#73 -- Gospel and Spiritual Growth

Valley – January 12, 2003 a.m.

This message focuses on some of the truths that are taught in the Gospels concerning the world system's secular education. In these accounts it is evident that there are ways of thinking that exhibit a secular perspective coming from secular training. The teacher-student order is common in all education. It is evident in the education of the world system. Secular education exhibits a provincialism that produces a "we are right and you are wrong" intolerance of any viewpoint that disagrees with its perspective. This is seen in the Gospels. Jesus Christ confronted those who had been trained by the system especially in non-biblical Judaism.

In Matthew 10:24, 25 Jesus Christ addresses the disciples that He is sending out. He tells them that they can expect persecution because He is persecuted. He uses the analogy of a student and a teacher and a slave and a master. Neither the student nor the slave is above the teacher or the master. It is sufficient for either to be similar to the teacher or slave master. If the master of a household is called Beelzebub, his slaves will be derided more so. Beelzebub was considered to be the prince of evil spirits or demons among the people of Palestine. Christ sent his disciples out as sheep among wolves and therefore they needed to be as wise as serpents (vs. 16) and even so would suffer ongoing persecution in the ministry of the kingdom of the heavens. Jesus also uses the student and teacher analogy in Luke 6:40. In verse 39 Christ asks the question as to whether the blind can lead the blind and questions concerning the probability that both of them will fall into the ditch. "The student is not above the teacher, but everyone that is thoroughly adjusted will like his teacher (vs. 40). The idea of being thoroughly adjusted is that of making someone useful as a result of an external adjustment. The student and teacher relationship is normal in world system education and to a lesser degree in the training under the Law. Be reminded that under the Mosaic Law parents were primarily responsible for the instruction of their children in the tenets of the Mosaic Law.

II. describes the fact that secular education produces loyalty toward a specific teacher. A good example of this is in the pseudo-science of secular psychology where students have their own gurus as Freud, Rogers, Jung and others. Each had very different presuppositions and conclusions of the same subject. The scribes and Pharisees confronted Jesus in Mark two in the matter of fasting. Two groups following teachers practiced fasting but the students of Jesus did not. One group was identified with John the Baptizer and the other group with the sect of the Pharisees. Jesus' answer is simple. Why fast when the Bridegroom is present? When He is gone, then they can fast. We have already touched Matthew 22:16 in a previous message. The Pharisees sent their students to Jesus to trap Him with the question of taxation. To the teachers it was a win-win situation. Any answer Jesus gave would provide grounds for attack. The students of the Pharisees attempted to emanate their teachers and to meet their approval. Jesus ruined their plan with His "Render unto Caesar the things that are Caesar's and unto God the things that are God's" statement. In Mark 5:7 we learn that the provincialism of some teachers attempts to require certain things of the students of other teachers. The Pharisees replaced divine absolutes with trivial traditional human absolutes (from their point of view). That is to say, the Pharisees pervert the divine standard by replacing it with their own standards. The Pharisees appealed to the tradition of the elders as the standard. Note "tradition" in vss.3, 5, 9 and 13. Verse seven summarizes Jesus' view of the traditions inherent in Pharisaical Judaism: "But they worship me in uselessness, while teaching teachings for faith that are injunctions of man." Men persisted in twisting the Law to make it fit into their life by making their own traditions. This is true in a multitude of elements of the world system and its secular education. In John 9:28 the Pharisees confront the healed blind man with the statement that they are students of Moses and that they are uncertain concerning the teacher that healed him.

When Jesus was 12 years old, He was involved with the top teachers of Israel (Lu. 12:42). He is described as a "learner (vs. 43)." The family had come to Jerusalem for the seven day Passover pilgrimage feast. His parents had left thinking that He was with other family members on the journey home. After they had traveled a day, they realized He wasn't with them. They returned to Jerusalem and searched for Him for three days before they found Him in the temple. Evidently this was one of the last places that they would have gone to find Him. What twelve year old would hang out at the temple? He was sitting in the midst of the teachers (AV "doctors"). He was listening to them. He was thoroughly asking them questions as an equal (Gk.). These teachers would have been the top teachers in the land having gathered for the Passover and now had discovered a child prodigy who showed phenomenal capabilities. All them were amazed when they heard Him because of the way that His mind put things together and because of the questions He asked (vs. 47). They had four days of exposure to Him. His parents confronted Him and He simply asks, "Don't you know that I must be about my Father's business?" The text focuses more on the reaction of the parents than on the reaction of the teachers of the world system of Judaism. He dealt with the intellectual elite of his people in His day and left them astonished. When He entered His earthly ministry, His teaching often left the listeners filled with astonishment (cf. Matt. 7:28; 22:33; Mark 1:22; 11:18; Lu. 4:32). The word "astonish" has the idea striking one out of his or her wits and therefore to amaze or astound.

John three brings secular education to the front in Nicodemus' night visit to Jesus. He comes as a teacher to another teacher (3:1, 3). Nicodemus makes one statement and then asks Jesus two questions in response to Jesus' teaching. The rest of the chapter is Jesus' teaching. Nicodemus' view is stated in verse 2. ". . . We know intuitively that you are a teacher that has come from God, for no one has the power to be doing these sign miracles which you are doing except that God is with him." Jesus responds by anticipating the need for a new birth. Nicodemus is confused. This is especially important because Jesus identifies him as the teacher of Israel (3:10 – the article is in the Greek text). The best rabbi of the best rabbis approaches Jesus. Jesus' instruction is presented but there is no revelation of the response of Nicodemus to that instruction. Nicodemus protected his reputation by coming to Jesus at night probably for fear of others of the religiously secular teachers of his own group.

The secular education of the world system was manifested in the religion of the Pharisees. It had a religious flavor and was built on tradition rather than divine revelation. It is amazing how much teaching in churches is similar to this. Tradition is rooted in secular education and human religion rather than the Word of God.

Spring break has roared to an end for me. I have been involved in a multitude of projects so the break was a break to work. I spend a great deal of time working on a Forum paper and its research. The work has been a blessing. I had hoped to be far enough along to get away for a day or two but that hasn't been possible. His grace is sufficient!

Blessed with all spiritual blessings in the heavenlies,

DKS

THE ROLE OF SLAVERY IN THE COMMERCE AND INDUSTRY IN THE WORLD SYSTEM IN THE OLD TESTAMENT -- I

1 John 2:15

Proposition: To examine the role of slavery in the commerce and industry of the world system as is evidenced in the revelation of the Old Testament. Slavery appears to have been essential the historical development for the world system from its inception.

Introduction

A. The Economy of the World System Developed on the Backs of Its Slaves

B. The Availability of Slaves for Use by Industry and Commerce in the World System

1. From Want

2. From War

C. The Productivity of Slaves at a Reasonable Cost

1. What Came First? Wage Earning Laborers?

2. What Came First? Slaves?

D. The Necessity for the Possession of Slaves to Be Successful in Commerce and Industry

1. Human Beings Were the Machines of Commerce and Industry

2. Slaves Were Essential for the Prosperity of Individuals in the World System

TRANS: Noah's curse on Ham and his son Canaan was the first mention of slavery in the Old Testament. The curse was made in a way that indicated that there had been a measure of servitude prior to the flood and that there was knowledge of what slavery was.

I. THE DATA FOR THE STUDY OF SLAVERY IN THE OLD TESTAMENT – THE INFORMATION AVAILABLE FOR AN ANALYSIS FROM THE SCRIPTURES – THE STUDY OF OLD TESTAMENT WORDS AND CONTEXTS PRODUCE A SYSTEMATIZED TEACHING CONCERNING SLAVERY AND THE COMMERCE AND INDUSTRY OF THE WORLD SYSTEM REVEALED IN THE OLD TESTAMENT

A. The Concepts of the Key Root in the Old Testament

1. The Idea of Work or Labor

2. The Idea of Service

3. The Idea of Slavery

B. The Occurrences of the Key Root in the Old Testament

1. To Serve, Work, Serve as a Slave – db;[' (ahvad) – verb – 289 times

2. Slave, Servant – db,[, (eved) – masc. Noun – 799 times

3. Labor, Service, Servitude – hd'bo[] (avodah) – feminine noun – 145 times

4. Plus Four Other Derivatives Occurring 6/7 times

5. Plus Four Aramaic Forms Occurring c. 38 times

6. Plus Eleven Proper Names

C. The Specific Terms for Female Slaves

1. hx'p.vi (shifchah) – 63 times [a female house servant or slave]

2. hm'a' (ahmah) – 55 times [maid-servant, handmaid]

D. The Relationship of Slaves in the Household

1. They Were Above the Ox and the Ass

2. They Were Below the Rest of the Family

3. Both Were Regarded as Property That Had Been Acquired

a. Oxen and Other Animals Were Acquired Property or Possessions – hn"q.mi

(miqneh) cf. Gen. 4:20; 13:2, 7; Deut. 3:19

b. Slaves Were Identified as Purchased Possessions – @s,K, hn"q.mi (ceseph miqneh) =

lit. "purchased or possession of silver" – cf. Gen. 17:12, 13, 23; Ex. 12:44

E. The Existence of a Person Who Is Hired for Wages – a Hired Laborer – rykif' (sahkeer)

-- noun is found 16 times (ex. Ex. 12:45; Lev. 19:13; Deut. 24:14; Isa. 21:16)

TRANS: Genesis provides an interesting collection of information concerning the early development of slavery. There are some clear implications early in the formative stages of the world system before the flood and after the flood. Slavery had early origins and was perpetuated throughout antiquity.

II. THE DEVELOPMENT OF SLAVERY EARLY IN THE DEVELOPMENT OF THE WORLD SYSTEM – THE IMPORTANCE OF SLAVERY TO THE PROGRESS AND SUCCESS OF THE WORLD SYSTEM IN GENESIS – THE SCOPE OF SLAVERY IN THE EARLY STAGES OF THE WORLD SYSTEM'S DEVELOPMENT OF COMMERCE AND INDUSTRY --Genesis

A. The Conditions for Slavery in the System Before the Noahic Flood

1. The Motivation in the Need for Help in Agriculture – Gen. 5:29

2. The Maneuvering of the Nephalim for Assistance – Gen. 6:4

B. The Curse on Canaan by Noah and Slavery Establishing a Class of Slaves – Gen. 9

1. A Slave of Slaves – Gen. 9:25

2. Slave to Shem – 9:26

3. Slave to Japheth – 9:27

C. The Concentration of Nimrod as a Hunter of Strong Men – 10:8, 9

D. The Collection of Slaves Was an Indication of Wealth and Power

1. Abram – 12:16

2. Abimelech to Abraham – 20:14

3. Abraham – 24:35

4. Isaac – 26:14

5. Jacob – 30:43; 32:5

E. The Condition of Defeated Peoples Under Their Victors – 14:4

F. The Collection of Slaves Trained for a Military Advantage – 14:14, 15

G. The Certainty of the Slavery of the Seed of Abraham for 400 Years – 15:13, 14

H. The Control of the Master's Goods Delegated to a Slave – 24:2, 10

I. The Commitment to Servitude for a Personal Advantage – 29:18, 20, 27, 28; 30:26; 31:6, 7

J. The Commerce in Sale and Purchase of Slaves Illustrated by Jospeh

1. Sold to Ishmeelites – 37:27, 28

2. Sold to Potipher – 39:1

3. Served n Potipher's House -- 39

TRANS: The patterns established in Genesis for slavery and the world system's commerce and industry. Slavery was designed to bring prosperity in the system to those who owned the slaves. They were resources, marks of prosperity and essentials for the development of commerce and industry.

Valley Baptist Church

P. O. Box 99, Gaston, OR 97119