Avoiding Culturally and Historically Bound Examples in Biblical Teaching
Avoiding Culturally and Historically Bound Examples in Biblical Teaching
The New Testament writers caution against using teachings that are rooted in cultural or historical contexts that may not be relevant or applicable to all audiences. The Apostle Paul warns against "stories and endless genealogies" that "bring arguings, rather than that stewardship of God which is with faith" [1]. Similarly, the author of Hebrews encourages believers to "leave the elementary teaching about the Christ, and press on to maturity" [2].
In Colossians, Paul cautions against being "taken captive through philosophy and empty deception, which are based on human tradition and the spiritual forces of the world rather than on Christ" [3]. This warning is echoed in the writings of Matthew Henry, who notes that Titus was advised to avoid "idle and foolish enquiries, tending neither to God's glory nor the edification of men" [4].
The danger of being swayed by culturally or historically bound teachings is highlighted in the context of the early Christian church, where Jewish traditions and practices were being debated. The author of Hebrews warns against being "carried about with divers and strange doctrines" [5]. In the context of Hebrews, these "strange doctrines" may have included Jewish practices and rituals that were not relevant to the Christian community [6].
The importance of avoiding culturally bound teachings is also evident in Jewish tradition. Abraham Ibn Ezra interprets the prohibition on mixing different kinds of animals in Leviticus 19:19 as a warning against changing God's work [7]. This interpretation highlights the importance of understanding the cultural and historical context of biblical teachings.
In teaching biblical doctrine, it is essential to distinguish between timeless principles and culturally or historically bound examples. The author of Hebrews encourages believers to move beyond "basic teachings" and towards a deeper understanding of the person of Christ [8]. By being aware of the cultural and historical context of biblical teachings, teachers can avoid using examples that may be confusing or irrelevant to their audience.
The New Testament writers provide a model for avoiding culturally bound teachings by focusing on the core principles of the faith. By emphasizing the importance of "repenting and faith" [8], and warning against "divers and strange doctrines" [5], they provide a framework for teaching that is relevant across cultures and historical contexts.
Sources
- I Timothy “I Timothy 1:4 (Rotherham) — Not to be teaching otherwise, nor yet to be giving heed to stories and endless genealogies,—the which, bring, arguings, rather than that stewardship of God which is with faith;—”
- Hebrews “Hebrews 6:1 (NASB) — Therefore leaving the elementary teaching about the Christ, let us press on to maturity, not laying again a foundation of repentance from dead works and of faith toward God,”
- Colossians “Colossians 2:8 (BSB) — See to it that no one takes you captive through philosophy and empty deception, which are based on human tradition and the spiritual forces of the world rather than on Christ.”
- Titus (Nonconformist/Puritan) “Matthew Henry on Titus 3:9: Here is the fifth and last thing in the matter of the epistle: what Titus should avoid in teaching; how he should deal with a heretic; with some other directions. Observe, I. That the apostle's meaning might be more clear and full, and especially fitted to the time and state of things in Crete, and the many judaizers among them, he tells Titus what, in teaching, he should shun, Tit 3:9. There are needful questions to be discussed and cleared, such as make for improvement in useful knowledge; but idle and foolish enquiries, tending neither to God's glory nor the edif”
- Hebrews (Baptist/Reformed) “John Gill on Hebrews 13:9: Be not carried about with divers and strange doctrines,.... The word "divers" may denote the variety and multitude of other doctrines; referring either to the various rites and ceremonies of the law, or to the traditions of the elders, or to the several doctrines of men, whether Jews or Gentiles; whereas the doctrine of the Scriptures, of Christ, and his apostles, is but one; it is uniform, and all of a piece; and so may likewise denote the disagreement of other doctrines with the perfections of God, the person and offices of Christ, the Scriptures of truth, the anal”
- Hebrews (Protestant academic) “Tyndale House on Hebrews 13:9: 13:9-10 Since Jesus does not change (13:8), it is unwise for a believer to be attracted by strange, new ideas. The false teachings in view seemed to involve rules about food. In some branches of Judaism, certain ritual meals were understood as providing God’s grace to those participating. Some in the community might have been tempted to abandon the Christian community by participating in Jewish fellowship meals. These Jewish meals at times encouraged participants to focus on the Jerusalem altar. The author reminds his hearers that we have an altar of which those ”
- Sefaria (Jewish (Rationalist)) “Abraham Ibn Ezra on Leviticus 19:19: [THOU SHALT NOT LET THY CATTLE GENDER WITH A DIVERSE KIND.] The reason Scripture states Thou shalt not let thy cattle gender with a diverse kind is to warn us. Since you are holy, in that you do not act violently towards your fellow human being, you must also not do anything to an animal which entails changing God’s work. Scripture therefore reads, Ye shall keep My statutes ; that is, each species is to be preserved. A kind is not to interbreed with another kind.”
- Hebrews (Protestant academic) “Tyndale House on Hebrews 6:1: 6:1-3 In light of the hearers’ immaturity (5:11-14), the author urges them to move beyond basic teachings. The six basic teachings here were all foundational elements of Jewish instruction. The author might be challenging them to move beyond these basic teachings to further understanding about the person of Christ, which he elaborates in 7:1–10:25. 6:1 Let us go on: Or Let us be carried on, suggesting that God initiates growth to maturity (Phil 2:12-13) and that it is an ongoing process. • Repenting and faith are the basic commitments that initiate a person to the”