Selecting Authentic yet Distinct Human Examples in Biblical Teaching
The New Testament writers consistently warn against "strange doctrines" and "teaching otherwise" while simultaneously urging believers to follow authentic examples of faith. This tension—between doctrinal fidelity and the need for varied human illustrations—shapes how Scripture presents faithful witnesses across different contexts without compromising theological unity.
The Biblical Vocabulary of Doctrinal Consistency
Paul's pastoral letters establish a clear boundary: teachers must not "teach otherwise" (ἑτεροδιδασκαλεῖν), a compound Greek term that Calvin explains can mean either "to teach differently" in method or "to teach a different doctrine" in content [4]. The apostle uses this language in 1 Timothy 6:3 to condemn those who introduce novel teachings contrary to established apostolic instruction [2]. Similarly, the author of Hebrews warns against being "carried aside" by "divers and strange doctrines," where "strange" (ξένος) means "foreign to the truth" [8]. These warnings establish that doctrinal content must remain consistent with apostolic teaching, regardless of who delivers it or what examples illustrate it.
Yet this doctrinal uniformity does not demand uniformity in human examples. The writer to the Hebrews demonstrates this principle by cataloging a "huge crowd of witnesses" from Israel's history, each demonstrating faith in distinct circumstances [5]. The list in Hebrews 11 moves from Abel's acceptable sacrifice [3] through patriarchs, judges, prophets, and martyrs—each facing different trials, each responding with faith appropriate to their situation. The doctrinal point remains singular: "without faith it is impossible to please God" (Hebrews 11:6). The human illustrations, however, span centuries and circumstances.
Sincerity as the Unifying Thread
What allows diverse examples to serve unified doctrine is the quality of sincerity. Torrey's Topical Textbook identifies Christ as the supreme example of sincerity [1], and this authenticity must characterize both the teacher and the examples selected. The catalog lists multiple spheres where sincerity operates: "our love to God," "our service to God," "our faith," "our love to one another," and "our whole conduct" [1]. Significantly, sincerity must also mark "the preaching of the gospel" itself, with Paul contrasting his own sincere proclamation against those who preach "without" it (Philippians 1:16) [1].
This emphasis on sincerity explains why Scripture can present flawed figures as examples without endorsing their failures. David's adultery and murder disqualify those actions as examples, but his repentant faith in Psalm 51 becomes instructive. Abraham's deception about Sarah does not appear in Hebrews 11's catalog, but his obedient departure from Ur does. The selection principle is not moral perfection but authentic faith response in specific moments. The doctrine being illustrated—justification by faith, perseverance under trial, obedience to divine calling—determines which aspects of a person's life serve as example.
Distinguishing Doctrine from Application
Paul's instruction to "approve things that are excellent" or "try things that differ" (Philippians 1:10) establishes a discernment principle. John Gill explains this as distinguishing between categories: "morality and grace, earthly things, and heavenly things, carnal and spiritual, temporal and eternal things, law and Gospel, the doctrines of men, and the doctrines of Christ" [6]. These distinctions matter because examples drawn from different spheres serve different purposes. A business leader's strategic wisdom might illustrate prudence without endorsing their theology. A martyr's courage might exemplify faithfulness without requiring identical circumstances from every believer.
The danger Paul addresses in 1 Timothy 6:3 involves false teachers who used their doctrinal innovations to undermine social order, "despising dominion or government" and encouraging "disobedience to parents and masters" [2]. Their error was not merely selecting different examples but teaching "another doctrine, from that of the Bible" [2]. The examples they chose reflected and reinforced their deviant theology. This suggests that example selection becomes problematic when it subtly shifts doctrinal content rather than merely illustrating established truth in varied contexts.
The Pedagogical Function of Varied Examples
Hebrews 5:12 addresses believers who remain "unskilful in the word of righteousness" because they persist in using only elementary teaching [7]. The solution is not abandoning foundational doctrine but progressing to more mature application. John Gill notes that the "word of righteousness" is "the Gospel, which is a doctrine of righteousness" centered on "the pure, perfect, and everlasting righteousness of Christ" [7]. Mature teaching presents this single doctrine through increasingly complex examples that challenge believers to apply unchanging truth in varied circumstances.
The Hebrews 11 catalog demonstrates this pedagogical strategy. Early examples (Abel, Enoch, Noah) involve straightforward obedience. Later examples introduce complexity: Abraham's willingness to sacrifice Isaac, Moses' choice to suffer with God's people, Rahab's faith despite her past. The doctrine of faith remains constant; the human situations grow more textured. This progression trains believers to recognize authentic faith across diverse contexts without relativizing the doctrinal standard.
Maintaining Doctrinal Boundaries While Expanding Illustrations
The New Testament's approach balances two imperatives: doctrinal purity and contextual relevance. Paul's concern in 2 Corinthians 1:12 that conduct be marked by "sincerity" rather than "fleshly wisdom" [1] applies equally to example selection. Fleshly wisdom might choose examples that flatter the audience or avoid offense; sincere teaching selects examples that genuinely illuminate the doctrine being taught, even when uncomfortable.
The writer of Hebrews models this by including examples that would challenge his audience's assumptions. Rahab the prostitute appears alongside patriarchs. Gentile Ruth could have been included in such a catalog. These choices expand the range of authentic witnesses without diluting the doctrinal content. The criterion is not cultural comfort but genuine demonstration of the faith being described. This principle allows teachers to draw examples from unexpected sources—provided those examples authentically illustrate biblical truth rather than subtly importing foreign doctrine under the guise of fresh illustration.
Sources
- Torrey's Topical Textbook “Torrey's Topical Textbook: Sincerity — Christ was an example of -- 1Pe 2:22. Ministers should be examples of -- Tit 2:7. Opposed to fleshly wisdom -- 2Co 1:12. Should characterise Our love to God. -- 2Co 8:8,24. Our love to Christ. -- Eph 6:24. Our service to God. -- Jos 24:14; Joh 4:23,24. Our faith. -- 1Ti 1:5. Our love to one another. -- Ro 12:9; 1Pe 1:22; 1Jo 3:18. Our whole conduct. -- 2Co 1:12. The preaching of the gospel. -- 2Co 2:17; 1Th 2:3-5. A characteristic of the doctrines of the gospel -- 1Pe 2:2. The gospel sometimes preached without -- Php 1:16. The wicked devoid of -- Ps 5:9; ”
- 1 Timothy (Baptist/Reformed) “John Gill on 1 Timothy 6:3: If any man teach otherwise,.... Or another doctrine, as the Syriac version renders it; a doctrine different from what the apostle had now taught, concerning the duty of servants to their masters; as did the false teachers, who despised dominion or government; not only civil government, and so spoke evil of rulers and magistrates; and church government, and therefore reviled the apostles, elders, and pastors of churches; but family government, and encouraged disobedience to parents and masters; see Pe2 2:10 or teach another doctrine, from that of the Bible, of Chris”
- Hebrews (Nonconformist/Puritan) “Matthew Henry on Hebrews 11:4: The apostle, having given us a more general account of the grace of faith, now proceeds to set before us some illustrious examples of it in the Old Testament times, and these may be divided into two classes: - 1. Those whose names are mentioned, and the particular exercise and actings of whose faith are specified. 2. Those whose names are barely mentioned, and an account given in general of the exploits of their faith, which it is left to the reader to accommodate, and apply to the particular persons from what he gathers up in the sacred story. We have here those”
- CCEL (Reformed) “Calvin, Commentary on 1-2 Timothy, Titus, Philemon, section 4.4: is a compound, and, therefore, may either be translated, “to teach differently,” or after a new method, or, “to teach a different doctrine.” The translation given by Erasmus, ( sectari ,) “ to follow,” does not satisfy me; because it might be understood to apply to the hearers. Now Paul means those who, for the sake of ambition, brought forward a new doctrine. If we read it, “to teach differently,” the meaning will be more extensive; for by this expression he will forbid Timothy to permit any new forms of teaching to be introduce”
- Hebrews (Protestant academic) “Tyndale House on Hebrews 12:1: 12:1-17 The author challenges his hearers to endure in following Jesus, the supreme example of faithfulness, by imitating him in his suffering (12:1-4), by enduring under God’s discipline (12:5-13), and by living in peace with others (12:14-17). 12:1 huge crowd of witnesses: The host of faithful followers of God (ch 11) bear witness to the truth that God blesses the life of faith. • let us strip off every weight: In Greco-Roman literature, a race is a metaphor for the need for endurance in life. Just as extra weight hinders a runner, sin . . . trips us up. It ent”
- Philippians (Baptist/Reformed) “John Gill on Philippians 1:10: That ye may approve things that are excellent,.... Or "try things that differ". There are some things that differ one from other; as morality and grace, earthly things, and heavenly things, carnal and spiritual, temporal and eternal things, law and Gospel, the doctrines of men, and the doctrines of Christ; all which differ as much as chaff and wheat, as gold, silver, precious stones, and wood, hay, stubble. These are to be tried and proved; they are not to be received without distinction, but should be examined, which is right and best to be chosen and preferred;”
- Hebrews (Baptist/Reformed) “John Gill on Hebrews 5:12: For everyone that useth milk,.... And sits down contented with the first principles of the Gospel, such as are easily taken in and digested; or makes use of the ceremonial law, as a schoolmaster to teach him the Gospel: is unskilful in the word of righteousness; the Gospel, which is a doctrine of righteousness; not of works of righteousness done by men, and of justification by them, or of a man's own righteousness; but of the pure, perfect, and everlasting righteousness of Christ: and it is called so, because it is the means of stripping a man of his own righteousn”
- Hebrews (Presbyterian) “Jamieson, Fausset & Brown on Hebrews 13:9: about--rather, as oldest manuscripts read, "carried aside"; namely, compare Eph 4:14. divers--differing from the one faith in the one and the same Jesus Christ, as taught by them who had the rule over you (Heb 13:7). strange--foreign to the truth. doctrines--"teachings." established with grace; not with meats--not with observances of Jewish distinctions between clean and unclean meats, to which ascetic Judaizers added in Christian times the rejection of some meats, and the use of others: noticed also by Paul in Co1 8:8, Co1 8:13; Co1 6:13; Rom”