3. As I besought thee to abide still at Ephesus, when I went into Macedonia, that thou mightest charge some that they teach no other doctrine,
4. Neither give heed to fables and endless genealogies, which minister questions, rather than godly edifying which is in faith: so do.
5. Now the end of the commandment is charity out of a pure heart, and of a good conscience, and of faith unfeigned:
6. From which some having swerved have turned aside unto vain jangling; Continue reading SCRIPTURE OF THE DAY (1 TIMOTHY 1:3-11: WARNING AGAINST FALSE TEACHINGS)
The teacher in Ecclesiastes has everything, yet he still manages to feel depressed and despondent. The reasons he gives for his depression are the apparent meaninglessness of life and the fact that man cannot find satisfaction or contentment. Each new day is just a repetition of all the other days that have gone before. In fact, there is nothing that is actually new, nothing that is fresh. In a restless and weary turn of phrase, the Teacher coins the well-used quote: “History merely repeats itself.” According to the Teacher’s reasoning, there is no worth to be found in doing things that have already been done and seen and experienced by other people.
Continue reading WHY SHOULD A MAN WHO HAS EVERYTHING FEEL SO DEPRESSED AND DESPONDENT? (ECCLESIASTES 1:1-11)
RABBI- (Ra’b’ bi’) Title meaning “my master,” applied to teachers and others of an exalted and revered position. During the NT period the term “rabbi” came to be more narrowly applied to one learned in the law of Moses, without signifying an official office. Continue reading DEFINITION OF THE DAY (RABBI)
False teachers add or subtract from the Bible. They often have a “revelation” that allegedly supplies new data about divine matters-data that the Bible fails to reveal, so to speak. False teachers devalue the work of Jesus Christ by making Him less than God incarnate.They twist the trust the meaning of His death or reject the truth of His resurrection. Continue reading HOW CAN A PERSON IDENTIFY A FALSE TEACHER?
Solomon, the Teacher, remarks that the increase of knowledge and wisdom only brings greater grief and sorrow. The state of affairs naturally begs the question: Why be educated? Why not live out your life in happy ignorance? Continue reading IF KNOWLEDGE BRINGS GRIEF, WHY SHOULD ANYONE BE EDUCATED?
6. Having then gifts differing according to the grace that is given t us, whether prophecy, let us prophesy according to the proportion of faith;
7. Or ministry, let us wait on our ministering: or he that teacheth, on teaching;
8. Or he that exhorteth, on exhortation: he that giveth, let him do it with simplicity; he that ruleth, with diligence; he that sheweth mercy, with cheerfulness. Continue reading SCRIPTURE OF THE DAY (ROMANS 12:6-13)
ASSYRIAN AND BABYLONIAN INFLUENCES
It was the exile of the Jews into Assyria and Babylon that led to further developments in education. When they returned and their land became part of the Greek empire, there were still further developments. The Assyrian kings collected thousands of clay tablets into a library at Nineveh. They contain every kind of knowledge–botany,
Continue reading MANNERS AND CUSTOMS OF THE BIBLE “EDUCATION” (PART 2)