A Note on a Footnote in Mt 28:20

Last Sunday as I was preparing to teach GD I noticed an odd footnote associated with the word “teaching” in Mt 28:20.  This verse is part of a larger passage, the Great Commission of the First Gospel.  The speaker is the resurrected Jesus and the occasion is his departure.  This is the text in the AV:

19 Go ye therefore, and teach all nations, baptizing them in the name of the Father and of the Son and of the Holy Ghost: 20 Teaching them to observe all things whatsover I have command you: and lo, I am with you always, even unto the end of the world. Amen.

This is one of the most theologically dense passages in the entire Gospel so I was not surprised to find various footnotes.  But I was surprised to find this particular footnote, associated with the second occurrence of the word “teaching” in v. 20:

The Greek text suggest this would be post-baptismal teaching.

Weird, eh?  That’s definitely not an answer to any of the first ten or so questions that spring to mind when reading the conclusion of Matthew’s Gospel!  So what gives?

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How to Reconcile Difference: In History and More

Earlier comments made by Mogget that the BoM tends to deal with the “other” in terms of conversion, military conquest, or basically “ignoring” them has got me thinking. How do we as a people deal reconcile difference? I’m less inclined to make a textual observation here (as I believe Mogs was doing); and instead am speaking socio-culturally.

I think there are a variety of (sometimes competing) alternatives we already employ in dealing with difference (both internal and external differences). In some regards this is directly related to recent posts dealing with the problem of history and theology, or scholarship and faith. What I would like to do here is creating a listing of sorts–a taxonomy that identifies the ways in which we reconcile these kind of challenges. Below are four methods that I would suggest we already use. The questions I would like to ask are, what other modes of reconciliation do we or should we employ? What are the strengths and weakness with each of these approaches? Should some of these be “dismissed” as ineffective or non-viable means of dealing with difference?

Eclecticism: The selective adoption or rejection of specific concepts to the de-emphasis and overemphasis of others. E.g., We have become the “Book of Mormon generation” where the BoM is employed much more frequently than the Bible. In the Bible we emphasis certain portions and downplay others. The Gospels compared with the epistles, for instance.

Ecumenicism: An exercise of faith where God’s omniscience is trusted to somehow tie the differences together into “one great whole”. E.g., Different Mormons can have differing opinions as to God’s relationship with the world he has created. How much does he intervene? How do we explain evil? The scripture mastery verse in Isaiah is usually implied with Ecumenicism: “His ways are greater than our ways.” (pardon my paraphrasing)

Compartmentalism: Different circumstances call for different responses. E.g., In Polynesia, many males wear the traditional lavalava to church rather than slacks. Comparmentalism is also used to explain how early members of the church (or even individuals in the scriptures) did things differently because they were of a different time (drinking of wine for instance). We often employ Compartmentalism with the phrase, “It’s the Spirit that matters.”

Inclusivism: The reworking of the concepts of the “other” in a shared terminology (or often purely in our own terminology). E.g., Most people believe in a supreme being, but we call him by different names.

Pharisees and Anti-Judaism

Modern Mormons often claim to be philo-Judaic through kinship claims and belief in a shared persecuted history. However, we have also inherited a Christian tradition of anti-Judaism which is pervasive in the church. Our insulation from larger trends in Christianity has also made us less reflective about our language about Jews and Judaism as other Christian denominations (though certainly not all) have reeled from the scandal of WWII and the role that Christian theology, supersessionism, and Biblical scholarship played in that scandal and propped up the scientific racism of the 19th and early 20th century.
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The Matthean Judas

One of the key differences between the story of the death of Jesus in Matthew and that of Mark is the narration of the fate of Judas in Mt. 27:3-10.  This story plays a variety of roles in Matthew’s story.  It’s another of Matthew’s famous fulfillment citations.  It fills a narrative gap in the Marcan version, which mentions the perfidy of Judas but not his fate.  And along with the story of the dream of Pilate’s wife, it also affirms the innocence of Jesus. 

There is, however, more to the story than this.  Here are the pertinent verses from the NRSV: 

3 When Judas, his betrayer, saw that Jesus was condemned, he repented and brought back the thirty pieces of silver to the chief priests and the elders. 4 He said, “I have sinned by betraying innocent blood.” But they said, “What is that to us? See to it yourself.” 5 Throwing down the pieces of silver in the temple, he departed; and he went and hanged himself.

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