Hebrews (Paideia: Commentaries on the New Testament)
Nonfiction, Religion & Spirituality, Bible & Bible Studies, New Testament, Commentaries
| Author: | James W. Thompson, Mikeal Parsons, Charles Talbert | ISBN: | 9781441205155 |
| Publisher: | Baker Publishing Group | Publication: | December 1, 2008 |
| Imprint: | Baker Academic | Language: | English |
| Author: | James W. Thompson, Mikeal Parsons, Charles Talbert |
| ISBN: | 9781441205155 |
| Publisher: | Baker Publishing Group |
| Publication: | December 1, 2008 |
| Imprint: | Baker Academic |
| Language: | English |
Hebrews, the second of eighteen volumes in the Paideia commentary series, brings the insight of a veteran teacher and writer to bear on a New Testament book whose rich imagery and memorable phrases have long shaped Christian discourse. The Paideia series approaches each text in its final, canonical form, proceeding by sense units rather than word-by-word or verse-by-verse. Each sense unit is explored in three sections: (1) introductory matters, (2) tracing the train of thought, (3) key hermeneutical and theological questions. The commentaries shed fresh light on the text while avoiding idiosyncratic readings, attend to theological meaning without presuming a specific theological stance in the reader, and show how the text uses narrative and rhetorical strategies from the ancient educational context to form and shape the reader.
Hebrews, the second of eighteen volumes in the Paideia commentary series, brings the insight of a veteran teacher and writer to bear on a New Testament book whose rich imagery and memorable phrases have long shaped Christian discourse. The Paideia series approaches each text in its final, canonical form, proceeding by sense units rather than word-by-word or verse-by-verse. Each sense unit is explored in three sections: (1) introductory matters, (2) tracing the train of thought, (3) key hermeneutical and theological questions. The commentaries shed fresh light on the text while avoiding idiosyncratic readings, attend to theological meaning without presuming a specific theological stance in the reader, and show how the text uses narrative and rhetorical strategies from the ancient educational context to form and shape the reader.
