Cyber-Center for Biblical Studies
Herbert W. Bateman IV
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to the Cyber-Center
for Biblical Studies


 

Featured Scripture

There is no other God like you! You forgive sin and pardon the rebellion of those who remain among your people. You do not remain angry forever, but delight in showing loyal love.                               Micah 7:18

 

Featured Commentary Series

The Big Greek Idea Series: An Exegetical Guide for Preaching and Teaching is a grammatical-like commentary with interlinear-like English translations of the Greek text that provides expositional-like commentary to guide a pastor and teacher in their sermon and teaching preparations. Every volume of this series has a threefold audience in mind: the busy pastor, the overworked professor of an academic institution, and the student with demanding Greek professors.

 

 

 

 

 

 

 

 

 

 

 

 

The most recent volume published is Ephesians by Benjamin I. Simpson and currently available.

 

 

 

 

Endorsement by Mark L. Strauss, University Professor of New Testament, Bethel Seminary San Diego

“Biblical illiteracy is rampant in the church today, resulting in part from the decline (or absence!) of expository preaching from the pulpit. Pastors often don’t have sufficient training in the exegesis of Scripture, or have forgotten much of what they learned in seminary. The Big Greek Idea is a helpful tool to remedy this situation. This series provides a comprehensive analysis of the meaning and func- tion of Greek words, phrases, and clauses in the New Testament books. It is highly recommended for students, pastors, and those who want to sharpen their Greek skills and become better interpreters and expositors of God’s Word.”

 

 

Website Administrator 

Herbert W. Bateman IV

 

 


MISSION


The
Cyber-Center for Biblical Studies
 
is an internet resource center that promotes the reading, studying, teaching, and preaching of the Bible.

 


  

A Commentartor's Perspective  

A DIFFERENT ASSESSMENT FOR INTERPRETING JUDE

by Herbert W. Bateman IV

 

In 1956, PHILIP K. DICK PUBLISHED A SHORT STORY in the science fiction magazine Fantastic Universe. While the story has been reprinted in Selected Stories of Philip K. Dick (New York: Pantheon, 2002), it also served as the basis for Steven Spielberg’s film Minority Report (2002), starring Tom Cruise. The movie questions the accuracy of a predetermined policing system that prevents crime. The policing system is based on the interpretation of material offered by three precog mutants who foresee a crime before it occurs. The precog mutants are kept in a pool of water in a somewhat rigid position so that all of their energy can be directed at predicting the future. Precog data are fed into a computer, the computer analyzes the material, and a report is generated for each precog. Unfortunately, the precogs have questions about their interpretations and do not always agree. If the three reports differ, the computer identifies the two reports with the greatest similarity or overlap and produces a “majority report” about a foreseen crime. Police officers then prevent the foreseen crime by arresting the person who has been predetermined a “criminal” before the criminal act can even occur, thereby eliminating the free will of the per- son to choose another course of action. 

I suggest that there are three precog reports about how Jude should be interpreted. Jude’s common name, the nameless recipients, and the obscure references to the “godless” (vv. 4, 15) and “these people” (vv. 8, 12, 16, 19), among other things, create a historical mystery that all three reports strive to solve. Two reports agree. They conclude that Jude is alarmed (vv. 3–4) about “false teachers” who are challenging the early church. Though there are numerous disagreements within the two false-teacher reports, they serve as the basis for a majority report that has become the predetermined conclusion that pastors and students use to read, interpret, and preach Jude. One report, however, differs. It is a minority report. The minority report suggests that Jude is distressed (vv. 3– 4) about the Zealot-led rebellion that is challenging the early church in Judea, and this offers a different historical background in which to read, interpret, and preach Jude. 

First, how similar are the two reports that make up the majority report, and how do they differ? Do problems within the majority report suggest the need to entertain the minority report? Second, what does the minority report offer? Is there any credible value within the report? Ultimately, this question needs attention: Should the false-teacher majority report be the background for reading, interpreting, and preaching the letter of Jude?

 

These opening paragraphs are the opening for a journal article entitled "The Minority Report: A Different Assessment for Interpreting Jude, Part 1" published in Bibliotheca Sacra 177 (January–March 2020): 91–105. 

 

 

For a full exegesis of Jude based on the view taken in this article, see Herbert W. Bateman IV, Jude, Evangelical Exegetical Commentary (Bellingham, WA: Lexham, 2017).

 

 

 

 

An Exegetical Guide for Interpreting the General Letters (2013)

Kerux Commentary on Hebrews a Commentary for Preaching Teaching (2021)Jesus the Messiah: 
Tracing the Promises, Expectations, and Coming of Israel's King (2012)

Big Greek Idea Commentary on John's Letters (2018)

Evangelical Exegetical Commentary on Jude (2015, 2017)