine how the analogy of the parable works, and help that guide
you as to the symbolism and correspondences to reality.
If allegorization is bad, and yet there are some allegorical elements, how am I to do
this responsibly
o Blomberg uses the principle that there is a major point for each major
character.
o Snodgrass thinks this is likely too tight a rule – what you are trying to work
out how the parable works on you – and what its intended impact is. This will
help you work out which correspondences.
o Does God use torturers (Matt 18:34)? The problem of working out how to
properly treat marginal details.
Letting parables interpret one another (see particularly Mark 4, Matt 13, Matt 18,
Luke 15)