LOS EVANGELIOS BIBL 1321 – Otoño 2017 Daniel E. López Clase #7

LA CONFESION DE PEDRO Mateo 16 13 Viniendo Jesús a la región de Cesarea de Filipo, preguntó a sus discípulos, diciendo: ¿Quién dicen los hombres que es el Hijo del Hombre? 14 Ellos dijeron: Unos, Juan el Bautista; otros, Elías; y otros, Jeremías, o alguno de los profetas. 15 El les dijo: Y vosotros, ¿quién decís que soy yo? 16 Respondiendo Simón Pedro, dijo: Tú eres el Cristo, el Hijo del Dios viviente. 17 Entonces le respondió Jesús: Bienaventurado eres, Simón, hijo de Jonás, porque no te lo reveló carne ni sangre, sino mi Padre que está en los cielos. 18 Y yo también te digo, que tú eres Pedro, y sobre esta roca edificaré mi iglesia; y las puertas del Hades no prevalecerán contra ella. 19 Y a ti te daré las llaves del reino de los cielos; y todo lo que atares en la tierra será atado en los cielos; y todo lo que desatares en la tierra será desatado en los cielos. 20 Entonces mandó a sus discípulos que a nadie dijesen que él era Jesús el Cristo. If parables have been so infamously misinterpreted throughout church history, what are some hermeneutical guidelines that will aid us in staying on the proper course? As a start, it is important to note that Jesus often employed parables to teach about the kingdom of God. Klyne Snodgrass claims that the meaning of almost all parables can be subsumed under the theme of kingdom, which was the main subject of Jesus’ preaching (Mark 1:15). In fact, many parables begin with an explicit introductory phrase such as, “This is what the kingdom of God is like” (Mark 4:26). Snodgrass writes, The primary focus of the parables is the coming of the kingdom of God and the resulting discipleship that is required. When Jesus proclaimed the kingdom he meant that God was exercising his power and rule to bring forgiveness, defeat evil and establish righteousness in fulfillment of Old Testament promises.14 This kingdom theme, in turn, is often expressed through three main theological sub-motifs: “the graciousness of God, the demands of discipleship, and the dangers of disobedience.”15 Some parables highlight only two persons or groups. They are the two builders: one built his house on the rock, the other on sand. The one son told his father that he would not work in the vineyard but later changed his mind and worked. The other son said he would work but never did. The generous landowner is placed over against the grumbling workmen. The five foolish virgins are a contrast to the five wise virgins. Other parables include three people: the king, the debtor, and fellow servant (Matthew 18); the priest, the Levite, and the Samaritan (Luke 10); the father, the younger son, and his brother (Luke 15); the servant who received five talents, his companion who received two, and the lazy servant who received only one talent (Matthew 25). The emphasis in these parables falls on the last one who is portrayed as an example that must be either followed or avoided. Then Matthew and Luke have the so-called double parables that differ in respect to setting, time, and audience. Jesus told the wedding banquet parable a few days before His death (Matthew 22), but He delivered the great supper parable as an after-dinner speech in the home of a prominent Pharisee (Luke 14). He educated His disciples with the parable of the lost sheep (Matthew 18) and repeated it when He addressed Pharisees and teachers of the law (Luke 15). Jesus taught the parable of the talents in the context of eschatology (Matthew 25), but He told the story of the pounds or minas on the way to Jerusalem where He celebrated His last Passover feast (Luke 19). Teaching orally by way of repetition, Jesus was at liberty to use the same material at different occasions. His method of repeating the same material exhibits emphasis. In fact, the Hebrew verb למד (lmd) means to teach and conveys the inherent meaning of to repeat, exercise, or become accustomed to. In other words, the implication is to teach by repetition.

Gr. “Ekklesia” = asamblea afuera LA PRIMERA MENCION DE LA “IGLESIA” Gr. “Petros” = piedra Gr. “Petra” = roca Mateo 16 18 Y yo también te digo, que tú eres Pedro, y sobre esta roca edificaré mi iglesia; y las puertas del Hades no prevalecerán contra ella. 19 Y a ti te daré las llaves del reino de los cielos; y todo lo que atares en la tierra será atado en los cielos; y todo lo que desatares en la tierra será desatado en los cielos. 20 Entonces mandó a sus discípulos que a nadie dijesen que él era Jesús el Cristo. Gr. “Ekklesia” = asamblea afuera ¿A QUE SE REFIERE CON “SOBRE ESTA ROCA”? Pedro mismo es la “roca”. El es señalado como líder entre los discípulos, y se le dará las “llaves del Reino de los Cielos”. La declaración de Pedro es la “roca”. La Iglesia está edificada sobre la verdad fundamental de Cristo como “El Mesías e Hijo de Dios”. Jesucristo mismo es la “roca”. Hay varios pasajes tanto del Antiguo como Nuevo Testamento que usan esta descripción para Cristo. If parables have been so infamously misinterpreted throughout church history, what are some hermeneutical guidelines that will aid us in staying on the proper course? As a start, it is important to note that Jesus often employed parables to teach about the kingdom of God. Klyne Snodgrass claims that the meaning of almost all parables can be subsumed under the theme of kingdom, which was the main subject of Jesus’ preaching (Mark 1:15). In fact, many parables begin with an explicit introductory phrase such as, “This is what the kingdom of God is like” (Mark 4:26). Snodgrass writes, The primary focus of the parables is the coming of the kingdom of God and the resulting discipleship that is required. When Jesus proclaimed the kingdom he meant that God was exercising his power and rule to bring forgiveness, defeat evil and establish righteousness in fulfillment of Old Testament promises.14 This kingdom theme, in turn, is often expressed through three main theological sub-motifs: “the graciousness of God, the demands of discipleship, and the dangers of disobedience.”15 Some parables highlight only two persons or groups. They are the two builders: one built his house on the rock, the other on sand. The one son told his father that he would not work in the vineyard but later changed his mind and worked. The other son said he would work but never did. The generous landowner is placed over against the grumbling workmen. The five foolish virgins are a contrast to the five wise virgins. Other parables include three people: the king, the debtor, and fellow servant (Matthew 18); the priest, the Levite, and the Samaritan (Luke 10); the father, the younger son, and his brother (Luke 15); the servant who received five talents, his companion who received two, and the lazy servant who received only one talent (Matthew 25). The emphasis in these parables falls on the last one who is portrayed as an example that must be either followed or avoided. Then Matthew and Luke have the so-called double parables that differ in respect to setting, time, and audience. Jesus told the wedding banquet parable a few days before His death (Matthew 22), but He delivered the great supper parable as an after-dinner speech in the home of a prominent Pharisee (Luke 14). He educated His disciples with the parable of the lost sheep (Matthew 18) and repeated it when He addressed Pharisees and teachers of the law (Luke 15). Jesus taught the parable of the talents in the context of eschatology (Matthew 25), but He told the story of the pounds or minas on the way to Jerusalem where He celebrated His last Passover feast (Luke 19). Teaching orally by way of repetition, Jesus was at liberty to use the same material at different occasions. His method of repeating the same material exhibits emphasis. In fact, the Hebrew verb למד (lmd) means to teach and conveys the inherent meaning of to repeat, exercise, or become accustomed to. In other words, the implication is to teach by repetition.

JESUS ANUNCIA SU MUERTE Mateo 16 24 Entonces Jesús dijo a sus discípulos: Si alguno quiere venir en pos de mí, niéguese a sí mismo, y tome su cruz, y sígame. 25 Porque todo el que quiera salvar su vida, la perderá; y todo el que pierda su vida por causa de mí, la hallará. 26 Porque ¿qué aprovechará al hombre, si ganare todo el mundo, y perdiere su alma? ¿O qué recompensa dará el hombre por su alma? 27 Porque el Hijo del Hombre vendrá en la gloria de su Padre con sus ángeles, y entonces pagará a cada uno conforme a sus obras. 28 De cierto os digo que hay algunos de los que están aquí, que no gustarán la muerte, hasta que hayan visto al Hijo del Hombre viniendo en su reino. If parables have been so infamously misinterpreted throughout church history, what are some hermeneutical guidelines that will aid us in staying on the proper course? As a start, it is important to note that Jesus often employed parables to teach about the kingdom of God. Klyne Snodgrass claims that the meaning of almost all parables can be subsumed under the theme of kingdom, which was the main subject of Jesus’ preaching (Mark 1:15). In fact, many parables begin with an explicit introductory phrase such as, “This is what the kingdom of God is like” (Mark 4:26). Snodgrass writes, The primary focus of the parables is the coming of the kingdom of God and the resulting discipleship that is required. When Jesus proclaimed the kingdom he meant that God was exercising his power and rule to bring forgiveness, defeat evil and establish righteousness in fulfillment of Old Testament promises.14 This kingdom theme, in turn, is often expressed through three main theological sub-motifs: “the graciousness of God, the demands of discipleship, and the dangers of disobedience.”15 Some parables highlight only two persons or groups. They are the two builders: one built his house on the rock, the other on sand. The one son told his father that he would not work in the vineyard but later changed his mind and worked. The other son said he would work but never did. The generous landowner is placed over against the grumbling workmen. The five foolish virgins are a contrast to the five wise virgins. Other parables include three people: the king, the debtor, and fellow servant (Matthew 18); the priest, the Levite, and the Samaritan (Luke 10); the father, the younger son, and his brother (Luke 15); the servant who received five talents, his companion who received two, and the lazy servant who received only one talent (Matthew 25). The emphasis in these parables falls on the last one who is portrayed as an example that must be either followed or avoided. Then Matthew and Luke have the so-called double parables that differ in respect to setting, time, and audience. Jesus told the wedding banquet parable a few days before His death (Matthew 22), but He delivered the great supper parable as an after-dinner speech in the home of a prominent Pharisee (Luke 14). He educated His disciples with the parable of the lost sheep (Matthew 18) and repeated it when He addressed Pharisees and teachers of the law (Luke 15). Jesus taught the parable of the talents in the context of eschatology (Matthew 25), but He told the story of the pounds or minas on the way to Jerusalem where He celebrated His last Passover feast (Luke 19). Teaching orally by way of repetition, Jesus was at liberty to use the same material at different occasions. His method of repeating the same material exhibits emphasis. In fact, the Hebrew verb למד (lmd) means to teach and conveys the inherent meaning of to repeat, exercise, or become accustomed to. In other words, the implication is to teach by repetition.

“EL REINO DE DIOS” MEGATEMA #6 ¿Es el Reino de Dios lo mismo que “Israel”, “la Iglesia”, ó ambos? ¿Es un reino pasado, presente ó futuro? ¿Es un reino “espiritual”, “político”, “religioso” ó que onda? ¿Está en el Cielo, en la Tierra, ó donde? ¿Es el “Reino de Dios” en el Antiguo Testamento lo mismo que el “Reino de Dios” en el Nuevo? ¿Cuando empieza y cuando termina?

“EL REINO DE DIOS” Salmos 45:6  Tu trono, oh Dios, es eterno y para siempre; cetro de justicia es el cetro de tu reino. Daniel 2:44  Y en los días de estos reyes el Dios del cielo levantará un reino que no será jamás destruido, ni será el reino dejado a otro pueblo; desmenuzará y consumirá a todos estos reinos, pero él permanecerá para siempre, Mateo 6:33  Mas buscad primeramente el reino de Dios y su justicia, y todas estas cosas os serán añadidas.

“EL REINO DE DIOS” (cont.) Mateo 12:28  Pero si yo por el Espíritu de Dios echo fuera los demonios, ciertamente ha llegado a vosotros el reino de Dios. Marcos 1:14-15  Después que Juan fue encarcelado, Jesús vino a Galilea predicando el evangelio del reino de Dios, diciendo: El tiempo se ha cumplido, y el reino de Dios se ha acercado; arrepentíos, y creed en el evangelio. Marcos 9:1  También les dijo: De cierto os digo que hay algunos de los que están aquí, que no gustarán la muerte hasta que hayan visto el reino de Dios venido con poder.

“EL REINO DE DIOS” (cont.) Marcos 10:14 -15 Viéndolo Jesús, se indignó, y les dijo: Dejad a los niños venir a mí, y no se lo impidáis; porque de los tales es el reino de Dios. De cierto os digo, que el que no reciba el reino de Dios como un niño, no entrará en él. Lucas 6:20  Y alzando los ojos hacia sus discípulos, decía: Bienaventurados vosotros los pobres, porque vuestro es el reino de Dios. Lucas 13:28-29 Allí será el llanto y el crujir de dientes, cuando veáis a Abraham, a Isaac, a Jacob y a todos los profetas en el reino de Dios, y vosotros estéis excluidos. Porque vendrán del oriente y del occidente, del norte y del sur, y se sentarán a la mesa en el reino de Dios.

“EL REINO DE DIOS” (cont.) Lucas 17:20-21  Preguntado por los fariseos, cuándo había de venir el reino de Dios, les respondió y dijo: El reino de Dios no vendrá con advertencia, ni dirán: Helo aquí, o helo allí; porque he aquí el reino de Dios está entre vosotros. Lucas 19:11  Oyendo ellos estas cosas, prosiguió Jesús y dijo una parábola, por cuanto estaba cerca de Jerusalén, y ellos pensaban que el reino de Dios se manifestaría inmediatamente. Juan 3:3,5 Respondió Jesús y le dijo: De cierto, de cierto te digo, que el que no naciere de nuevo, no puede ver el reino de Dios… Respondió Jesús: De cierto, de cierto te digo, que el que no naciere de agua y del Espíritu, no puede entrar en el reino de Dios.

“EL REINO DE DIOS” (cont.) Hechos 28:23  Y habiéndole señalado un día, vinieron a él muchos a la posada, a los cuales les declaraba y les testificaba el reino de Dios desde la mañana hasta la tarde, persuadiéndoles acerca de Jesús, tanto por la ley de Moisés como por los profetas. Hechos 28:31  predicando el reino de Dios y enseñando acerca del Señor Jesucristo, abiertamente y sin impedimento. Romanos 14:17  porque el reino de Dios no es comida ni bebida, sino justicia, paz y gozo en el Espíritu Santo.

“EL REINO DE DIOS” (cont.) 1 Corintios 6:9-10 ¿No sabéis que los injustos no heredarán el reino de Dios? No erréis; ni los fornicarios, ni los idólatras, ni los adúlteros, ni los afeminados, ni los que se echan con varones, ni los ladrones, ni los avaros, ni los borrachos, ni los maldicientes, ni los estafadores, heredarán el reino de Dios. Apocalípsis 12:10  Entonces oí una gran voz en el cielo, que decía: Ahora ha venido la salvación, el poder, y el reino de nuestro Dios, y la autoridad de su Cristo; porque ha sido lanzado fuera el acusador de nuestros hermanos, el que los acusaba delante de nuestro Dios día y noche.

EL CONCEPTO DE UN “REINO” Debe haber un REY (monarca) Debe haber un DOMINIO definido de reinado Debe haber un cuerpo de LEYES obedecidas Debe haber un EJERCICIO del poder Deben haber SUBDITOS dispuestos a vivir bajo ese reinado

¿ES INGLATERRA UN “REINO”? Hay una REINA Hay un DOMINIO definido de reinado. Hay un cuerpo aceptado de LEYES Hay un ejercicio concreto del PODER Hay SUBDITOS dispuestos a vivir bajo ese reinado

¿ES EL REINO DE LOS CIELOS UN “REINO”? Hay un REY Hay un DOMINIO definido de reinado Hay un cuerpo aceptado de LEYES Hau un ejercicio concreto del PODER Hay SUBDITOS dispuestos a vivir bajo ese reinado

(“REINO DE LOS CIELOS”) “EL REINO DE DIOS” (“REINO DE LOS CIELOS”) “ El Reino de Dios es la esfera de dominio de Dios sobre el Universo, la cual es cambiante, la cual tiene varios aspectos, y cuya revelación en la Biblia es progresiva. “

EL ASPECTO UNIVERSAL DEL “REINO DE DIOS” El dominio general de Dios sobre el Universo. La expresión mas amplia del Reino de Dios. I Cron. 29:12 Ejercido a través de gobernantes humanos. Jer. 25:8- 12; Rom. 13:1 Se evidencia en manifestaciones sobrenaturales. Deut. 4:32; Salmo 148:8 Comienzo: _________________ Fin: _________________ eternidad eternidad

EL ASPECTO TEOCRATICO DEL “REINO DE DIOS” El aspecto socio-político del Reino de Dios. Identificado con una nación específica (_Israel_). Identificado con una dinastía específica (_David_). Y con una cierta area geográfica (_Palestina_). Y con un Rey específico (Jesucristo). Rechazado en su primera venida (Mateo 21:1-11) Aceptado en su segunda venida (Isaías 11 y 12) Prometido originalmente a Abraham, establecido oficialmente por Moises, y ratificado en el pacto con David. II Sam. 7 Comienzo: _____________ Fin: ______________ Reanudación: _____________ Fin: ______________ Sinaí Año 586 A.C. 2da venida eternidad

EL ASPECTO ESPIRITUAL DEL “REINO DE DIOS” El reinado individual, interno de Dios en el ser humano. En el Antiguo Testamento representado por la persona con una relación con Dios. Hoy en dia representado por la ____________. Basado en el llamado “Nuevo Pacto”. Hech. 2:16; Eze. 36:26,27; Jer. 31:31-34 Jesucristo es el mediador de este pacto. Heb. 8:6 El Espíritu Santo es el facilitador de este pacto. Comienzo: ________________ Fin: ________________ Iglesia Adán eternidad

EL ASPECTO MILENIAL DEL “REINO DE DIOS” Reinado fisico de Jesucristo sobre la tierra por 1000 años desde Jerusalen sobre el trono de David. Es un aspecto futuro del Reino de Dios (“Mesiánico”). Tiempo de paz y prosperidad universal. Retorna el reino teocrático y tiene una dimensión espiritual (cumplimiento final del “Nuevo Pacto”). Comienzo: ______________ Fin: ______________ 2da venida 1000 años después

EL ASPECTO ETERNO DEL “REINO DE DIOS” Nuevos Cielos y nueva Tierra, para siempre. Apoc. 21:1-2; Daniel 2:44 Restaura el Universo a su condición original, consuma el aspecto Universal del Reino de Dios; Cumple la promesa a David que su Reino “no tendria fin”, y es la culminación del aspecto teocrático del mismo; Habitado sólo por seres que conocen a Dios personal y espiritualmente; es la consumación del aspecto espiritual. Comienzo: ____________ Fin: _____________ Nuevos cielos y nueva tierra eternidad

LA IGLESIA Y EL “REINO DE DIOS” La Iglesia y el “Reino de Dios” no son la misma cosa. La Iglesia es parte del aspecto universal del Reino de Dios ya que es parte del orden creado por Dios. La Iglesia es la manifestación presente del aspecto espiritual del Reino de Dios. La Iglesia no tiene parte en el aspecto teocrático del Reino de Dios. La Iglesia participará plenamente en el aspecto milenial y el eterno del Reino de Dios. Usted y yo somos parte del Reino Espiritual de Dios hoy…estaremos presentes en su Reino Milenial en la Tierra... y reinaremos con El para siempre en su Reino Eterno!

LOS TIEMPOS DE LOS GENTILES El concepto del “Reino de Dios” Universal Todos Todos Babilonia Iglesia + Israel Medo-Persia Grecia Israel Roma E T R N O Teocrático (Inicial) Teocrático (Milenial) Espiritual LOS TIEMPOS DE LOS GENTILES Exodo 20 586 A.C. Iglesia

LA TRANSFIGURACION Mateo 17 1 Seis días después, Jesús tomó a Pedro, a Jacobo y a Juan su hermano, y los llevó aparte a un monte alto; 2 y se transfiguró delante de ellos, y resplandeció su rostro como el sol, y sus vestidos se hicieron blancos como la luz. 3 Y he aquí les aparecieron Moisés y Elías, hablando con él. 4 Entonces Pedro dijo a Jesús: Señor, bueno es para nosotros que estemos aquí; si quieres, hagamos aquí tres enramadas: una para ti, otra para Moisés, y otra para Elías. 5 Mientras él aún hablaba, una nube de luz los cubrió; y he aquí una voz desde la nube, que decía: Este es mi Hijo amado, en quien tengo complacencia; a él oíd. 6 Al oír esto los discípulos, se postraron sobre sus rostros, y tuvieron gran temor. 7 Entonces Jesús se acercó y los tocó, y dijo: Levantaos, y no temáis. If parables have been so infamously misinterpreted throughout church history, what are some hermeneutical guidelines that will aid us in staying on the proper course? As a start, it is important to note that Jesus often employed parables to teach about the kingdom of God. Klyne Snodgrass claims that the meaning of almost all parables can be subsumed under the theme of kingdom, which was the main subject of Jesus’ preaching (Mark 1:15). In fact, many parables begin with an explicit introductory phrase such as, “This is what the kingdom of God is like” (Mark 4:26). Snodgrass writes, The primary focus of the parables is the coming of the kingdom of God and the resulting discipleship that is required. When Jesus proclaimed the kingdom he meant that God was exercising his power and rule to bring forgiveness, defeat evil and establish righteousness in fulfillment of Old Testament promises.14 This kingdom theme, in turn, is often expressed through three main theological sub-motifs: “the graciousness of God, the demands of discipleship, and the dangers of disobedience.”15 Some parables highlight only two persons or groups. They are the two builders: one built his house on the rock, the other on sand. The one son told his father that he would not work in the vineyard but later changed his mind and worked. The other son said he would work but never did. The generous landowner is placed over against the grumbling workmen. The five foolish virgins are a contrast to the five wise virgins. Other parables include three people: the king, the debtor, and fellow servant (Matthew 18); the priest, the Levite, and the Samaritan (Luke 10); the father, the younger son, and his brother (Luke 15); the servant who received five talents, his companion who received two, and the lazy servant who received only one talent (Matthew 25). The emphasis in these parables falls on the last one who is portrayed as an example that must be either followed or avoided. Then Matthew and Luke have the so-called double parables that differ in respect to setting, time, and audience. Jesus told the wedding banquet parable a few days before His death (Matthew 22), but He delivered the great supper parable as an after-dinner speech in the home of a prominent Pharisee (Luke 14). He educated His disciples with the parable of the lost sheep (Matthew 18) and repeated it when He addressed Pharisees and teachers of the law (Luke 15). Jesus taught the parable of the talents in the context of eschatology (Matthew 25), but He told the story of the pounds or minas on the way to Jerusalem where He celebrated His last Passover feast (Luke 19). Teaching orally by way of repetition, Jesus was at liberty to use the same material at different occasions. His method of repeating the same material exhibits emphasis. In fact, the Hebrew verb למד (lmd) means to teach and conveys the inherent meaning of to repeat, exercise, or become accustomed to. In other words, the implication is to teach by repetition.

LA TRANSFIGURACION Mateo 17 8 Y alzando ellos los ojos, a nadie vieron sino a Jesús solo. 9 Cuando descendieron del monte, Jesús les mandó, diciendo: No digáis a nadie la visión, hasta que el Hijo del Hombre resucite de los muertos. 10 Entonces sus discípulos le preguntaron, diciendo: ¿Por qué, pues, dicen los escribas que es necesario que Elías venga primero? 11 Respondiendo Jesús, les dijo: A la verdad, Elías viene primero, y restaurará todas las cosas. 12 Mas os digo que Elías ya vino, y no le conocieron, sino que hicieron con él todo lo que quisieron; así también el Hijo del Hombre padecerá de ellos. 13 Entonces los discípulos comprendieron que les había hablado de Juan el Bautista. If parables have been so infamously misinterpreted throughout church history, what are some hermeneutical guidelines that will aid us in staying on the proper course? As a start, it is important to note that Jesus often employed parables to teach about the kingdom of God. Klyne Snodgrass claims that the meaning of almost all parables can be subsumed under the theme of kingdom, which was the main subject of Jesus’ preaching (Mark 1:15). In fact, many parables begin with an explicit introductory phrase such as, “This is what the kingdom of God is like” (Mark 4:26). Snodgrass writes, The primary focus of the parables is the coming of the kingdom of God and the resulting discipleship that is required. When Jesus proclaimed the kingdom he meant that God was exercising his power and rule to bring forgiveness, defeat evil and establish righteousness in fulfillment of Old Testament promises.14 This kingdom theme, in turn, is often expressed through three main theological sub-motifs: “the graciousness of God, the demands of discipleship, and the dangers of disobedience.”15 Some parables highlight only two persons or groups. They are the two builders: one built his house on the rock, the other on sand. The one son told his father that he would not work in the vineyard but later changed his mind and worked. The other son said he would work but never did. The generous landowner is placed over against the grumbling workmen. The five foolish virgins are a contrast to the five wise virgins. Other parables include three people: the king, the debtor, and fellow servant (Matthew 18); the priest, the Levite, and the Samaritan (Luke 10); the father, the younger son, and his brother (Luke 15); the servant who received five talents, his companion who received two, and the lazy servant who received only one talent (Matthew 25). The emphasis in these parables falls on the last one who is portrayed as an example that must be either followed or avoided. Then Matthew and Luke have the so-called double parables that differ in respect to setting, time, and audience. Jesus told the wedding banquet parable a few days before His death (Matthew 22), but He delivered the great supper parable as an after-dinner speech in the home of a prominent Pharisee (Luke 14). He educated His disciples with the parable of the lost sheep (Matthew 18) and repeated it when He addressed Pharisees and teachers of the law (Luke 15). Jesus taught the parable of the talents in the context of eschatology (Matthew 25), but He told the story of the pounds or minas on the way to Jerusalem where He celebrated His last Passover feast (Luke 19). Teaching orally by way of repetition, Jesus was at liberty to use the same material at different occasions. His method of repeating the same material exhibits emphasis. In fact, the Hebrew verb למד (lmd) means to teach and conveys the inherent meaning of to repeat, exercise, or become accustomed to. In other words, the implication is to teach by repetition.

LA TRANSFIGURACION Mateo 17 8 Y alzando ellos los ojos, a nadie vieron sino a Jesús solo. 9 Cuando descendieron del monte, Jesús les mandó, diciendo: No digáis a nadie la visión, hasta que el Hijo del Hombre resucite de los muertos. 10 Entonces sus discípulos le preguntaron, diciendo: ¿Por qué, pues, dicen los escribas que es necesario que Elías venga primero? 11 Respondiendo Jesús, les dijo: A la verdad, Elías viene primero, y restaurará todas las cosas. 12 Mas os digo que Elías ya vino, y no le conocieron, sino que hicieron con él todo lo que quisieron; así también el Hijo del Hombre padecerá de ellos. 13 Entonces los discípulos comprendieron que les había hablado de Juan el Bautista. If parables have been so infamously misinterpreted throughout church history, what are some hermeneutical guidelines that will aid us in staying on the proper course? As a start, it is important to note that Jesus often employed parables to teach about the kingdom of God. Klyne Snodgrass claims that the meaning of almost all parables can be subsumed under the theme of kingdom, which was the main subject of Jesus’ preaching (Mark 1:15). In fact, many parables begin with an explicit introductory phrase such as, “This is what the kingdom of God is like” (Mark 4:26). Snodgrass writes, The primary focus of the parables is the coming of the kingdom of God and the resulting discipleship that is required. When Jesus proclaimed the kingdom he meant that God was exercising his power and rule to bring forgiveness, defeat evil and establish righteousness in fulfillment of Old Testament promises.14 This kingdom theme, in turn, is often expressed through three main theological sub-motifs: “the graciousness of God, the demands of discipleship, and the dangers of disobedience.”15 Some parables highlight only two persons or groups. They are the two builders: one built his house on the rock, the other on sand. The one son told his father that he would not work in the vineyard but later changed his mind and worked. The other son said he would work but never did. The generous landowner is placed over against the grumbling workmen. The five foolish virgins are a contrast to the five wise virgins. Other parables include three people: the king, the debtor, and fellow servant (Matthew 18); the priest, the Levite, and the Samaritan (Luke 10); the father, the younger son, and his brother (Luke 15); the servant who received five talents, his companion who received two, and the lazy servant who received only one talent (Matthew 25). The emphasis in these parables falls on the last one who is portrayed as an example that must be either followed or avoided. Then Matthew and Luke have the so-called double parables that differ in respect to setting, time, and audience. Jesus told the wedding banquet parable a few days before His death (Matthew 22), but He delivered the great supper parable as an after-dinner speech in the home of a prominent Pharisee (Luke 14). He educated His disciples with the parable of the lost sheep (Matthew 18) and repeated it when He addressed Pharisees and teachers of the law (Luke 15). Jesus taught the parable of the talents in the context of eschatology (Matthew 25), but He told the story of the pounds or minas on the way to Jerusalem where He celebrated His last Passover feast (Luke 19). Teaching orally by way of repetition, Jesus was at liberty to use the same material at different occasions. His method of repeating the same material exhibits emphasis. In fact, the Hebrew verb למד (lmd) means to teach and conveys the inherent meaning of to repeat, exercise, or become accustomed to. In other words, the implication is to teach by repetition.

LA TRANSFIGURACION Marcos 9 2 Seis días después, Jesús tomó a Pedro, a Jacobo y a Juan, y los llevó aparte solos a un monte alto; y se transfiguró delante de ellos. 3 Y sus vestidos se volvieron resplandecientes, muy blancos, como la nieve, tanto que ningún lavador en la tierra los puede hacer tan blancos. 4 Y les apareció Elías con Moisés, que hablaban con Jesús. 5 Entonces Pedro dijo a Jesús: Maestro, bueno es para nosotros que estemos aquí; y hagamos tres enramadas, una para ti, otra para Moisés, y otra para Elías. 6 Porque no sabía lo que hablaba, pues estaban espantados. 7 Entonces vino una nube que les hizo sombra, y desde la nube una voz que decía: Este es mi Hijo amado; a él oíd. 8 Y luego, cuando miraron, no vieron más a nadie consigo, sino a Jesús solo. If parables have been so infamously misinterpreted throughout church history, what are some hermeneutical guidelines that will aid us in staying on the proper course? As a start, it is important to note that Jesus often employed parables to teach about the kingdom of God. Klyne Snodgrass claims that the meaning of almost all parables can be subsumed under the theme of kingdom, which was the main subject of Jesus’ preaching (Mark 1:15). In fact, many parables begin with an explicit introductory phrase such as, “This is what the kingdom of God is like” (Mark 4:26). Snodgrass writes, The primary focus of the parables is the coming of the kingdom of God and the resulting discipleship that is required. When Jesus proclaimed the kingdom he meant that God was exercising his power and rule to bring forgiveness, defeat evil and establish righteousness in fulfillment of Old Testament promises.14 This kingdom theme, in turn, is often expressed through three main theological sub-motifs: “the graciousness of God, the demands of discipleship, and the dangers of disobedience.”15 Some parables highlight only two persons or groups. They are the two builders: one built his house on the rock, the other on sand. The one son told his father that he would not work in the vineyard but later changed his mind and worked. The other son said he would work but never did. The generous landowner is placed over against the grumbling workmen. The five foolish virgins are a contrast to the five wise virgins. Other parables include three people: the king, the debtor, and fellow servant (Matthew 18); the priest, the Levite, and the Samaritan (Luke 10); the father, the younger son, and his brother (Luke 15); the servant who received five talents, his companion who received two, and the lazy servant who received only one talent (Matthew 25). The emphasis in these parables falls on the last one who is portrayed as an example that must be either followed or avoided. Then Matthew and Luke have the so-called double parables that differ in respect to setting, time, and audience. Jesus told the wedding banquet parable a few days before His death (Matthew 22), but He delivered the great supper parable as an after-dinner speech in the home of a prominent Pharisee (Luke 14). He educated His disciples with the parable of the lost sheep (Matthew 18) and repeated it when He addressed Pharisees and teachers of the law (Luke 15). Jesus taught the parable of the talents in the context of eschatology (Matthew 25), but He told the story of the pounds or minas on the way to Jerusalem where He celebrated His last Passover feast (Luke 19). Teaching orally by way of repetition, Jesus was at liberty to use the same material at different occasions. His method of repeating the same material exhibits emphasis. In fact, the Hebrew verb למד (lmd) means to teach and conveys the inherent meaning of to repeat, exercise, or become accustomed to. In other words, the implication is to teach by repetition.

LA TRANSFIGURACION Marcos 9 9 Y descendiendo ellos del monte, les mandó que a nadie dijesen lo que habían visto, sino cuando el Hijo del Hombre hubiese resucitado de los muertos. 10 Y guardaron la palabra entre sí, discutiendo qué sería aquello de resucitar de los muertos. 11 Y le preguntaron, diciendo: ¿Por qué dicen los escribas que es necesario que Elías venga primero? 12 Respondiendo él, les dijo: Elías a la verdad vendrá primero, y restaurará todas las cosas; ¿y cómo está escrito del Hijo del Hombre, que padezca mucho y sea tenido en nada? 13 Pero os digo que Elías ya vino, y le hicieron todo lo que quisieron, como está escrito de él. If parables have been so infamously misinterpreted throughout church history, what are some hermeneutical guidelines that will aid us in staying on the proper course? As a start, it is important to note that Jesus often employed parables to teach about the kingdom of God. Klyne Snodgrass claims that the meaning of almost all parables can be subsumed under the theme of kingdom, which was the main subject of Jesus’ preaching (Mark 1:15). In fact, many parables begin with an explicit introductory phrase such as, “This is what the kingdom of God is like” (Mark 4:26). Snodgrass writes, The primary focus of the parables is the coming of the kingdom of God and the resulting discipleship that is required. When Jesus proclaimed the kingdom he meant that God was exercising his power and rule to bring forgiveness, defeat evil and establish righteousness in fulfillment of Old Testament promises.14 This kingdom theme, in turn, is often expressed through three main theological sub-motifs: “the graciousness of God, the demands of discipleship, and the dangers of disobedience.”15 Some parables highlight only two persons or groups. They are the two builders: one built his house on the rock, the other on sand. The one son told his father that he would not work in the vineyard but later changed his mind and worked. The other son said he would work but never did. The generous landowner is placed over against the grumbling workmen. The five foolish virgins are a contrast to the five wise virgins. Other parables include three people: the king, the debtor, and fellow servant (Matthew 18); the priest, the Levite, and the Samaritan (Luke 10); the father, the younger son, and his brother (Luke 15); the servant who received five talents, his companion who received two, and the lazy servant who received only one talent (Matthew 25). The emphasis in these parables falls on the last one who is portrayed as an example that must be either followed or avoided. Then Matthew and Luke have the so-called double parables that differ in respect to setting, time, and audience. Jesus told the wedding banquet parable a few days before His death (Matthew 22), but He delivered the great supper parable as an after-dinner speech in the home of a prominent Pharisee (Luke 14). He educated His disciples with the parable of the lost sheep (Matthew 18) and repeated it when He addressed Pharisees and teachers of the law (Luke 15). Jesus taught the parable of the talents in the context of eschatology (Matthew 25), but He told the story of the pounds or minas on the way to Jerusalem where He celebrated His last Passover feast (Luke 19). Teaching orally by way of repetition, Jesus was at liberty to use the same material at different occasions. His method of repeating the same material exhibits emphasis. In fact, the Hebrew verb למד (lmd) means to teach and conveys the inherent meaning of to repeat, exercise, or become accustomed to. In other words, the implication is to teach by repetition.

LA TRANSFIGURACION Lucas 9 28 Aconteció como ocho días después de estas palabras, que tomó a Pedro, a Juan y a Jacobo, y subió al monte a orar. 29 Y entre tanto que oraba, la apariencia de su rostro se hizo otra, y su vestido blanco y resplandeciente. 30 Y he aquí dos varones que hablaban con él, los cuales eran Moisés y Elías; 31 quienes aparecieron rodeados de gloria, y hablaban de su partida, que iba Jesús a cumplir en Jerusalén. 32 Y Pedro y los que estaban con él estaban rendidos de sueño; mas permaneciendo despiertos, vieron la gloria de Jesús, y a los dos varones que estaban con él. If parables have been so infamously misinterpreted throughout church history, what are some hermeneutical guidelines that will aid us in staying on the proper course? As a start, it is important to note that Jesus often employed parables to teach about the kingdom of God. Klyne Snodgrass claims that the meaning of almost all parables can be subsumed under the theme of kingdom, which was the main subject of Jesus’ preaching (Mark 1:15). In fact, many parables begin with an explicit introductory phrase such as, “This is what the kingdom of God is like” (Mark 4:26). Snodgrass writes, The primary focus of the parables is the coming of the kingdom of God and the resulting discipleship that is required. When Jesus proclaimed the kingdom he meant that God was exercising his power and rule to bring forgiveness, defeat evil and establish righteousness in fulfillment of Old Testament promises.14 This kingdom theme, in turn, is often expressed through three main theological sub-motifs: “the graciousness of God, the demands of discipleship, and the dangers of disobedience.”15 Some parables highlight only two persons or groups. They are the two builders: one built his house on the rock, the other on sand. The one son told his father that he would not work in the vineyard but later changed his mind and worked. The other son said he would work but never did. The generous landowner is placed over against the grumbling workmen. The five foolish virgins are a contrast to the five wise virgins. Other parables include three people: the king, the debtor, and fellow servant (Matthew 18); the priest, the Levite, and the Samaritan (Luke 10); the father, the younger son, and his brother (Luke 15); the servant who received five talents, his companion who received two, and the lazy servant who received only one talent (Matthew 25). The emphasis in these parables falls on the last one who is portrayed as an example that must be either followed or avoided. Then Matthew and Luke have the so-called double parables that differ in respect to setting, time, and audience. Jesus told the wedding banquet parable a few days before His death (Matthew 22), but He delivered the great supper parable as an after-dinner speech in the home of a prominent Pharisee (Luke 14). He educated His disciples with the parable of the lost sheep (Matthew 18) and repeated it when He addressed Pharisees and teachers of the law (Luke 15). Jesus taught the parable of the talents in the context of eschatology (Matthew 25), but He told the story of the pounds or minas on the way to Jerusalem where He celebrated His last Passover feast (Luke 19). Teaching orally by way of repetition, Jesus was at liberty to use the same material at different occasions. His method of repeating the same material exhibits emphasis. In fact, the Hebrew verb למד (lmd) means to teach and conveys the inherent meaning of to repeat, exercise, or become accustomed to. In other words, the implication is to teach by repetition.

LA TRANSFIGURACION Lucas 9 33 Y sucedió que apartándose ellos de él, Pedro dijo a Jesús: Maestro, bueno es para nosotros que estemos aquí; y hagamos tres enramadas, una para ti, una para Moisés, y una para Elías; no sabiendo lo que decía. 34 Mientras él decía esto, vino una nube que los cubrió; y tuvieron temor al entrar en la nube. 35 Y vino una voz desde la nube, que decía: Este es mi Hijo amado; a él oíd. 36 Y cuando cesó la voz, Jesús fue hallado solo; y ellos callaron, y por aquellos días no dijeron nada a nadie de lo que habían visto. If parables have been so infamously misinterpreted throughout church history, what are some hermeneutical guidelines that will aid us in staying on the proper course? As a start, it is important to note that Jesus often employed parables to teach about the kingdom of God. Klyne Snodgrass claims that the meaning of almost all parables can be subsumed under the theme of kingdom, which was the main subject of Jesus’ preaching (Mark 1:15). In fact, many parables begin with an explicit introductory phrase such as, “This is what the kingdom of God is like” (Mark 4:26). Snodgrass writes, The primary focus of the parables is the coming of the kingdom of God and the resulting discipleship that is required. When Jesus proclaimed the kingdom he meant that God was exercising his power and rule to bring forgiveness, defeat evil and establish righteousness in fulfillment of Old Testament promises.14 This kingdom theme, in turn, is often expressed through three main theological sub-motifs: “the graciousness of God, the demands of discipleship, and the dangers of disobedience.”15 Some parables highlight only two persons or groups. They are the two builders: one built his house on the rock, the other on sand. The one son told his father that he would not work in the vineyard but later changed his mind and worked. The other son said he would work but never did. The generous landowner is placed over against the grumbling workmen. The five foolish virgins are a contrast to the five wise virgins. Other parables include three people: the king, the debtor, and fellow servant (Matthew 18); the priest, the Levite, and the Samaritan (Luke 10); the father, the younger son, and his brother (Luke 15); the servant who received five talents, his companion who received two, and the lazy servant who received only one talent (Matthew 25). The emphasis in these parables falls on the last one who is portrayed as an example that must be either followed or avoided. Then Matthew and Luke have the so-called double parables that differ in respect to setting, time, and audience. Jesus told the wedding banquet parable a few days before His death (Matthew 22), but He delivered the great supper parable as an after-dinner speech in the home of a prominent Pharisee (Luke 14). He educated His disciples with the parable of the lost sheep (Matthew 18) and repeated it when He addressed Pharisees and teachers of the law (Luke 15). Jesus taught the parable of the talents in the context of eschatology (Matthew 25), but He told the story of the pounds or minas on the way to Jerusalem where He celebrated His last Passover feast (Luke 19). Teaching orally by way of repetition, Jesus was at liberty to use the same material at different occasions. His method of repeating the same material exhibits emphasis. In fact, the Hebrew verb למד (lmd) means to teach and conveys the inherent meaning of to repeat, exercise, or become accustomed to. In other words, the implication is to teach by repetition.

JESUS VS. MOISES EL PROTOTIPO EL MODELO REAL √ ANTIGUO TESTAMENTO NUEVO TESTAMENTO EL MODELO REAL La gloria de Moisés La Gloria de Cristo -orden de Levi Debilidad y pecado - confesar antes de ministrar - traspasaba el velo una sola vez por ano √

Éxodo 34:29-35 29 Y aconteció que descendiendo Moisés del monte Sinaí con las dos tablas del testimonio en su mano, al descender del monte, no sabía Moisés que la piel de su rostro resplandecía, después que hubo hablado con Dios. 30 Y Aarón y todos los hijos de Israel miraron a Moisés, y he aquí la piel de su rostro era resplandeciente; y tuvieron miedo de acercarse a él. 31 Entonces Moisés los llamó; y Aarón y todos los príncipes de la congregación volvieron a él, y Moisés les habló. 32 Después se acercaron todos los hijos de Israel, a los cuales mandó todo lo que Jehová le había dicho en el monte Sinaí. 33 Y cuando acabó Moisés de hablar con ellos, puso un velo sobre su rostro. 34 Cuando venía Moisés delante de Jehová para hablar con él, se quitaba el velo hasta que salía; y saliendo, decía a los hijos de Israel lo que le era mandado. 35 Y al mirar los hijos de Israel el rostro de Moisés, veían que la piel de su rostro era resplandeciente; y volvía Moisés a poner el velo sobre su rostro, hasta que entraba a hablar con Dios. Mateo 17: 1- 8 1 Seis días después, Jesús tomó a Pedro, a Jacobo y a Juan su hermano, y los llevó aparte a un monte alto; 2 y se transfiguró delante de ellos, y resplandeció su rostro como el sol, y sus vestidos se hicieron blancos como la luz. 3 Y he aquí les aparecieron Moisés y Elías, hablando con él. 4 Entonces Pedro dijo a Jesús: Señor, bueno es para nosotros que estemos aquí; si quieres, hagamos aquí tres enramadas: una para ti, otra para Moisés, y otra para Elías. 5 Mientras él aún hablaba, una nube de luz los cubrió; y he aquí una voz desde la nube, que decía: Este es mi Hijo amado, en quien tengo complacencia; a él oíd. 6 Al oír esto los discípulos, se postraron sobre sus rostros, y tuvieron gran temor. 7 Entonces Jesús se acercó y los tocó, y dijo: Levantaos, y no temáis. 8 Y alzando ellos los ojos, a nadie vieron sino a Jesús solo. √

√ EXODO 34 – LA GLORIA DEL VIEJO PACTO VS. NUEVO PACTO II Corintios 3: 7-18 7 Y si el ministerio de muerte grabado con letras en piedras fue con gloria, tanto que los hijos de Israel no pudieron fijar la vista en el rostro de Moisés a causa de la gloria de su rostro, la cual había de perecer, 8 ¿cómo no será más bien con gloria el ministerio del espíritu? 9 Porque si el ministerio de condenación fue con gloria, mucho más abundará en gloria el ministerio de justificación. 10 Porque aun lo que fue glorioso, no es glorioso en este respecto, en comparación con la gloria más eminente. 11 Porque si lo que perece tuvo gloria, mucho más glorioso será lo que permanece. 12 Así que, teniendo tal esperanza, usamos de mucha franqueza; 13 y no como Moisés, que ponía un velo sobre su rostro, para que los hijos de Israel no fijaran la vista en el fin de aquello que había de ser abolido. 14 Pero el entendimiento de ellos se embotó; porque hasta el día de hoy, cuando leen el antiguo pacto, les queda el mismo velo no descubierto, el cual por Cristo es quitado. 15 Y aun hasta el día de hoy, cuando se lee a Moisés, el velo está puesto sobre el corazón de ellos. 16 Pero cuando se conviertan al Señor, el velo se quitará. 17 Porque el Señor es el Espíritu; y donde está el Espíritu del Señor, allí hay libertad. 18 Por tanto, nosotros todos, mirando a cara descubierta como en un espejo la gloria del Señor, somos transformados de gloria en gloria en la misma imagen, como por el Espíritu del Señor. √

JESUS VS. MOISES EL PROTOTIPO EL MODELO REAL √ ANTIGUO TESTAMENTO NUEVO TESTAMENTO EL MODELO REAL La gloria de Moisés La Gloria de Cristo Luz en su rostro. Tenía que cubrirse cuando bajaba del monte después de haber estado con Dios. Inspiraba miedo. Gloria disminuyó con el tiempo. Los Judíos no pudieron ver esa gloria por el “velo sobre su cabeza”. Cuerpo completo fue transfigurado ante sus discípulos. No se cubrió. No inspiraba miedo. Gloria imperecedera, no disminuye. Ha ascendido y fue glorificado. Nosotros podemos ver esa Gloria a “cara descubierta” √

JESUS SANA A UN MUCHACHO LUNATICO Mateo 17 14 Cuando llegaron al gentío, vino a él un hombre que se arrodilló delante de él, diciendo: 15 Señor, ten misericordia de mi hijo, que es lunático, y padece muchísimo; porque muchas veces cae en el fuego, y muchas en el agua. 16 Y lo he traído a tus discípulos, pero no le han podido sanar. 17 Respondiendo Jesús, dijo: !!Oh generación incrédula y perversa! ¿Hasta cuándo he de estar con vosotros? ¿Hasta cuándo os he de soportar? Traédmelo acá. 18 Y reprendió Jesús al demonio, el cual salió del muchacho, y éste quedó sano desde aquella hora. 19 Viniendo entonces los discípulos a Jesús, aparte, dijeron: ¿Por qué nosotros no pudimos echarlo fuera? 20 Jesús les dijo: Por vuestra poca fe; porque de cierto os digo, que si tuviereis fe como un grano de mostaza, diréis a este monte: Pásate de aquí allá, y se pasará; y nada os será imposible. 21 Pero este género no sale sino con oración y ayuno. If parables have been so infamously misinterpreted throughout church history, what are some hermeneutical guidelines that will aid us in staying on the proper course? As a start, it is important to note that Jesus often employed parables to teach about the kingdom of God. Klyne Snodgrass claims that the meaning of almost all parables can be subsumed under the theme of kingdom, which was the main subject of Jesus’ preaching (Mark 1:15). In fact, many parables begin with an explicit introductory phrase such as, “This is what the kingdom of God is like” (Mark 4:26). Snodgrass writes, The primary focus of the parables is the coming of the kingdom of God and the resulting discipleship that is required. When Jesus proclaimed the kingdom he meant that God was exercising his power and rule to bring forgiveness, defeat evil and establish righteousness in fulfillment of Old Testament promises.14 This kingdom theme, in turn, is often expressed through three main theological sub-motifs: “the graciousness of God, the demands of discipleship, and the dangers of disobedience.”15 Some parables highlight only two persons or groups. They are the two builders: one built his house on the rock, the other on sand. The one son told his father that he would not work in the vineyard but later changed his mind and worked. The other son said he would work but never did. The generous landowner is placed over against the grumbling workmen. The five foolish virgins are a contrast to the five wise virgins. Other parables include three people: the king, the debtor, and fellow servant (Matthew 18); the priest, the Levite, and the Samaritan (Luke 10); the father, the younger son, and his brother (Luke 15); the servant who received five talents, his companion who received two, and the lazy servant who received only one talent (Matthew 25). The emphasis in these parables falls on the last one who is portrayed as an example that must be either followed or avoided. Then Matthew and Luke have the so-called double parables that differ in respect to setting, time, and audience. Jesus told the wedding banquet parable a few days before His death (Matthew 22), but He delivered the great supper parable as an after-dinner speech in the home of a prominent Pharisee (Luke 14). He educated His disciples with the parable of the lost sheep (Matthew 18) and repeated it when He addressed Pharisees and teachers of the law (Luke 15). Jesus taught the parable of the talents in the context of eschatology (Matthew 25), but He told the story of the pounds or minas on the way to Jerusalem where He celebrated His last Passover feast (Luke 19). Teaching orally by way of repetition, Jesus was at liberty to use the same material at different occasions. His method of repeating the same material exhibits emphasis. In fact, the Hebrew verb למד (lmd) means to teach and conveys the inherent meaning of to repeat, exercise, or become accustomed to. In other words, the implication is to teach by repetition.

JESUS SANA A UN MUCHACHO LUNATICO Marcos 9 14 Cuando llegó a donde estaban los discípulos, vio una gran multitud alrededor de ellos, y escribas que disputaban con ellos. 15 Y en seguida toda la gente, viéndole, se asombró, y corriendo a él, le saludaron. 16 El les preguntó: ¿Qué disputáis con ellos? 17 Y respondiendo uno de la multitud, dijo: Maestro, traje a ti mi hijo, que tiene un espíritu mudo, 18 el cual, dondequiera que le toma, le sacude; y echa espumarajos, y cruje los dientes, y se va secando; y dije a tus discípulos que lo echasen fuera, y no pudieron. 19 Y respondiendo él, les dijo: !!Oh generación incrédula! ¿Hasta cuándo he de estar con vosotros? ¿Hasta cuándo os he de soportar? Traédmelo. 20 Y se lo trajeron; y cuando el espíritu vio a Jesús, sacudió con violencia al muchacho, quien cayendo en tierra se revolcaba, echando espumarajos. If parables have been so infamously misinterpreted throughout church history, what are some hermeneutical guidelines that will aid us in staying on the proper course? As a start, it is important to note that Jesus often employed parables to teach about the kingdom of God. Klyne Snodgrass claims that the meaning of almost all parables can be subsumed under the theme of kingdom, which was the main subject of Jesus’ preaching (Mark 1:15). In fact, many parables begin with an explicit introductory phrase such as, “This is what the kingdom of God is like” (Mark 4:26). Snodgrass writes, The primary focus of the parables is the coming of the kingdom of God and the resulting discipleship that is required. When Jesus proclaimed the kingdom he meant that God was exercising his power and rule to bring forgiveness, defeat evil and establish righteousness in fulfillment of Old Testament promises.14 This kingdom theme, in turn, is often expressed through three main theological sub-motifs: “the graciousness of God, the demands of discipleship, and the dangers of disobedience.”15 Some parables highlight only two persons or groups. They are the two builders: one built his house on the rock, the other on sand. The one son told his father that he would not work in the vineyard but later changed his mind and worked. The other son said he would work but never did. The generous landowner is placed over against the grumbling workmen. The five foolish virgins are a contrast to the five wise virgins. Other parables include three people: the king, the debtor, and fellow servant (Matthew 18); the priest, the Levite, and the Samaritan (Luke 10); the father, the younger son, and his brother (Luke 15); the servant who received five talents, his companion who received two, and the lazy servant who received only one talent (Matthew 25). The emphasis in these parables falls on the last one who is portrayed as an example that must be either followed or avoided. Then Matthew and Luke have the so-called double parables that differ in respect to setting, time, and audience. Jesus told the wedding banquet parable a few days before His death (Matthew 22), but He delivered the great supper parable as an after-dinner speech in the home of a prominent Pharisee (Luke 14). He educated His disciples with the parable of the lost sheep (Matthew 18) and repeated it when He addressed Pharisees and teachers of the law (Luke 15). Jesus taught the parable of the talents in the context of eschatology (Matthew 25), but He told the story of the pounds or minas on the way to Jerusalem where He celebrated His last Passover feast (Luke 19). Teaching orally by way of repetition, Jesus was at liberty to use the same material at different occasions. His method of repeating the same material exhibits emphasis. In fact, the Hebrew verb למד (lmd) means to teach and conveys the inherent meaning of to repeat, exercise, or become accustomed to. In other words, the implication is to teach by repetition.

JESUS SANA A UN MUCHACHO LUNATICO 21 Jesús preguntó al padre: ¿Cuánto tiempo hace que le sucede esto? Y él dijo: Desde niño. 22 Y muchas veces le echa en el fuego y en el agua, para matarle; pero si puedes hacer algo, ten misericordia de nosotros, y ayúdanos. 23 Jesús le dijo: Si puedes creer, al que cree todo le es posible. 24 E inmediatamente el padre del muchacho clamó y dijo: Creo; ayuda mi incredulidad. 25 Y cuando Jesús vio que la multitud se agolpaba, reprendió al espíritu inmundo, diciéndole: Espíritu mudo y sordo, yo te mando, sal de él, y no entres más en él. 26 Entonces el espíritu, clamando y sacudiéndole con violencia, salió; y él quedó como muerto, de modo que muchos decían: Está muerto. 27 Pero Jesús, tomándole de la mano, le enderezó; y se levantó. 28 Cuando él entró en casa, sus discípulos le preguntaron aparte: ¿Por qué nosotros no pudimos echarle fuera? 29 Y les dijo: Este género con nada puede salir, sino con oración y ayuno. If parables have been so infamously misinterpreted throughout church history, what are some hermeneutical guidelines that will aid us in staying on the proper course? As a start, it is important to note that Jesus often employed parables to teach about the kingdom of God. Klyne Snodgrass claims that the meaning of almost all parables can be subsumed under the theme of kingdom, which was the main subject of Jesus’ preaching (Mark 1:15). In fact, many parables begin with an explicit introductory phrase such as, “This is what the kingdom of God is like” (Mark 4:26). Snodgrass writes, The primary focus of the parables is the coming of the kingdom of God and the resulting discipleship that is required. When Jesus proclaimed the kingdom he meant that God was exercising his power and rule to bring forgiveness, defeat evil and establish righteousness in fulfillment of Old Testament promises.14 This kingdom theme, in turn, is often expressed through three main theological sub-motifs: “the graciousness of God, the demands of discipleship, and the dangers of disobedience.”15 Some parables highlight only two persons or groups. They are the two builders: one built his house on the rock, the other on sand. The one son told his father that he would not work in the vineyard but later changed his mind and worked. The other son said he would work but never did. The generous landowner is placed over against the grumbling workmen. The five foolish virgins are a contrast to the five wise virgins. Other parables include three people: the king, the debtor, and fellow servant (Matthew 18); the priest, the Levite, and the Samaritan (Luke 10); the father, the younger son, and his brother (Luke 15); the servant who received five talents, his companion who received two, and the lazy servant who received only one talent (Matthew 25). The emphasis in these parables falls on the last one who is portrayed as an example that must be either followed or avoided. Then Matthew and Luke have the so-called double parables that differ in respect to setting, time, and audience. Jesus told the wedding banquet parable a few days before His death (Matthew 22), but He delivered the great supper parable as an after-dinner speech in the home of a prominent Pharisee (Luke 14). He educated His disciples with the parable of the lost sheep (Matthew 18) and repeated it when He addressed Pharisees and teachers of the law (Luke 15). Jesus taught the parable of the talents in the context of eschatology (Matthew 25), but He told the story of the pounds or minas on the way to Jerusalem where He celebrated His last Passover feast (Luke 19). Teaching orally by way of repetition, Jesus was at liberty to use the same material at different occasions. His method of repeating the same material exhibits emphasis. In fact, the Hebrew verb למד (lmd) means to teach and conveys the inherent meaning of to repeat, exercise, or become accustomed to. In other words, the implication is to teach by repetition.

JESUS SANA A UN MUCHACHO LUNATICO Lucas 9 37 Al día siguiente, cuando descendieron del monte, una gran multitud les salió al encuentro. 38 Y he aquí, un hombre de la multitud clamó diciendo: Maestro, te ruego que veas a mi hijo, pues es el único que tengo; 39 y sucede que un espíritu le toma, y de repente da voces, y le sacude con violencia, y le hace echar espuma, y estropeándole, a duras penas se aparta de él. 40 Y rogué a tus discípulos que le echasen fuera, y no pudieron. 41 Respondiendo Jesús, dijo: !!Oh generación incrédula y perversa! ¿Hasta cuándo he de estar con vosotros, y os he de soportar? Trae acá a tu hijo. 42 Y mientras se acercaba el muchacho, el demonio le derribó y le sacudió con violencia; pero Jesús reprendió al espíritu inmundo, y sanó al muchacho, y se lo devolvió a su padre. 43 Y todos se admiraban de la grandeza de Dios. If parables have been so infamously misinterpreted throughout church history, what are some hermeneutical guidelines that will aid us in staying on the proper course? As a start, it is important to note that Jesus often employed parables to teach about the kingdom of God. Klyne Snodgrass claims that the meaning of almost all parables can be subsumed under the theme of kingdom, which was the main subject of Jesus’ preaching (Mark 1:15). In fact, many parables begin with an explicit introductory phrase such as, “This is what the kingdom of God is like” (Mark 4:26). Snodgrass writes, The primary focus of the parables is the coming of the kingdom of God and the resulting discipleship that is required. When Jesus proclaimed the kingdom he meant that God was exercising his power and rule to bring forgiveness, defeat evil and establish righteousness in fulfillment of Old Testament promises.14 This kingdom theme, in turn, is often expressed through three main theological sub-motifs: “the graciousness of God, the demands of discipleship, and the dangers of disobedience.”15 Some parables highlight only two persons or groups. They are the two builders: one built his house on the rock, the other on sand. The one son told his father that he would not work in the vineyard but later changed his mind and worked. The other son said he would work but never did. The generous landowner is placed over against the grumbling workmen. The five foolish virgins are a contrast to the five wise virgins. Other parables include three people: the king, the debtor, and fellow servant (Matthew 18); the priest, the Levite, and the Samaritan (Luke 10); the father, the younger son, and his brother (Luke 15); the servant who received five talents, his companion who received two, and the lazy servant who received only one talent (Matthew 25). The emphasis in these parables falls on the last one who is portrayed as an example that must be either followed or avoided. Then Matthew and Luke have the so-called double parables that differ in respect to setting, time, and audience. Jesus told the wedding banquet parable a few days before His death (Matthew 22), but He delivered the great supper parable as an after-dinner speech in the home of a prominent Pharisee (Luke 14). He educated His disciples with the parable of the lost sheep (Matthew 18) and repeated it when He addressed Pharisees and teachers of the law (Luke 15). Jesus taught the parable of the talents in the context of eschatology (Matthew 25), but He told the story of the pounds or minas on the way to Jerusalem where He celebrated His last Passover feast (Luke 19). Teaching orally by way of repetition, Jesus was at liberty to use the same material at different occasions. His method of repeating the same material exhibits emphasis. In fact, the Hebrew verb למד (lmd) means to teach and conveys the inherent meaning of to repeat, exercise, or become accustomed to. In other words, the implication is to teach by repetition.

JESUS ANUNCIA OTRA VEZ SU MUERTE Mateo 17 22 Estando ellos en Galilea, Jesús les dijo: El Hijo del Hombre será entregado en manos de hombres, 23 y le matarán; mas al tercer día resucitará. Y ellos se entristecieron en gran manera. If parables have been so infamously misinterpreted throughout church history, what are some hermeneutical guidelines that will aid us in staying on the proper course? As a start, it is important to note that Jesus often employed parables to teach about the kingdom of God. Klyne Snodgrass claims that the meaning of almost all parables can be subsumed under the theme of kingdom, which was the main subject of Jesus’ preaching (Mark 1:15). In fact, many parables begin with an explicit introductory phrase such as, “This is what the kingdom of God is like” (Mark 4:26). Snodgrass writes, The primary focus of the parables is the coming of the kingdom of God and the resulting discipleship that is required. When Jesus proclaimed the kingdom he meant that God was exercising his power and rule to bring forgiveness, defeat evil and establish righteousness in fulfillment of Old Testament promises.14 This kingdom theme, in turn, is often expressed through three main theological sub-motifs: “the graciousness of God, the demands of discipleship, and the dangers of disobedience.”15 Some parables highlight only two persons or groups. They are the two builders: one built his house on the rock, the other on sand. The one son told his father that he would not work in the vineyard but later changed his mind and worked. The other son said he would work but never did. The generous landowner is placed over against the grumbling workmen. The five foolish virgins are a contrast to the five wise virgins. Other parables include three people: the king, the debtor, and fellow servant (Matthew 18); the priest, the Levite, and the Samaritan (Luke 10); the father, the younger son, and his brother (Luke 15); the servant who received five talents, his companion who received two, and the lazy servant who received only one talent (Matthew 25). The emphasis in these parables falls on the last one who is portrayed as an example that must be either followed or avoided. Then Matthew and Luke have the so-called double parables that differ in respect to setting, time, and audience. Jesus told the wedding banquet parable a few days before His death (Matthew 22), but He delivered the great supper parable as an after-dinner speech in the home of a prominent Pharisee (Luke 14). He educated His disciples with the parable of the lost sheep (Matthew 18) and repeated it when He addressed Pharisees and teachers of the law (Luke 15). Jesus taught the parable of the talents in the context of eschatology (Matthew 25), but He told the story of the pounds or minas on the way to Jerusalem where He celebrated His last Passover feast (Luke 19). Teaching orally by way of repetition, Jesus was at liberty to use the same material at different occasions. His method of repeating the same material exhibits emphasis. In fact, the Hebrew verb למד (lmd) means to teach and conveys the inherent meaning of to repeat, exercise, or become accustomed to. In other words, the implication is to teach by repetition.

JESUS ANUNCIA OTRA VEZ SU MUERTE Marcos 9 30 Habiendo salido de allí, caminaron por Galilea; y no quería que nadie lo supiese. 31 Porque enseñaba a sus discípulos, y les decía: El Hijo del Hombre será entregado en manos de hombres, y le matarán; pero después de muerto, resucitará al tercer día. 32 Pero ellos no entendían esta palabra, y tenían miedo de preguntarle. If parables have been so infamously misinterpreted throughout church history, what are some hermeneutical guidelines that will aid us in staying on the proper course? As a start, it is important to note that Jesus often employed parables to teach about the kingdom of God. Klyne Snodgrass claims that the meaning of almost all parables can be subsumed under the theme of kingdom, which was the main subject of Jesus’ preaching (Mark 1:15). In fact, many parables begin with an explicit introductory phrase such as, “This is what the kingdom of God is like” (Mark 4:26). Snodgrass writes, The primary focus of the parables is the coming of the kingdom of God and the resulting discipleship that is required. When Jesus proclaimed the kingdom he meant that God was exercising his power and rule to bring forgiveness, defeat evil and establish righteousness in fulfillment of Old Testament promises.14 This kingdom theme, in turn, is often expressed through three main theological sub-motifs: “the graciousness of God, the demands of discipleship, and the dangers of disobedience.”15 Some parables highlight only two persons or groups. They are the two builders: one built his house on the rock, the other on sand. The one son told his father that he would not work in the vineyard but later changed his mind and worked. The other son said he would work but never did. The generous landowner is placed over against the grumbling workmen. The five foolish virgins are a contrast to the five wise virgins. Other parables include three people: the king, the debtor, and fellow servant (Matthew 18); the priest, the Levite, and the Samaritan (Luke 10); the father, the younger son, and his brother (Luke 15); the servant who received five talents, his companion who received two, and the lazy servant who received only one talent (Matthew 25). The emphasis in these parables falls on the last one who is portrayed as an example that must be either followed or avoided. Then Matthew and Luke have the so-called double parables that differ in respect to setting, time, and audience. Jesus told the wedding banquet parable a few days before His death (Matthew 22), but He delivered the great supper parable as an after-dinner speech in the home of a prominent Pharisee (Luke 14). He educated His disciples with the parable of the lost sheep (Matthew 18) and repeated it when He addressed Pharisees and teachers of the law (Luke 15). Jesus taught the parable of the talents in the context of eschatology (Matthew 25), but He told the story of the pounds or minas on the way to Jerusalem where He celebrated His last Passover feast (Luke 19). Teaching orally by way of repetition, Jesus was at liberty to use the same material at different occasions. His method of repeating the same material exhibits emphasis. In fact, the Hebrew verb למד (lmd) means to teach and conveys the inherent meaning of to repeat, exercise, or become accustomed to. In other words, the implication is to teach by repetition.

JESUS ANUNCIA OTRA VEZ SU MUERTE Lucas 9 43 Y maravillándose todos de todas las cosas que hacía, dijo a sus discípulos: 44 Haced que os penetren bien en los oídos estas palabras; porque acontecerá que el Hijo del Hombre será entregado en manos de hombres. 45 Mas ellos no entendían estas palabras, pues les estaban veladas para que no las entendiesen; y temían preguntarle sobre esas palabras. If parables have been so infamously misinterpreted throughout church history, what are some hermeneutical guidelines that will aid us in staying on the proper course? As a start, it is important to note that Jesus often employed parables to teach about the kingdom of God. Klyne Snodgrass claims that the meaning of almost all parables can be subsumed under the theme of kingdom, which was the main subject of Jesus’ preaching (Mark 1:15). In fact, many parables begin with an explicit introductory phrase such as, “This is what the kingdom of God is like” (Mark 4:26). Snodgrass writes, The primary focus of the parables is the coming of the kingdom of God and the resulting discipleship that is required. When Jesus proclaimed the kingdom he meant that God was exercising his power and rule to bring forgiveness, defeat evil and establish righteousness in fulfillment of Old Testament promises.14 This kingdom theme, in turn, is often expressed through three main theological sub-motifs: “the graciousness of God, the demands of discipleship, and the dangers of disobedience.”15 Some parables highlight only two persons or groups. They are the two builders: one built his house on the rock, the other on sand. The one son told his father that he would not work in the vineyard but later changed his mind and worked. The other son said he would work but never did. The generous landowner is placed over against the grumbling workmen. The five foolish virgins are a contrast to the five wise virgins. Other parables include three people: the king, the debtor, and fellow servant (Matthew 18); the priest, the Levite, and the Samaritan (Luke 10); the father, the younger son, and his brother (Luke 15); the servant who received five talents, his companion who received two, and the lazy servant who received only one talent (Matthew 25). The emphasis in these parables falls on the last one who is portrayed as an example that must be either followed or avoided. Then Matthew and Luke have the so-called double parables that differ in respect to setting, time, and audience. Jesus told the wedding banquet parable a few days before His death (Matthew 22), but He delivered the great supper parable as an after-dinner speech in the home of a prominent Pharisee (Luke 14). He educated His disciples with the parable of the lost sheep (Matthew 18) and repeated it when He addressed Pharisees and teachers of the law (Luke 15). Jesus taught the parable of the talents in the context of eschatology (Matthew 25), but He told the story of the pounds or minas on the way to Jerusalem where He celebrated His last Passover feast (Luke 19). Teaching orally by way of repetition, Jesus was at liberty to use the same material at different occasions. His method of repeating the same material exhibits emphasis. In fact, the Hebrew verb למד (lmd) means to teach and conveys the inherent meaning of to repeat, exercise, or become accustomed to. In other words, the implication is to teach by repetition.

PAGO DEL IMPUESTO DEL TEMPLO Mateo 17 24 Cuando llegaron a Capernaum, vinieron a Pedro los que cobraban las dos dracmas, y le dijeron: ¿Vuestro Maestro no paga las dos dracmas? 25 El dijo: Sí. Y al entrar él en casa, Jesús le habló primero, diciendo: ¿Qué te parece, Simón? Los reyes de la tierra, ¿de quiénes cobran los tributos o los impuestos? ¿De sus hijos, o de los extraños? 26 Pedro le respondió: De los extraños. Jesús le dijo: Luego los hijos están exentos. 27 Sin embargo, para no ofenderles, ve al mar, y echa el anzuelo, y el primer pez que saques, tómalo, y al abrirle la boca, hallarás un estatero; tómalo, y dáselo por mí y por ti. Exodo 30 11 Habló también Jehová a Moisés, diciendo: 12 Cuando tomes el número de los hijos de Israel conforme a la cuenta de ellos, cada uno dará a Jehová el rescate de su persona, cuando los cuentes, para que no haya en ellos mortandad cuando los hayas contado. 13 Esto dará todo aquel que sea contado; medio siclo, conforme al siclo del santuario. El siclo es de veinte geras. La mitad de un siclo será la ofrenda a Jehová. 14 Todo el que sea contado, de veinte años arriba, dará la ofrenda a Jehová. If parables have been so infamously misinterpreted throughout church history, what are some hermeneutical guidelines that will aid us in staying on the proper course? As a start, it is important to note that Jesus often employed parables to teach about the kingdom of God. Klyne Snodgrass claims that the meaning of almost all parables can be subsumed under the theme of kingdom, which was the main subject of Jesus’ preaching (Mark 1:15). In fact, many parables begin with an explicit introductory phrase such as, “This is what the kingdom of God is like” (Mark 4:26). Snodgrass writes, The primary focus of the parables is the coming of the kingdom of God and the resulting discipleship that is required. When Jesus proclaimed the kingdom he meant that God was exercising his power and rule to bring forgiveness, defeat evil and establish righteousness in fulfillment of Old Testament promises.14 This kingdom theme, in turn, is often expressed through three main theological sub-motifs: “the graciousness of God, the demands of discipleship, and the dangers of disobedience.”15 Some parables highlight only two persons or groups. They are the two builders: one built his house on the rock, the other on sand. The one son told his father that he would not work in the vineyard but later changed his mind and worked. The other son said he would work but never did. The generous landowner is placed over against the grumbling workmen. The five foolish virgins are a contrast to the five wise virgins. Other parables include three people: the king, the debtor, and fellow servant (Matthew 18); the priest, the Levite, and the Samaritan (Luke 10); the father, the younger son, and his brother (Luke 15); the servant who received five talents, his companion who received two, and the lazy servant who received only one talent (Matthew 25). The emphasis in these parables falls on the last one who is portrayed as an example that must be either followed or avoided. Then Matthew and Luke have the so-called double parables that differ in respect to setting, time, and audience. Jesus told the wedding banquet parable a few days before His death (Matthew 22), but He delivered the great supper parable as an after-dinner speech in the home of a prominent Pharisee (Luke 14). He educated His disciples with the parable of the lost sheep (Matthew 18) and repeated it when He addressed Pharisees and teachers of the law (Luke 15). Jesus taught the parable of the talents in the context of eschatology (Matthew 25), but He told the story of the pounds or minas on the way to Jerusalem where He celebrated His last Passover feast (Luke 19). Teaching orally by way of repetition, Jesus was at liberty to use the same material at different occasions. His method of repeating the same material exhibits emphasis. In fact, the Hebrew verb למד (lmd) means to teach and conveys the inherent meaning of to repeat, exercise, or become accustomed to. In other words, the implication is to teach by repetition.

¿QUIEN ES EL MAYOR? Mateo 18 1 En aquel tiempo los discípulos vinieron a Jesús, diciendo: ¿Quién es el mayor en el reino de los cielos? 2 Y llamando Jesús a un niño, lo puso en medio de ellos, 3 y dijo: De cierto os digo, que si no os volvéis y os hacéis como niños, no entraréis en el reino de los cielos. 4 Así que, cualquiera que se humille como este niño, ése es el mayor en el reino de los cielos. 5 Y cualquiera que reciba en mi nombre a un niño como este, a mí me recibe. If parables have been so infamously misinterpreted throughout church history, what are some hermeneutical guidelines that will aid us in staying on the proper course? As a start, it is important to note that Jesus often employed parables to teach about the kingdom of God. Klyne Snodgrass claims that the meaning of almost all parables can be subsumed under the theme of kingdom, which was the main subject of Jesus’ preaching (Mark 1:15). In fact, many parables begin with an explicit introductory phrase such as, “This is what the kingdom of God is like” (Mark 4:26). Snodgrass writes, The primary focus of the parables is the coming of the kingdom of God and the resulting discipleship that is required. When Jesus proclaimed the kingdom he meant that God was exercising his power and rule to bring forgiveness, defeat evil and establish righteousness in fulfillment of Old Testament promises.14 This kingdom theme, in turn, is often expressed through three main theological sub-motifs: “the graciousness of God, the demands of discipleship, and the dangers of disobedience.”15 Some parables highlight only two persons or groups. They are the two builders: one built his house on the rock, the other on sand. The one son told his father that he would not work in the vineyard but later changed his mind and worked. The other son said he would work but never did. The generous landowner is placed over against the grumbling workmen. The five foolish virgins are a contrast to the five wise virgins. Other parables include three people: the king, the debtor, and fellow servant (Matthew 18); the priest, the Levite, and the Samaritan (Luke 10); the father, the younger son, and his brother (Luke 15); the servant who received five talents, his companion who received two, and the lazy servant who received only one talent (Matthew 25). The emphasis in these parables falls on the last one who is portrayed as an example that must be either followed or avoided. Then Matthew and Luke have the so-called double parables that differ in respect to setting, time, and audience. Jesus told the wedding banquet parable a few days before His death (Matthew 22), but He delivered the great supper parable as an after-dinner speech in the home of a prominent Pharisee (Luke 14). He educated His disciples with the parable of the lost sheep (Matthew 18) and repeated it when He addressed Pharisees and teachers of the law (Luke 15). Jesus taught the parable of the talents in the context of eschatology (Matthew 25), but He told the story of the pounds or minas on the way to Jerusalem where He celebrated His last Passover feast (Luke 19). Teaching orally by way of repetition, Jesus was at liberty to use the same material at different occasions. His method of repeating the same material exhibits emphasis. In fact, the Hebrew verb למד (lmd) means to teach and conveys the inherent meaning of to repeat, exercise, or become accustomed to. In other words, the implication is to teach by repetition.

¿QUE SABEMOS DEL REINO DE LOS CIELOS? If parables have been so infamously misinterpreted throughout church history, what are some hermeneutical guidelines that will aid us in staying on the proper course? As a start, it is important to note that Jesus often employed parables to teach about the kingdom of God. Klyne Snodgrass claims that the meaning of almost all parables can be subsumed under the theme of kingdom, which was the main subject of Jesus’ preaching (Mark 1:15). In fact, many parables begin with an explicit introductory phrase such as, “This is what the kingdom of God is like” (Mark 4:26). Snodgrass writes, The primary focus of the parables is the coming of the kingdom of God and the resulting discipleship that is required. When Jesus proclaimed the kingdom he meant that God was exercising his power and rule to bring forgiveness, defeat evil and establish righteousness in fulfillment of Old Testament promises.14 This kingdom theme, in turn, is often expressed through three main theological sub-motifs: “the graciousness of God, the demands of discipleship, and the dangers of disobedience.”15 Some parables highlight only two persons or groups. They are the two builders: one built his house on the rock, the other on sand. The one son told his father that he would not work in the vineyard but later changed his mind and worked. The other son said he would work but never did. The generous landowner is placed over against the grumbling workmen. The five foolish virgins are a contrast to the five wise virgins. Other parables include three people: the king, the debtor, and fellow servant (Matthew 18); the priest, the Levite, and the Samaritan (Luke 10); the father, the younger son, and his brother (Luke 15); the servant who received five talents, his companion who received two, and the lazy servant who received only one talent (Matthew 25). The emphasis in these parables falls on the last one who is portrayed as an example that must be either followed or avoided. Then Matthew and Luke have the so-called double parables that differ in respect to setting, time, and audience. Jesus told the wedding banquet parable a few days before His death (Matthew 22), but He delivered the great supper parable as an after-dinner speech in the home of a prominent Pharisee (Luke 14). He educated His disciples with the parable of the lost sheep (Matthew 18) and repeated it when He addressed Pharisees and teachers of the law (Luke 15). Jesus taught the parable of the talents in the context of eschatology (Matthew 25), but He told the story of the pounds or minas on the way to Jerusalem where He celebrated His last Passover feast (Luke 19). Teaching orally by way of repetition, Jesus was at liberty to use the same material at different occasions. His method of repeating the same material exhibits emphasis. In fact, the Hebrew verb למד (lmd) means to teach and conveys the inherent meaning of to repeat, exercise, or become accustomed to. In other words, the implication is to teach by repetition.

¿QUIEN ES EL MAYOR? Marcos 9 33 Y llegó a Capernaum; y cuando estuvo en casa, les preguntó: ¿Qué disputabais entre vosotros en el camino? 34 Mas ellos callaron; porque en el camino habían disputado entre sí, quién había de ser el mayor. 35 Entonces él se sentó y llamó a los doce, y les dijo: Si alguno quiere ser el primero, será el postrero de todos, y el servidor de todos. 36 Y tomó a un niño, y lo puso en medio de ellos; y tomándole en sus brazos, les dijo: 37 El que reciba en mi nombre a un niño como este, me recibe a mí; y el que a mí me recibe, no me recibe a mí sino al que me envió. If parables have been so infamously misinterpreted throughout church history, what are some hermeneutical guidelines that will aid us in staying on the proper course? As a start, it is important to note that Jesus often employed parables to teach about the kingdom of God. Klyne Snodgrass claims that the meaning of almost all parables can be subsumed under the theme of kingdom, which was the main subject of Jesus’ preaching (Mark 1:15). In fact, many parables begin with an explicit introductory phrase such as, “This is what the kingdom of God is like” (Mark 4:26). Snodgrass writes, The primary focus of the parables is the coming of the kingdom of God and the resulting discipleship that is required. When Jesus proclaimed the kingdom he meant that God was exercising his power and rule to bring forgiveness, defeat evil and establish righteousness in fulfillment of Old Testament promises.14 This kingdom theme, in turn, is often expressed through three main theological sub-motifs: “the graciousness of God, the demands of discipleship, and the dangers of disobedience.”15 Some parables highlight only two persons or groups. They are the two builders: one built his house on the rock, the other on sand. The one son told his father that he would not work in the vineyard but later changed his mind and worked. The other son said he would work but never did. The generous landowner is placed over against the grumbling workmen. The five foolish virgins are a contrast to the five wise virgins. Other parables include three people: the king, the debtor, and fellow servant (Matthew 18); the priest, the Levite, and the Samaritan (Luke 10); the father, the younger son, and his brother (Luke 15); the servant who received five talents, his companion who received two, and the lazy servant who received only one talent (Matthew 25). The emphasis in these parables falls on the last one who is portrayed as an example that must be either followed or avoided. Then Matthew and Luke have the so-called double parables that differ in respect to setting, time, and audience. Jesus told the wedding banquet parable a few days before His death (Matthew 22), but He delivered the great supper parable as an after-dinner speech in the home of a prominent Pharisee (Luke 14). He educated His disciples with the parable of the lost sheep (Matthew 18) and repeated it when He addressed Pharisees and teachers of the law (Luke 15). Jesus taught the parable of the talents in the context of eschatology (Matthew 25), but He told the story of the pounds or minas on the way to Jerusalem where He celebrated His last Passover feast (Luke 19). Teaching orally by way of repetition, Jesus was at liberty to use the same material at different occasions. His method of repeating the same material exhibits emphasis. In fact, the Hebrew verb למד (lmd) means to teach and conveys the inherent meaning of to repeat, exercise, or become accustomed to. In other words, the implication is to teach by repetition.

¿QUIEN ES EL MAYOR? Lucas 9 46 Entonces entraron en discusión sobre quién de ellos sería el mayor. 47 Y Jesús, percibiendo los pensamientos de sus corazones, tomó a un niño y lo puso junto a sí, 48 y les dijo: Cualquiera que reciba a este niño en mi nombre, a mí me recibe; y cualquiera que me recibe a mí, recibe al que me envió; porque el que es más pequeño entre todos vosotros, ése es el más grande. If parables have been so infamously misinterpreted throughout church history, what are some hermeneutical guidelines that will aid us in staying on the proper course? As a start, it is important to note that Jesus often employed parables to teach about the kingdom of God. Klyne Snodgrass claims that the meaning of almost all parables can be subsumed under the theme of kingdom, which was the main subject of Jesus’ preaching (Mark 1:15). In fact, many parables begin with an explicit introductory phrase such as, “This is what the kingdom of God is like” (Mark 4:26). Snodgrass writes, The primary focus of the parables is the coming of the kingdom of God and the resulting discipleship that is required. When Jesus proclaimed the kingdom he meant that God was exercising his power and rule to bring forgiveness, defeat evil and establish righteousness in fulfillment of Old Testament promises.14 This kingdom theme, in turn, is often expressed through three main theological sub-motifs: “the graciousness of God, the demands of discipleship, and the dangers of disobedience.”15 Some parables highlight only two persons or groups. They are the two builders: one built his house on the rock, the other on sand. The one son told his father that he would not work in the vineyard but later changed his mind and worked. The other son said he would work but never did. The generous landowner is placed over against the grumbling workmen. The five foolish virgins are a contrast to the five wise virgins. Other parables include three people: the king, the debtor, and fellow servant (Matthew 18); the priest, the Levite, and the Samaritan (Luke 10); the father, the younger son, and his brother (Luke 15); the servant who received five talents, his companion who received two, and the lazy servant who received only one talent (Matthew 25). The emphasis in these parables falls on the last one who is portrayed as an example that must be either followed or avoided. Then Matthew and Luke have the so-called double parables that differ in respect to setting, time, and audience. Jesus told the wedding banquet parable a few days before His death (Matthew 22), but He delivered the great supper parable as an after-dinner speech in the home of a prominent Pharisee (Luke 14). He educated His disciples with the parable of the lost sheep (Matthew 18) and repeated it when He addressed Pharisees and teachers of the law (Luke 15). Jesus taught the parable of the talents in the context of eschatology (Matthew 25), but He told the story of the pounds or minas on the way to Jerusalem where He celebrated His last Passover feast (Luke 19). Teaching orally by way of repetition, Jesus was at liberty to use the same material at different occasions. His method of repeating the same material exhibits emphasis. In fact, the Hebrew verb למד (lmd) means to teach and conveys the inherent meaning of to repeat, exercise, or become accustomed to. In other words, the implication is to teach by repetition.

OCASIONES DE CAER Mateo 18 6 Y cualquiera que haga tropezar a alguno de estos pequeños que creen en mí, mejor le fuera que se le colgase al cuello una piedra de molino de asno, y que se le hundiese en lo profundo del mar. 7 !!Ay del mundo por los tropiezos! porque es necesario que vengan tropiezos, pero !!ay de aquel hombre por quien viene el tropiezo! 8 Por tanto, si tu mano o tu pie te es ocasión de caer, córtalo y échalo de ti; mejor te es entrar en la vida cojo o manco, que teniendo dos manos o dos pies ser echado en el fuego eterno. 9 Y si tu ojo te es ocasión de caer, sácalo y échalo de ti; mejor te es entrar con un solo ojo en la vida, que teniendo dos ojos ser echado en el infierno de fuego. If parables have been so infamously misinterpreted throughout church history, what are some hermeneutical guidelines that will aid us in staying on the proper course? As a start, it is important to note that Jesus often employed parables to teach about the kingdom of God. Klyne Snodgrass claims that the meaning of almost all parables can be subsumed under the theme of kingdom, which was the main subject of Jesus’ preaching (Mark 1:15). In fact, many parables begin with an explicit introductory phrase such as, “This is what the kingdom of God is like” (Mark 4:26). Snodgrass writes, The primary focus of the parables is the coming of the kingdom of God and the resulting discipleship that is required. When Jesus proclaimed the kingdom he meant that God was exercising his power and rule to bring forgiveness, defeat evil and establish righteousness in fulfillment of Old Testament promises.14 This kingdom theme, in turn, is often expressed through three main theological sub-motifs: “the graciousness of God, the demands of discipleship, and the dangers of disobedience.”15 Some parables highlight only two persons or groups. They are the two builders: one built his house on the rock, the other on sand. The one son told his father that he would not work in the vineyard but later changed his mind and worked. The other son said he would work but never did. The generous landowner is placed over against the grumbling workmen. The five foolish virgins are a contrast to the five wise virgins. Other parables include three people: the king, the debtor, and fellow servant (Matthew 18); the priest, the Levite, and the Samaritan (Luke 10); the father, the younger son, and his brother (Luke 15); the servant who received five talents, his companion who received two, and the lazy servant who received only one talent (Matthew 25). The emphasis in these parables falls on the last one who is portrayed as an example that must be either followed or avoided. Then Matthew and Luke have the so-called double parables that differ in respect to setting, time, and audience. Jesus told the wedding banquet parable a few days before His death (Matthew 22), but He delivered the great supper parable as an after-dinner speech in the home of a prominent Pharisee (Luke 14). He educated His disciples with the parable of the lost sheep (Matthew 18) and repeated it when He addressed Pharisees and teachers of the law (Luke 15). Jesus taught the parable of the talents in the context of eschatology (Matthew 25), but He told the story of the pounds or minas on the way to Jerusalem where He celebrated His last Passover feast (Luke 19). Teaching orally by way of repetition, Jesus was at liberty to use the same material at different occasions. His method of repeating the same material exhibits emphasis. In fact, the Hebrew verb למד (lmd) means to teach and conveys the inherent meaning of to repeat, exercise, or become accustomed to. In other words, the implication is to teach by repetition.

OCASIONES DE CAER Marcos 9 42 Cualquiera que haga tropezar a uno de estos pequeñitos que creen en mí, mejor le fuera si se le atase una piedra de molino al cuello, y se le arrojase en el mar. 43 Si tu mano te fuere ocasión de caer, córtala; mejor te es entrar en la vida manco, que teniendo dos manos ir al infierno, al fuego que no puede ser apagado, 44 donde el gusano de ellos no muere, y el fuego nunca se apaga. 45 Y si tu pie te fuere ocasión de caer, córtalo; mejor te es entrar a la vida cojo, que teniendo dos pies ser echado en el infierno, al fuego que no puede ser apagado, 46 donde el gusano de ellos no muere, y el fuego nunca se apaga. 47 Y si tu ojo te fuere ocasión de caer, sácalo; mejor te es entrar en el reino de Dios con un ojo, que teniendo dos ojos ser echado al infierno, 48 donde el gusano de ellos no muere, y el fuego nunca se apaga. 49 Porque todos serán salados con fuego, y todo sacrificio será salado con sal. 50 Buena es la sal; mas si la sal se hace insípida, ¿con qué la sazonaréis?Tened sal en vosotros mismos; y tened paz los unos con los otros. If parables have been so infamously misinterpreted throughout church history, what are some hermeneutical guidelines that will aid us in staying on the proper course? As a start, it is important to note that Jesus often employed parables to teach about the kingdom of God. Klyne Snodgrass claims that the meaning of almost all parables can be subsumed under the theme of kingdom, which was the main subject of Jesus’ preaching (Mark 1:15). In fact, many parables begin with an explicit introductory phrase such as, “This is what the kingdom of God is like” (Mark 4:26). Snodgrass writes, The primary focus of the parables is the coming of the kingdom of God and the resulting discipleship that is required. When Jesus proclaimed the kingdom he meant that God was exercising his power and rule to bring forgiveness, defeat evil and establish righteousness in fulfillment of Old Testament promises.14 This kingdom theme, in turn, is often expressed through three main theological sub-motifs: “the graciousness of God, the demands of discipleship, and the dangers of disobedience.”15 Some parables highlight only two persons or groups. They are the two builders: one built his house on the rock, the other on sand. The one son told his father that he would not work in the vineyard but later changed his mind and worked. The other son said he would work but never did. The generous landowner is placed over against the grumbling workmen. The five foolish virgins are a contrast to the five wise virgins. Other parables include three people: the king, the debtor, and fellow servant (Matthew 18); the priest, the Levite, and the Samaritan (Luke 10); the father, the younger son, and his brother (Luke 15); the servant who received five talents, his companion who received two, and the lazy servant who received only one talent (Matthew 25). The emphasis in these parables falls on the last one who is portrayed as an example that must be either followed or avoided. Then Matthew and Luke have the so-called double parables that differ in respect to setting, time, and audience. Jesus told the wedding banquet parable a few days before His death (Matthew 22), but He delivered the great supper parable as an after-dinner speech in the home of a prominent Pharisee (Luke 14). He educated His disciples with the parable of the lost sheep (Matthew 18) and repeated it when He addressed Pharisees and teachers of the law (Luke 15). Jesus taught the parable of the talents in the context of eschatology (Matthew 25), but He told the story of the pounds or minas on the way to Jerusalem where He celebrated His last Passover feast (Luke 19). Teaching orally by way of repetition, Jesus was at liberty to use the same material at different occasions. His method of repeating the same material exhibits emphasis. In fact, the Hebrew verb למד (lmd) means to teach and conveys the inherent meaning of to repeat, exercise, or become accustomed to. In other words, the implication is to teach by repetition.

OCASIONES DE CAER Lucas 17 1  Dijo Jesús a sus discípulos: Imposible es que no vengan tropiezos; mas !!ay de aquel por quien vienen! 2 Mejor le fuera que se le atase al cuello una piedra de molino y se le arrojase al mar, que hacer tropezar a uno de estos pequeñitos. If parables have been so infamously misinterpreted throughout church history, what are some hermeneutical guidelines that will aid us in staying on the proper course? As a start, it is important to note that Jesus often employed parables to teach about the kingdom of God. Klyne Snodgrass claims that the meaning of almost all parables can be subsumed under the theme of kingdom, which was the main subject of Jesus’ preaching (Mark 1:15). In fact, many parables begin with an explicit introductory phrase such as, “This is what the kingdom of God is like” (Mark 4:26). Snodgrass writes, The primary focus of the parables is the coming of the kingdom of God and the resulting discipleship that is required. When Jesus proclaimed the kingdom he meant that God was exercising his power and rule to bring forgiveness, defeat evil and establish righteousness in fulfillment of Old Testament promises.14 This kingdom theme, in turn, is often expressed through three main theological sub-motifs: “the graciousness of God, the demands of discipleship, and the dangers of disobedience.”15 Some parables highlight only two persons or groups. They are the two builders: one built his house on the rock, the other on sand. The one son told his father that he would not work in the vineyard but later changed his mind and worked. The other son said he would work but never did. The generous landowner is placed over against the grumbling workmen. The five foolish virgins are a contrast to the five wise virgins. Other parables include three people: the king, the debtor, and fellow servant (Matthew 18); the priest, the Levite, and the Samaritan (Luke 10); the father, the younger son, and his brother (Luke 15); the servant who received five talents, his companion who received two, and the lazy servant who received only one talent (Matthew 25). The emphasis in these parables falls on the last one who is portrayed as an example that must be either followed or avoided. Then Matthew and Luke have the so-called double parables that differ in respect to setting, time, and audience. Jesus told the wedding banquet parable a few days before His death (Matthew 22), but He delivered the great supper parable as an after-dinner speech in the home of a prominent Pharisee (Luke 14). He educated His disciples with the parable of the lost sheep (Matthew 18) and repeated it when He addressed Pharisees and teachers of the law (Luke 15). Jesus taught the parable of the talents in the context of eschatology (Matthew 25), but He told the story of the pounds or minas on the way to Jerusalem where He celebrated His last Passover feast (Luke 19). Teaching orally by way of repetition, Jesus was at liberty to use the same material at different occasions. His method of repeating the same material exhibits emphasis. In fact, the Hebrew verb למד (lmd) means to teach and conveys the inherent meaning of to repeat, exercise, or become accustomed to. In other words, the implication is to teach by repetition.

PARABOLA DE LA OVEJA PERDIDA Mateo 18 10 Mirad que no menospreciéis a uno de estos pequeños; porque os digo que sus ángeles en los cielos ven siempre el rostro de mi Padre que está en los cielos. 11 Porque el Hijo del Hombre ha venido para salvar lo que se había perdido. 12 ¿Qué os parece? Si un hombre tiene cien ovejas, y se descarría una de ellas, ¿no deja las noventa y nueve y va por los montes a buscar la que se había descarriado? 13 Y si acontece que la encuentra, de cierto os digo que se regocija más por aquélla, que por las noventa y nueve que no se descarriaron. 14 Así, no es la voluntad de vuestro Padre que está en los cielos, que se pierda uno de estos pequeños. If parables have been so infamously misinterpreted throughout church history, what are some hermeneutical guidelines that will aid us in staying on the proper course? As a start, it is important to note that Jesus often employed parables to teach about the kingdom of God. Klyne Snodgrass claims that the meaning of almost all parables can be subsumed under the theme of kingdom, which was the main subject of Jesus’ preaching (Mark 1:15). In fact, many parables begin with an explicit introductory phrase such as, “This is what the kingdom of God is like” (Mark 4:26). Snodgrass writes, The primary focus of the parables is the coming of the kingdom of God and the resulting discipleship that is required. When Jesus proclaimed the kingdom he meant that God was exercising his power and rule to bring forgiveness, defeat evil and establish righteousness in fulfillment of Old Testament promises.14 This kingdom theme, in turn, is often expressed through three main theological sub-motifs: “the graciousness of God, the demands of discipleship, and the dangers of disobedience.”15 Some parables highlight only two persons or groups. They are the two builders: one built his house on the rock, the other on sand. The one son told his father that he would not work in the vineyard but later changed his mind and worked. The other son said he would work but never did. The generous landowner is placed over against the grumbling workmen. The five foolish virgins are a contrast to the five wise virgins. Other parables include three people: the king, the debtor, and fellow servant (Matthew 18); the priest, the Levite, and the Samaritan (Luke 10); the father, the younger son, and his brother (Luke 15); the servant who received five talents, his companion who received two, and the lazy servant who received only one talent (Matthew 25). The emphasis in these parables falls on the last one who is portrayed as an example that must be either followed or avoided. Then Matthew and Luke have the so-called double parables that differ in respect to setting, time, and audience. Jesus told the wedding banquet parable a few days before His death (Matthew 22), but He delivered the great supper parable as an after-dinner speech in the home of a prominent Pharisee (Luke 14). He educated His disciples with the parable of the lost sheep (Matthew 18) and repeated it when He addressed Pharisees and teachers of the law (Luke 15). Jesus taught the parable of the talents in the context of eschatology (Matthew 25), but He told the story of the pounds or minas on the way to Jerusalem where He celebrated His last Passover feast (Luke 19). Teaching orally by way of repetition, Jesus was at liberty to use the same material at different occasions. His method of repeating the same material exhibits emphasis. In fact, the Hebrew verb למד (lmd) means to teach and conveys the inherent meaning of to repeat, exercise, or become accustomed to. In other words, the implication is to teach by repetition.

PARABOLA DE LA OVEJA PERDIDA Lucas 15 3 Entonces él les refirió esta parábola, diciendo: 4 ¿Qué hombre de vosotros, teniendo cien ovejas, si pierde una de ellas, no deja las noventa y nueve en el desierto, y va tras la que se perdió, hasta encontrarla? 5 Y cuando la encuentra, la pone sobre sus hombros gozoso; 6 y al llegar a casa, reúne a sus amigos y vecinos, diciéndoles: Gozaos conmigo, porque he encontrado mi oveja que se había perdido. 7 Os digo que así habrá más gozo en el cielo por un pecador que se arrepiente, que por noventa y nueve justos que no necesitan de arrepentimiento. If parables have been so infamously misinterpreted throughout church history, what are some hermeneutical guidelines that will aid us in staying on the proper course? As a start, it is important to note that Jesus often employed parables to teach about the kingdom of God. Klyne Snodgrass claims that the meaning of almost all parables can be subsumed under the theme of kingdom, which was the main subject of Jesus’ preaching (Mark 1:15). In fact, many parables begin with an explicit introductory phrase such as, “This is what the kingdom of God is like” (Mark 4:26). Snodgrass writes, The primary focus of the parables is the coming of the kingdom of God and the resulting discipleship that is required. When Jesus proclaimed the kingdom he meant that God was exercising his power and rule to bring forgiveness, defeat evil and establish righteousness in fulfillment of Old Testament promises.14 This kingdom theme, in turn, is often expressed through three main theological sub-motifs: “the graciousness of God, the demands of discipleship, and the dangers of disobedience.”15 Some parables highlight only two persons or groups. They are the two builders: one built his house on the rock, the other on sand. The one son told his father that he would not work in the vineyard but later changed his mind and worked. The other son said he would work but never did. The generous landowner is placed over against the grumbling workmen. The five foolish virgins are a contrast to the five wise virgins. Other parables include three people: the king, the debtor, and fellow servant (Matthew 18); the priest, the Levite, and the Samaritan (Luke 10); the father, the younger son, and his brother (Luke 15); the servant who received five talents, his companion who received two, and the lazy servant who received only one talent (Matthew 25). The emphasis in these parables falls on the last one who is portrayed as an example that must be either followed or avoided. Then Matthew and Luke have the so-called double parables that differ in respect to setting, time, and audience. Jesus told the wedding banquet parable a few days before His death (Matthew 22), but He delivered the great supper parable as an after-dinner speech in the home of a prominent Pharisee (Luke 14). He educated His disciples with the parable of the lost sheep (Matthew 18) and repeated it when He addressed Pharisees and teachers of the law (Luke 15). Jesus taught the parable of the talents in the context of eschatology (Matthew 25), but He told the story of the pounds or minas on the way to Jerusalem where He celebrated His last Passover feast (Luke 19). Teaching orally by way of repetition, Jesus was at liberty to use the same material at different occasions. His method of repeating the same material exhibits emphasis. In fact, the Hebrew verb למד (lmd) means to teach and conveys the inherent meaning of to repeat, exercise, or become accustomed to. In other words, the implication is to teach by repetition.

PERDONANDO AL HERMANO Mateo 18 15 Por tanto, si tu hermano peca contra ti, ve y repréndele estando tú y él solos; si te oyere, has ganado a tu hermano. 16 Mas si no te oyere, toma aún contigo a uno o dos, para que en boca de dos o tres testigos conste toda palabra. 17 Si no los oyere a ellos, dilo a la iglesia; y si no oyere a la iglesia, tenle por gentil y publicano. 18 De cierto os digo que todo lo que atéis en la tierra, será atado en el cielo; y todo lo que desatéis en la tierra, será desatado en el cielo. 19 Otra vez os digo, que si dos de vosotros se pusieren de acuerdo en la tierra acerca de cualquiera cosa que pidieren, les será hecho por mi Padre que está en los cielos. 20 Porque donde están dos o tres congregados en mi nombre, allí estoy yo en medio de ellos. 21 Entonces se le acercó Pedro y le dijo: Señor, ¿cuántas veces perdonaré a mi hermano que peque contra mí? ¿Hasta siete? 22 Jesús le dijo: No te digo hasta siete, sino aun hasta setenta veces siete. If parables have been so infamously misinterpreted throughout church history, what are some hermeneutical guidelines that will aid us in staying on the proper course? As a start, it is important to note that Jesus often employed parables to teach about the kingdom of God. Klyne Snodgrass claims that the meaning of almost all parables can be subsumed under the theme of kingdom, which was the main subject of Jesus’ preaching (Mark 1:15). In fact, many parables begin with an explicit introductory phrase such as, “This is what the kingdom of God is like” (Mark 4:26). Snodgrass writes, The primary focus of the parables is the coming of the kingdom of God and the resulting discipleship that is required. When Jesus proclaimed the kingdom he meant that God was exercising his power and rule to bring forgiveness, defeat evil and establish righteousness in fulfillment of Old Testament promises.14 This kingdom theme, in turn, is often expressed through three main theological sub-motifs: “the graciousness of God, the demands of discipleship, and the dangers of disobedience.”15 Some parables highlight only two persons or groups. They are the two builders: one built his house on the rock, the other on sand. The one son told his father that he would not work in the vineyard but later changed his mind and worked. The other son said he would work but never did. The generous landowner is placed over against the grumbling workmen. The five foolish virgins are a contrast to the five wise virgins. Other parables include three people: the king, the debtor, and fellow servant (Matthew 18); the priest, the Levite, and the Samaritan (Luke 10); the father, the younger son, and his brother (Luke 15); the servant who received five talents, his companion who received two, and the lazy servant who received only one talent (Matthew 25). The emphasis in these parables falls on the last one who is portrayed as an example that must be either followed or avoided. Then Matthew and Luke have the so-called double parables that differ in respect to setting, time, and audience. Jesus told the wedding banquet parable a few days before His death (Matthew 22), but He delivered the great supper parable as an after-dinner speech in the home of a prominent Pharisee (Luke 14). He educated His disciples with the parable of the lost sheep (Matthew 18) and repeated it when He addressed Pharisees and teachers of the law (Luke 15). Jesus taught the parable of the talents in the context of eschatology (Matthew 25), but He told the story of the pounds or minas on the way to Jerusalem where He celebrated His last Passover feast (Luke 19). Teaching orally by way of repetition, Jesus was at liberty to use the same material at different occasions. His method of repeating the same material exhibits emphasis. In fact, the Hebrew verb למד (lmd) means to teach and conveys the inherent meaning of to repeat, exercise, or become accustomed to. In other words, the implication is to teach by repetition.

PARABOLA DE LOS DOS DEUDORES Mateo 18 23 Por lo cual el reino de los cielos es semejante a un rey que quiso hacer cuentas con sus siervos. 24 Y comenzando a hacer cuentas, le fue presentado uno que le debía diez mil talentos. 25 A éste, como no pudo pagar, ordenó su señor venderle, y a su mujer e hijos, y todo lo que tenía, para que se le pagase la deuda. 26 Entonces aquel siervo, postrado, le suplicaba, diciendo: Señor, ten paciencia conmigo, y yo te lo pagaré todo. 27 El señor de aquel siervo, movido a misericordia, le soltó y le perdonó la deuda. If parables have been so infamously misinterpreted throughout church history, what are some hermeneutical guidelines that will aid us in staying on the proper course? As a start, it is important to note that Jesus often employed parables to teach about the kingdom of God. Klyne Snodgrass claims that the meaning of almost all parables can be subsumed under the theme of kingdom, which was the main subject of Jesus’ preaching (Mark 1:15). In fact, many parables begin with an explicit introductory phrase such as, “This is what the kingdom of God is like” (Mark 4:26). Snodgrass writes, The primary focus of the parables is the coming of the kingdom of God and the resulting discipleship that is required. When Jesus proclaimed the kingdom he meant that God was exercising his power and rule to bring forgiveness, defeat evil and establish righteousness in fulfillment of Old Testament promises.14 This kingdom theme, in turn, is often expressed through three main theological sub-motifs: “the graciousness of God, the demands of discipleship, and the dangers of disobedience.”15 Some parables highlight only two persons or groups. They are the two builders: one built his house on the rock, the other on sand. The one son told his father that he would not work in the vineyard but later changed his mind and worked. The other son said he would work but never did. The generous landowner is placed over against the grumbling workmen. The five foolish virgins are a contrast to the five wise virgins. Other parables include three people: the king, the debtor, and fellow servant (Matthew 18); the priest, the Levite, and the Samaritan (Luke 10); the father, the younger son, and his brother (Luke 15); the servant who received five talents, his companion who received two, and the lazy servant who received only one talent (Matthew 25). The emphasis in these parables falls on the last one who is portrayed as an example that must be either followed or avoided. Then Matthew and Luke have the so-called double parables that differ in respect to setting, time, and audience. Jesus told the wedding banquet parable a few days before His death (Matthew 22), but He delivered the great supper parable as an after-dinner speech in the home of a prominent Pharisee (Luke 14). He educated His disciples with the parable of the lost sheep (Matthew 18) and repeated it when He addressed Pharisees and teachers of the law (Luke 15). Jesus taught the parable of the talents in the context of eschatology (Matthew 25), but He told the story of the pounds or minas on the way to Jerusalem where He celebrated His last Passover feast (Luke 19). Teaching orally by way of repetition, Jesus was at liberty to use the same material at different occasions. His method of repeating the same material exhibits emphasis. In fact, the Hebrew verb למד (lmd) means to teach and conveys the inherent meaning of to repeat, exercise, or become accustomed to. In other words, the implication is to teach by repetition.

Haciendo la matematica 1 talento = 6,000 denarios 1 denario = el pago de un dia de trabajo = $100 1 talento = 6,000 / 365 = 16 años de trabajo 10,000 talentos = 160,000 años = $5,840,000,000

EL PERDON La dimensión circular La dimensión vertical La dimensión horizontal

EL PERDON – NIVEL 1 ES… “soltar”, “liberar”, “cancelar”, renunciar” NO ES… olvidar NO ES… negar que algo ha pasado entre nosotros NO ES… minimizar la seriedad de lo que ha pasado NO ES … merecido ó ganado NO ES… volver a confiar necesariamente NO ES….reconciliación NO depende de si el otro te pide perdón NO depende de si el otro se “arrepiente” NO depende de si el otro está de acuerdo con tu percepción de lo sucedido

PARABOLA DE LOS DOS DEUDORES Mateo 18 28 Pero saliendo aquel siervo, halló a uno de sus consiervos, que le debía cien denarios; y asiendo de él, le ahogaba, diciendo: Págame lo que me debes. 29 Entonces su consiervo, postrándose a sus pies, le rogaba diciendo: Ten paciencia conmigo, y yo te lo pagaré todo. 30 Mas él no quiso, sino fue y le echó en la cárcel, hasta que pagase la deuda. If parables have been so infamously misinterpreted throughout church history, what are some hermeneutical guidelines that will aid us in staying on the proper course? As a start, it is important to note that Jesus often employed parables to teach about the kingdom of God. Klyne Snodgrass claims that the meaning of almost all parables can be subsumed under the theme of kingdom, which was the main subject of Jesus’ preaching (Mark 1:15). In fact, many parables begin with an explicit introductory phrase such as, “This is what the kingdom of God is like” (Mark 4:26). Snodgrass writes, The primary focus of the parables is the coming of the kingdom of God and the resulting discipleship that is required. When Jesus proclaimed the kingdom he meant that God was exercising his power and rule to bring forgiveness, defeat evil and establish righteousness in fulfillment of Old Testament promises.14 This kingdom theme, in turn, is often expressed through three main theological sub-motifs: “the graciousness of God, the demands of discipleship, and the dangers of disobedience.”15 Some parables highlight only two persons or groups. They are the two builders: one built his house on the rock, the other on sand. The one son told his father that he would not work in the vineyard but later changed his mind and worked. The other son said he would work but never did. The generous landowner is placed over against the grumbling workmen. The five foolish virgins are a contrast to the five wise virgins. Other parables include three people: the king, the debtor, and fellow servant (Matthew 18); the priest, the Levite, and the Samaritan (Luke 10); the father, the younger son, and his brother (Luke 15); the servant who received five talents, his companion who received two, and the lazy servant who received only one talent (Matthew 25). The emphasis in these parables falls on the last one who is portrayed as an example that must be either followed or avoided. Then Matthew and Luke have the so-called double parables that differ in respect to setting, time, and audience. Jesus told the wedding banquet parable a few days before His death (Matthew 22), but He delivered the great supper parable as an after-dinner speech in the home of a prominent Pharisee (Luke 14). He educated His disciples with the parable of the lost sheep (Matthew 18) and repeated it when He addressed Pharisees and teachers of the law (Luke 15). Jesus taught the parable of the talents in the context of eschatology (Matthew 25), but He told the story of the pounds or minas on the way to Jerusalem where He celebrated His last Passover feast (Luke 19). Teaching orally by way of repetition, Jesus was at liberty to use the same material at different occasions. His method of repeating the same material exhibits emphasis. In fact, the Hebrew verb למד (lmd) means to teach and conveys the inherent meaning of to repeat, exercise, or become accustomed to. In other words, the implication is to teach by repetition.

PARABOLA DE LOS DOS DEUDORES Mateo 18 31 Viendo sus consiervos lo que pasaba, se entristecieron mucho, y fueron y refirieron a su señor todo lo que había pasado. 32 Entonces, llamándole su señor, le dijo: Siervo malvado, toda aquella deuda te perdoné, porque me rogaste. 33 ¿No debías tú también tener misericordia de tu consiervo, como yo tuve misericordia de ti? 34 Entonces su señor, enojado, le entregó a los verdugos, hasta que pagase todo lo que le debía. 35 Así también mi Padre celestial hará con vosotros si no perdonáis de todo corazón cada uno a su hermano sus ofensas. If parables have been so infamously misinterpreted throughout church history, what are some hermeneutical guidelines that will aid us in staying on the proper course? As a start, it is important to note that Jesus often employed parables to teach about the kingdom of God. Klyne Snodgrass claims that the meaning of almost all parables can be subsumed under the theme of kingdom, which was the main subject of Jesus’ preaching (Mark 1:15). In fact, many parables begin with an explicit introductory phrase such as, “This is what the kingdom of God is like” (Mark 4:26). Snodgrass writes, The primary focus of the parables is the coming of the kingdom of God and the resulting discipleship that is required. When Jesus proclaimed the kingdom he meant that God was exercising his power and rule to bring forgiveness, defeat evil and establish righteousness in fulfillment of Old Testament promises.14 This kingdom theme, in turn, is often expressed through three main theological sub-motifs: “the graciousness of God, the demands of discipleship, and the dangers of disobedience.”15 Some parables highlight only two persons or groups. They are the two builders: one built his house on the rock, the other on sand. The one son told his father that he would not work in the vineyard but later changed his mind and worked. The other son said he would work but never did. The generous landowner is placed over against the grumbling workmen. The five foolish virgins are a contrast to the five wise virgins. Other parables include three people: the king, the debtor, and fellow servant (Matthew 18); the priest, the Levite, and the Samaritan (Luke 10); the father, the younger son, and his brother (Luke 15); the servant who received five talents, his companion who received two, and the lazy servant who received only one talent (Matthew 25). The emphasis in these parables falls on the last one who is portrayed as an example that must be either followed or avoided. Then Matthew and Luke have the so-called double parables that differ in respect to setting, time, and audience. Jesus told the wedding banquet parable a few days before His death (Matthew 22), but He delivered the great supper parable as an after-dinner speech in the home of a prominent Pharisee (Luke 14). He educated His disciples with the parable of the lost sheep (Matthew 18) and repeated it when He addressed Pharisees and teachers of the law (Luke 15). Jesus taught the parable of the talents in the context of eschatology (Matthew 25), but He told the story of the pounds or minas on the way to Jerusalem where He celebrated His last Passover feast (Luke 19). Teaching orally by way of repetition, Jesus was at liberty to use the same material at different occasions. His method of repeating the same material exhibits emphasis. In fact, the Hebrew verb למד (lmd) means to teach and conveys the inherent meaning of to repeat, exercise, or become accustomed to. In other words, the implication is to teach by repetition.

EL PERDON Colosenses 2:13-14 13 Y a vosotros, estando muertos en pecados y en la incircuncisión de vuestra carne, os dio vida juntamente con él, perdonándoos todos los pecados, 14 anulando el acta de los decretos que había contra nosotros, que nos era contraria, quitándola de en medio y clavándola en la cruz, Efesios 4:32 Antes sed benignos unos con otros, misericordiosos, perdonándoos unos a otros, como Dios también os perdonó a vosotros en Cristo. Colosenses 3:13 soportándoos unos a otros, y perdonándoos unos a otros si alguno tuviere queja contra otro. De la manera que Cristo os perdonó, así también hacedlo vosotros.

EL PERDON –NIVEL 2:RECONCILIACION Mateo 18:15-17 15 Por tanto, si tu hermano peca contra ti, ve y repréndele estando tú y él solos; si te oyere, has ganado a tu hermano. 16 Mas si no te oyere, toma aún contigo a uno o dos, para que en boca de dos o tres testigos conste toda palabra. 17 Si no los oyere a ellos, dilo a la iglesia; y si no oyere a la iglesia, tenle por gentil y publicano.