The document discusses connections between midrash and the New Testament. It begins by looking at a midrash on Genesis that suggests Adam was originally an androgynous or "double-faced" being that God later split into male and female. It then examines a passage from Matthew about Herod seeking to kill the infant Jesus by ordering the slaughter of male children in Bethlehem. Parallels are drawn between this and a midrash on Exodus that says Pharaoh similarly targeted Egyptian newborns. The document explores what can be learned by studying these stories side-by-side and identifies midrashic elements in the Matthew text.
Take Up The Sword of The Spirit - Ephesians 6:17bDavid Turner
A good soldier must know how to use his weapons. For the Romans it was a sword. For the Christian it is the Word of God. Download free PowerPoint presentations of Ephesians at BibleGuy.org
Put On Righteousness - Ephesians 6:14bDavid Turner
We cannot clothe ourselves in our personal righteousness, because any righteousness we have in ourselves falls short of God's standard of righteousness. Instead, we must shield our hearts with the righteousness of Christ. We are declared righteous because of his righteousness, not because of anything in ourselves. For a free PowerPoint download of this presentation visit us at wwwBibleguy.org.
The Bible in Medieval Jewish ScholarshipChris Heard
During the Middle Ages, Jewish scholars placed new emphasis on the “plain” or “literal” meaning of scripture, and struggled to reconcile that emphasis with traditional rabbinic modes of interpretation. This presentation introduces viewers to these developments. It’s intended for early-stage undergraduate students with minimal prior background in Jewish studies, medieval studies, or biblical studies. Suggestions from colleagues with expertise in this field are most welcome. (I’m aware that the presentation lacks a sufficient introduction to Kabbalah; it’s in the works.)
Hebrews 4:11-16. Let us: Use our gifts. Walk properly. Not judge one another. Pursue peace and edification. Not commit sexual immorality. Not tempt Christ. Take heed. cleanse ourselves. Walk in the Spirit. Not become conceited. Not grow weary. Do Good. Press toward the goal. Not sleep but watch and be sober. Not love in word or tongue but in deed and truth. Love one another. Be glad and rejoice and give him glory.
A verse by verse commentary on Acts chapter 13 dealing with the ordination of Barnabas and Saul, and their ministry in Cyprus. They encounter a sorcerer and false prophet named Bar-Jesus and make him blind. Paul gives many great speeches about God's plan in Jesus.
THE CHRISTIAN CLASSROOM
INTRO: 2COR 3:6, 17
TEXT: COL 1:9-11
I. ACADEMICS- …KNOWLEDGE OF HIS WILL
COL 1:9
1Cor 1:9
Eph 1:5
Eph 1:11
Eph 1:17-19
Eph 4:1
II. APPLICATION- UNDERSTANDING
COL 1:9
1Cor 14:20
Eph 1:4
Eph 3:16
Eph 3:18
Eph 3:19
Phil 1:27
1Thess 5:15
2Thess 2:17
Titus 3:8
III. ACCELERATION- WALK… INCREASING
COL 1:10
Phil 1:9
Col 2:19
1Thess 4:1
2Pet 3:18
CONCLUSION: GRADUATION
1COR 15:54-57
Take Up The Sword of The Spirit - Ephesians 6:17bDavid Turner
A good soldier must know how to use his weapons. For the Romans it was a sword. For the Christian it is the Word of God. Download free PowerPoint presentations of Ephesians at BibleGuy.org
Put On Righteousness - Ephesians 6:14bDavid Turner
We cannot clothe ourselves in our personal righteousness, because any righteousness we have in ourselves falls short of God's standard of righteousness. Instead, we must shield our hearts with the righteousness of Christ. We are declared righteous because of his righteousness, not because of anything in ourselves. For a free PowerPoint download of this presentation visit us at wwwBibleguy.org.
The Bible in Medieval Jewish ScholarshipChris Heard
During the Middle Ages, Jewish scholars placed new emphasis on the “plain” or “literal” meaning of scripture, and struggled to reconcile that emphasis with traditional rabbinic modes of interpretation. This presentation introduces viewers to these developments. It’s intended for early-stage undergraduate students with minimal prior background in Jewish studies, medieval studies, or biblical studies. Suggestions from colleagues with expertise in this field are most welcome. (I’m aware that the presentation lacks a sufficient introduction to Kabbalah; it’s in the works.)
Hebrews 4:11-16. Let us: Use our gifts. Walk properly. Not judge one another. Pursue peace and edification. Not commit sexual immorality. Not tempt Christ. Take heed. cleanse ourselves. Walk in the Spirit. Not become conceited. Not grow weary. Do Good. Press toward the goal. Not sleep but watch and be sober. Not love in word or tongue but in deed and truth. Love one another. Be glad and rejoice and give him glory.
A verse by verse commentary on Acts chapter 13 dealing with the ordination of Barnabas and Saul, and their ministry in Cyprus. They encounter a sorcerer and false prophet named Bar-Jesus and make him blind. Paul gives many great speeches about God's plan in Jesus.
THE CHRISTIAN CLASSROOM
INTRO: 2COR 3:6, 17
TEXT: COL 1:9-11
I. ACADEMICS- …KNOWLEDGE OF HIS WILL
COL 1:9
1Cor 1:9
Eph 1:5
Eph 1:11
Eph 1:17-19
Eph 4:1
II. APPLICATION- UNDERSTANDING
COL 1:9
1Cor 14:20
Eph 1:4
Eph 3:16
Eph 3:18
Eph 3:19
Phil 1:27
1Thess 5:15
2Thess 2:17
Titus 3:8
III. ACCELERATION- WALK… INCREASING
COL 1:10
Phil 1:9
Col 2:19
1Thess 4:1
2Pet 3:18
CONCLUSION: GRADUATION
1COR 15:54-57
Shemot begins the Book of Exodus. Pharaoh issues harsh decrees against the children of Isra’el, beginning decades of Jewish suffering and slavery. Moshe is born and raised in the Mitsrite royal palace. After killing a Mitsrite, Moshe escapes to Midyan and marries. Elohim appears to him in a burning bush and demands that he return to Mitsrayim to redeem the children of Isra’el. Moshe returns to Mitsrayim with the intention of freeing the Jewish people.
Rationalizing the Supernatural
Authorship Info
The generations of…
The problem of “Dan”
This is verified in Josephus
Also verified by Excavations of Babylon
Where did Gen come from?
“Back parts”
Gods Goodness
John 4, Samaria; the gift of God; Jesus Is Greater; whoever believes; Living ...Valley Bible Fellowship
John Chapter 4, Samaria; Living Water; the gift of God; Jesus Is Greater; whoever believes; Vows, Marriage, Living Together, Shacking Up; What is proper worship?; What is truth?; Messiah is coming; They left everything and followed Him; Harvest Has Come; the Savior of the world
The allegory of Joseph and Pharaoh (Genesis)Simon Fuller
A presentation given at the Laindon (Old Paths) Christadelphian Ecclesia on the 26th April on the allegory (or type) of Joseph (in figure Christ) and Pharaoh (representing God)
The 4,000 Year HinduCalvinism Delusion The Bible By Design - Session 2Jeremy Richard
Calvinism. Reformed Theology. Hard Determinism. This is the major cancer in Protestant Christianity that many a Theologian have tried to combat but with very little success. Reformed Churches are exploding. Reformed Pastors are infiltrating churches and taking them over, satisfied if half the congregation leaves after their Calvinism is brought into the light since that still leaves them with the business organization and in charge. Calvinist board members are secretly recruiting these seminary-trained Pastors behind the backs of other board members and by the time the people of the church find out, it is too late.
Why is Augustine a hero to both the Roman Catholic Church and the Reformers? There was a huge, dangling thread on the sweater that the Church was wearing. That thread was pulled during the research which caused three more threads to be exposed and each time a thread was pulled more threads would show themselves until the entire sweater began to unravel to reveal the nightmare underneath. The answers that were found during this dig through history and the biblical texts will absolutely shock you as 1,600 year old truths will be revealed from under the Gnostic grime.
Christians tend to think that Calvinism only affects Calvinists and as long as they believe their nonsense over there then it doesn't affect them. But this mistaken view couldn't be more in error. HinduCalvinism affects almost everything you think you know about the bible and there is almost no subject in the biblical text that is untouched or unaffected.
Steel yourself for the millennia long adventure through history presented in these pages. They will change your life.
Buy it now on Amazon: https://www.amazon.com/dp/B0BMT22STS
Top reviews from the United States
Kristina
5.0 out of 5 stars Excellent, Thought-Provoking and Important Book!
Reviewed in the United States on October 24, 2022
Buy it, read it. Then read it again. This book is not only a must-read for anyone coming out of Calvinism, but is also important for any Christian who is in a church.
For me, even just this first section of the book was amazing! If Calvinist doctrines have harmed the faith of yourself or someone you love, understanding its errors is the first step toward healing and renewed growth. As a parent, understanding the subversive infiltration of Calvinist teachings into Christian thought is the best way to inoculate your children against falling prey to its heresies.
But there is so much more to this book than just providing the reader with a solid defense against Calvinism. This book will turn everything you thought you knew upside down, from your perception of yourself to your conception of the Creator.
This is an excellent, important book, and I highly recommend it.
The French Revolution, which began in 1789, was a period of radical social and political upheaval in France. It marked the decline of absolute monarchies, the rise of secular and democratic republics, and the eventual rise of Napoleon Bonaparte. This revolutionary period is crucial in understanding the transition from feudalism to modernity in Europe.
For more information, visit-www.vavaclasses.com
Synthetic Fiber Construction in lab .pptxPavel ( NSTU)
Synthetic fiber production is a fascinating and complex field that blends chemistry, engineering, and environmental science. By understanding these aspects, students can gain a comprehensive view of synthetic fiber production, its impact on society and the environment, and the potential for future innovations. Synthetic fibers play a crucial role in modern society, impacting various aspects of daily life, industry, and the environment. ynthetic fibers are integral to modern life, offering a range of benefits from cost-effectiveness and versatility to innovative applications and performance characteristics. While they pose environmental challenges, ongoing research and development aim to create more sustainable and eco-friendly alternatives. Understanding the importance of synthetic fibers helps in appreciating their role in the economy, industry, and daily life, while also emphasizing the need for sustainable practices and innovation.
Embracing GenAI - A Strategic ImperativePeter Windle
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
Palestine last event orientationfvgnh .pptxRaedMohamed3
An EFL lesson about the current events in Palestine. It is intended to be for intermediate students who wish to increase their listening skills through a short lesson in power point.
The Roman Empire A Historical Colossus.pdfkaushalkr1407
The Roman Empire, a vast and enduring power, stands as one of history's most remarkable civilizations, leaving an indelible imprint on the world. It emerged from the Roman Republic, transitioning into an imperial powerhouse under the leadership of Augustus Caesar in 27 BCE. This transformation marked the beginning of an era defined by unprecedented territorial expansion, architectural marvels, and profound cultural influence.
The empire's roots lie in the city of Rome, founded, according to legend, by Romulus in 753 BCE. Over centuries, Rome evolved from a small settlement to a formidable republic, characterized by a complex political system with elected officials and checks on power. However, internal strife, class conflicts, and military ambitions paved the way for the end of the Republic. Julius Caesar’s dictatorship and subsequent assassination in 44 BCE created a power vacuum, leading to a civil war. Octavian, later Augustus, emerged victorious, heralding the Roman Empire’s birth.
Under Augustus, the empire experienced the Pax Romana, a 200-year period of relative peace and stability. Augustus reformed the military, established efficient administrative systems, and initiated grand construction projects. The empire's borders expanded, encompassing territories from Britain to Egypt and from Spain to the Euphrates. Roman legions, renowned for their discipline and engineering prowess, secured and maintained these vast territories, building roads, fortifications, and cities that facilitated control and integration.
The Roman Empire’s society was hierarchical, with a rigid class system. At the top were the patricians, wealthy elites who held significant political power. Below them were the plebeians, free citizens with limited political influence, and the vast numbers of slaves who formed the backbone of the economy. The family unit was central, governed by the paterfamilias, the male head who held absolute authority.
Culturally, the Romans were eclectic, absorbing and adapting elements from the civilizations they encountered, particularly the Greeks. Roman art, literature, and philosophy reflected this synthesis, creating a rich cultural tapestry. Latin, the Roman language, became the lingua franca of the Western world, influencing numerous modern languages.
Roman architecture and engineering achievements were monumental. They perfected the arch, vault, and dome, constructing enduring structures like the Colosseum, Pantheon, and aqueducts. These engineering marvels not only showcased Roman ingenuity but also served practical purposes, from public entertainment to water supply.
How to Make a Field invisible in Odoo 17Celine George
It is possible to hide or invisible some fields in odoo. Commonly using “invisible” attribute in the field definition to invisible the fields. This slide will show how to make a field invisible in odoo 17.
June 3, 2024 Anti-Semitism Letter Sent to MIT President Kornbluth and MIT Cor...Levi Shapiro
Letter from the Congress of the United States regarding Anti-Semitism sent June 3rd to MIT President Sally Kornbluth, MIT Corp Chair, Mark Gorenberg
Dear Dr. Kornbluth and Mr. Gorenberg,
The US House of Representatives is deeply concerned by ongoing and pervasive acts of antisemitic
harassment and intimidation at the Massachusetts Institute of Technology (MIT). Failing to act decisively to ensure a safe learning environment for all students would be a grave dereliction of your responsibilities as President of MIT and Chair of the MIT Corporation.
This Congress will not stand idly by and allow an environment hostile to Jewish students to persist. The House believes that your institution is in violation of Title VI of the Civil Rights Act, and the inability or
unwillingness to rectify this violation through action requires accountability.
Postsecondary education is a unique opportunity for students to learn and have their ideas and beliefs challenged. However, universities receiving hundreds of millions of federal funds annually have denied
students that opportunity and have been hijacked to become venues for the promotion of terrorism, antisemitic harassment and intimidation, unlawful encampments, and in some cases, assaults and riots.
The House of Representatives will not countenance the use of federal funds to indoctrinate students into hateful, antisemitic, anti-American supporters of terrorism. Investigations into campus antisemitism by the Committee on Education and the Workforce and the Committee on Ways and Means have been expanded into a Congress-wide probe across all relevant jurisdictions to address this national crisis. The undersigned Committees will conduct oversight into the use of federal funds at MIT and its learning environment under authorities granted to each Committee.
• The Committee on Education and the Workforce has been investigating your institution since December 7, 2023. The Committee has broad jurisdiction over postsecondary education, including its compliance with Title VI of the Civil Rights Act, campus safety concerns over disruptions to the learning environment, and the awarding of federal student aid under the Higher Education Act.
• The Committee on Oversight and Accountability is investigating the sources of funding and other support flowing to groups espousing pro-Hamas propaganda and engaged in antisemitic harassment and intimidation of students. The Committee on Oversight and Accountability is the principal oversight committee of the US House of Representatives and has broad authority to investigate “any matter” at “any time” under House Rule X.
• The Committee on Ways and Means has been investigating several universities since November 15, 2023, when the Committee held a hearing entitled From Ivory Towers to Dark Corners: Investigating the Nexus Between Antisemitism, Tax-Exempt Universities, and Terror Financing. The Committee followed the hearing with letters to those institutions on January 10, 202
A Strategic Approach: GenAI in EducationPeter Windle
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
Operation “Blue Star” is the only event in the history of Independent India where the state went into war with its own people. Even after about 40 years it is not clear if it was culmination of states anger over people of the region, a political game of power or start of dictatorial chapter in the democratic setup.
The people of Punjab felt alienated from main stream due to denial of their just demands during a long democratic struggle since independence. As it happen all over the word, it led to militant struggle with great loss of lives of military, police and civilian personnel. Killing of Indira Gandhi and massacre of innocent Sikhs in Delhi and other India cities was also associated with this movement.
3. 26 And God said, Let us make man in our image, after our likeness: and let them have dominion over the fish of the sea,
and over the fowl of the air, and over the cattle, and over all the earth, and over every creeping thing that creepeth upon
the earth.
27 So God created man in his own image, in the image of God created he him; male and female created he them.
28 And God blessed them, and God said unto them, Be fruitful, and multiply, and replenish the earth, and subdue it: and
have dominion over the fish of the sea, and over the fowl of the air, and over every living thing that moveth upon the
earth. (King James Version)
Genesis 1: 26-28
Genesis 2: 21-23
21 And the LORD God caused a deep sleep to fall upon Adam, and he slept: and he took one of his ribs, and closed up the
flesh instead thereof;
22 And the rib, which the LORD God had taken from man, made he a woman, and brought her unto the man.
23 And Adam said, This is now bone of my bones, and flesh of my flesh: she shall be called Woman, because she was taken
out of Man. (King James Version)
Huh?!?
4. Rabbi Jeremiah son of Elazar said: When the Holy One, blessed be He, created the first human, He created him a
hermaphrodite [Greek: androgynos], for it is said, “male and female He created them (Genesis 5:2).”
Rabbi Samuel son of Nachman said: When the Holy One, blessed be He, created the first human, He created him “double-
faced.” Then He split him and made him of two backs, one for this one and one for that one. The other rabbis challenged
his view and asked him: But is it not written [in the Torah], “And God took one of his ribs?” (Genesis 2:21) [Note: the
biblical Hebrew word for “rib” in this sentence is tzela.]
He replied to them: [No, tzela in this verse is not to be understood to mean that God took one of his "ribs," but that He
took one] of his two sides [the word tzela appears here translated into the Aramaic word sitra, "side“].
[Why should we read the Hebrew word tzela as the Aramaic word sitra? Because elsewhere, Scripture] says, “. . . and for
the tzela of the Tabernacle” (Exodus 26:20), and in that instance the Targum translates tzela to mean, the "side" (sitra) of
the Tabernacle.
Genesis Rabbah, 8: 1
7. Let’s Start with:
A New Testament Text
with Connections to a Midrash
Exodus 1:13 – 22
The Egyptians ruthlessly imposed upon the Israelites the various labors that they made them perform.
Ruthlessly they made life bitter for them with harsh labor at mortar and bricks and with all sorts of Tasks In the
field.
The king of Egypt spoke to the midwives of the Hebrews, one of whom was named Shifrah and the other Pu-ah,
saying “When you deliver the Hebrew women, look at the birthstool: if it is a boy, kill him; if if is a girl, let her live.”
The midwives, fearing God, did not do as the king of Egypt had told them; they let the boys live. So the king of
Egypt summoned the midwives and said to them, “Why have you done this thing, letting the boys live?” The
midwives said to Pharaoh, “Because the Hebrew women are not like the Egyptian women: they are like animals
(in giving birth). Before the midwife can come to them, they have already given birth!”
And God dealt well with the midwives; and the (Hebrews) multiplied and increased greatly. And because the
midwives feared God, God established households for them. Then Pharaoh commanded all his people, saying,
“Every boy that is born you shall throw into the Nile, but let every girl live.”
First, let’s look at a text from the Hebrew Bible – specifically, from the beginning of the Book of Exodus.
8. Then Pharaoh commanded all his
people, saying, “Every boy that is
born you shall throw into the Nile,
but let every girl live.”
Then Pharaoh commanded all his
people, saying, “Every boy that is
born you shall throw into the Nile,
but let every girl live.”
9. Triggers
Gaps in biblical stories
Contradictions within the Bible
Grammatical quirks or oddities in the biblical Hebrew
Unusual word choices
Apparent redundancy or repetition in the Bible
Word plays or literary associations in the biblical Hebrew
Unusual visual features found in certain Hebrew words in the Torah (enlarged letters, upside-
down letters, etc.)
Anything that might raise a question to a careful reader of the Bible in Hebrew
Elements of the Bible that seem to address contemporary issues facing the rabbis
10. Then Pharaoh commanded all his
people, saying, “Every boy that is
born you shall throw into the Nile,
but let every girl live.”
11. Midrash Rabbah - Exodus 1:18
THEN PHARAOH COMMANDED ALL HIS PEOPLE, SAYING, “EVERY BOY THAT IS
BORN, YOU SHALL THROW INTO THE NILE…”(Exodus 1:22).
Rabbi Yossi bar Rabbi Hanina said: Pharaoh decreed against his own people too!
And why was this? Because his astrologers told him, ‘The mother of Israel's
savior is already pregnant with him, but we do not know whether he is an
Israelite or an Egyptian.’ Then Pharaoh assembled all the Egyptians before him
and said: Give me your [newborn] children for nine months that I may cast them
in the river, as it is written: EVERY BOY THAT IS BORN, YOU SHALL THROW INTO
THE NILE (Exodus 1:22). It does not say ‘every boy who is an Israelite’, but ‘every
boy’, whether he be Jew or Egyptian.
12. Now let’s look at a New Testament
text that has some similar things
going on…
Matthew 2: 1 - 18
13. Matthew 2: 1 - 18
In the time of King Herod, after Jesus was born in Bethlehem of Judea, astrologers* from the
East came to Jerusalem, asking, “Where is the child who has been born king of the Jews? For we
observed his star at its rising, and have come to pay him homage.”
When King Herod heard this, he was frightened, and all Jerusalem with him; and calling together
all the chief priests and scribes of the people, he inquired of them where the Messiah was to be
born. The told him, “In Bethlehem of Judea; so it has been written . . .”
Then Herod secretly called for the astrologers and learned from them the exact time when the
star had appeared. Then he sent them to Bethlehem, saying, “Go and search diligently for the
child; and when you have found him, bring me word so that I may also go and pay him homage.”
When they had heard the king, they set out; and there, ahead of them, went the star that they
had seen at its rising, until it stopped over the place where the child was. When they saw that the
star had stopped, they were overwhelmed with joy. On entering the house, they saw the child
with Mary his mother; and they knelt down and paid him homage.
* [magi in Greek, which often meant “astrologers”]
Matthew 2: 1 – 18 (cont’d)
Then, opening their treasure chests, they offered him gifts of gold, frankincense, and myrrh.
And having been warned in a dream not to return to Herod, they left for their own country by
another road.
Now after they had left, an angel of the Lord appeared to Joseph in a dream and said, “Get up,
take the child and his mother, and flee to Egypt, and remain there until I tell you; for Herod is about
to search for the child, to destroy him.” Then Joseph got up, took the child and his mother by night,
and went to Egypt, and remained there until the death of Herod. This was to fulfill what had been
spoken by the Lord through the prophet, “Out of Egypt I have called my son.” [reference to Hosea
11:1 in Hebrew Bible]
When Herod saw that he had been tricked by the astrologers, he was infuriated, and he sent and
killed all the children in and around Bethlehem who were two years old or under, according to the
time that he had learned from the astrologers. Then was fulfilled what had been spoken through
the prophet Jeremiah: “A voice was heard in Ramah, wailing and loud lamentation, Rachel weeping
for her children; she refused to be consoled, because they are no more.” [quoting Jeremiah 31:15]
14. Let’s look at some of the elements
these two stories share:
• A baby boy with a special, divine mission whose life is
endangered by an unscrupulous king.
• Both babies are described as redeeming leaders of the
Jews.
• Astrologers who seem to have powers of divination or
reading cosmic signs.
• A king who feels threatened by the arrival of this child and
who orders the slaughter of all babies who could possibly fit
the description presented by the astrologers.
• A “Joseph” who goes from the Holy Land down to Egypt,
later followed by the emergence of the Hebrews’ redeemer
(Moses / Jesus) out of Egypt where he can fulfill his mission.
15. Possible connections between the
Midrash and the Matthew passage?
• The Matthew writer knew the Midrash and was influenced by it.
• The Midrash writer knew the Matthew story and was influenced
by it.
• Both writers drew on familiar stories involving some of the
common elements and motifs of the two texts.
16. What are some cool things we can learn by
studying these stories side-by-side?
• The Matthew story can be read as a midrashic echoing of the Exodus story about
Pharaoh’s decrees against the innocent babies. One function of Midrash is to build
connections of mythic importance between new religious figures and already
established ones of renown. There are many examples of Midrash that connect a great
rabbi with Moses or another biblical figure.
• While the Matthew story probably didn’t emerge as a response to the “trigger” that
led to the Midrash we’re examining, it’s interesting to see that both stories revolve
around the same motifs from Exodus. Midrash is connected to the Hebrew Bible –
responding to it, reshaping it, sometimes reinterpreting it, but always connected.
• Also the Matthew story offers some new “midrash” of its own. Let’s check that out…
17. Midrashic features in our New Testament
text
Now after they had left, an angel of the Lord appeared to Joseph in a
dream and said, “Get up, take the child and his mother, and flee to
Egypt, and remain there until I tell you; for Herod is about to search for
the child, to destroy him.” Then Joseph got up, took the child and his
mother by night, and went to Egypt, and remained there until the
death of Herod. This was to fulfill what had been spoken by the Lord
through the prophet, “Out of Egypt I have called my son.” [reference to
Hosea 11:1 in Hebrew Bible]
Let’s look at this part of the Matthew text:
Remember, sometimes a midrash takes a passage from the Hebrew Bible and explains or
interprets it in a fresh way (perhaps revealing a hidden, metaphorical meaning, or
connecting a biblical text to a contemporary situation facing the Jewish people at the time).
Hoseawas a prophet during the last years of the Northern Kingdom of
Israel (the unified kingdom of David and Solomon had split into two nations –
Israel in the north and Judah in the South). Hosea described the Northern
Kingdom as having betrayed the God of Israel, through worship of other gods and
many other grievous sins. He foretold the invasion and destruction of the
Northern Kingdom by the Assyrian Empire – an event that took place around 722
B.C.E. He is famous for using a marriage metaphor to describe the relationship
between God and the people Israel, with God as husband and Israel as wife. He
then depicts the Northern Kingdom as an unfaithful, adulterous wife. He depicts
God presenting proof of various betrayals in a sort of decree of “divorce,” though
he also depicts God as ultimately choosing to reunite with a repentant people
Israel.
Here’s the whole chapter from which the Matthew text quotes Hosea, offering a
“midrash” of its own on a single phrase in the chapter:
When Israel was a child, then I loved him, and out of Egypt I called My son.
The more they called them, the more they went from them; they sacrificed
unto the Baalim, and offered to graven images. And I, I taught Ephraim
(another name for the Northern Kingdom) to walk, taking them by their arms;
but they knew not that I healed them. I drew them with cords of a man, with
bands of love; and I was to them as they that take off the yoke on their jaws,
and I fed them gently. He shall not return into the land of Egypt, but the
Assyrian shall be his king, because they refused to [repent]. And the sword
shall fall upon his cities, and shall consume his bars, and devour them,
because of their own counsels. And My people are in suspense about
returning to Me; and though they call them upwards, none at all will lift
himself up. How shall I give thee up, Ephraim? . . . My heart is turned within
Me, My compassions are kindled together. I will not execute the fierceness of
Mine anger, I will not return to destroy Ephraim; for I am God, and not man,
the Holy One in the midst of thee; and I will not come in fury. They shall walk
after the Eternal, who shall roar like a lion; for He shall roar, and the children
shall come trembling from the west. They shall come trembling as a bird out
of Egypt, and as a dove out of the land of Assyria; and I will make them to
dwell in their houses, says the Eternal.
18. Let’s come back to the first verse of the chapter, which has the passage being
“drashed” in Matthew:
When Israel was a child, then I loved him, and out of Egypt I called My son.
Here’s the Matthew “midrash” again:
Now after they had left, an angel of the Lord appeared to Joseph in a dream
and said, “Get up, take the child and his mother, and flee to Egypt, and remain
there until I tell you; for Herod is about to search for the child, to destroy
him.” Then Joseph got up, took the child and his mother by night, and went to
Egypt, and remained there until the death of Herod. This was to fulfill what
had been spoken by the Lord through the prophet, “Out of Egypt I have called
my son.”
Within the rules of midrash, taking a biblical
text out of its original context is okay. It
happens all the time!
Non-literalist approach to Scripture.
19. Midrashic features in our New Testament
text
When Herod saw that he had been tricked by the astrologers, he was
infuriated, and he sent and killed all the children in and around
Bethlehem who were two years old or under, according to the time
that he had learned from the astrologers. Then was fulfilled what had
been spoken through the prophet Jeremiah: “A voice was heard in
Ramah, wailing and loud lamentation, Rachel weeping for her children;
she refused to be consoled, because they are no more.” [quoting
Jeremiah 31:15]
Homework assignment: