Tehillah 2011

You thought that was it?- prt. 2

1. What sort of message should be silenced (v10-14) ? Why does it need to be silenced? What role should an elder take in this regard?

V10 picks up from v9 (obviously…) and it becomes clear as to the reason why Paul has emphasized Biblical knowledge as a requirement to become an elder. The ‘things they ought not to teach’ apparently covers many deviations from biblical truths, but it is possible to take some clues from v10 from the identity of the people teaching what those mistakes was. The particular mention of the ‘circumcision group’ points towards the Jews who still regarded salvation as something to be earned through the merit of individual effort, rather than divine grace (Rom 3:24).

The mistake that salvation required circumcision and obedience to a legalistic obedience preached by the ‘teachers’ mentioned in v10 clearly denies acceptance of God’s grace as the singular requirement. It is evident however in v11 that entire communities (‘households’) were listening to this flawed message, and suffering because of it.

Because of the damage that can be done when such a mistaken message is taught- for the selfish gain of the teacher in some instances (v11)- Elders are to come down ‘sharply’ on such people, a call for a stern course of action to be taken.

2. What is “Jewish myths” (v14)? See 1 Timothy 1:4. Why should we “pay no attention” to them?

The Jewish myths Paul is referring to are Jewish legends and stories attached to old testament figures i.e. Moses and Adam. Because these were taken from sources that fell outside God’s Word (now gathered for us in the Bible), this prompted efforts to be places somewhere other than the divine message of God. 1 Tim 1:4 seems also to allude to the fact that they may have steered believers away from the truth of salvation through faith, and not works.

3. What are the “commands of those who reject the truth” (v14)? Why should we also “pay no attention” to them?

Again, these ‘commands’ often dealt with unnecessary legalities that false teachers insisted were necessary to gain salvation. Here however, it could be included into these ‘commands’ not just the claims of Jewish tradition of the circumcised group, but also those who might turn communion or baptism into a necessary component of being a Christian, rather their place as a mere expression or remembrance of God’s grace.

4.

a) How can everything be pure to the pure and nothing be pure to the corrupt?

Paul’s emphasis here is on an individual’s attitude. His first section ‘that to the pure, everything is pure’ (v15)- is not asking that people view everything as good and godly (which would contradict a large part of what Paul is trying to achieve here in Titus…), but that there is nothing that will enter an individual which of its own nature corrupt that person. While everything (1 Tim 4:4), that which comes out of a person may be unclean (Mark 7:15-16).

So while a believer may look at the Bible and see God’s perfect truth, a teacher out for dishonest gain or without the guiding principles that Paul lays down in Titus can input his own intentions into verses and books, using them out of context and corrupting its meaning.

b) Now read verse 16. Does it make sense now? Explain why or why not

5. Back to v11, what would “destroy households” and is it related to the “Jewish myths”, “commands of those who reject the truth” and verse 15-16

6. Looking at all of this, why would it be so important to have an elder or a senior member of the church that carries the traits mention by Paul?

Application and reflection

1. Do you think the Paul’s characteristics only apply to elders and senior members of the church? Do you think maybe we should strive to follow them as well?

2. What areas of your life need more work? What characteristics do you need to cultivate?