The Gospel of Luke
-
Lesson OneOverview of Luke (Luke 1-2)17 Activities|3 Assessments
-
Getting Started
-
Lesson Text: Luke 1-2
-
In | Luke's Emphases and Themes
-
In | Unique Content
-
In | The Banquet Table
-
In | Literary Structure
-
In | “Journeying” in Luke and Acts
-
In | Bible Project: Luke 1–9
-
Behind | Homes in Ancient Israel
-
Behind | No Room in the Inn
-
Behind | Onsite: No Room in the Inn? A Closer Look at a Traditional Home in Palestine
-
Behind | Onsite: At Home in a Manger - Understanding the Nativity in Context
-
Behind | Onsite: Springtime in the Shepherds' Fields
-
In Front | Good News for All People ... Really?
-
In Front | Workbook: Who’s Welcome at the Table?
-
In Front | Michael Card's "King in a Cattle Trough"
-
Wrap-Up
-
Getting Started
-
Lesson TwoSavior for All Humanity (Luke 3-4, 7-8)21 Activities|1 Assessment
-
Getting Started
-
Lesson Text: Luke 3-4, 7-8
-
In | Jesus the Son of Adam
-
In | Jesus the Savior - Pt. 1
-
In | Unique Content in Luke 9-19
-
In | The Nazareth Sermon
-
In | Workbook: The Liberator
-
In | Jesus the Savior - Pt. 2
-
In | 400 Years Waiting for a Prophet
-
In | Hostile Q and A in the Temple Courts
-
In | Workbook: Hostile Q and A in the Temple Courts
-
Behind | Jesus the Prophet
-
Behind | Onsite: Elisha the Healer - Foreshadowing the Ministry of Christ
-
Behind | Onsite: The Good Samaritan - Above the Treacherous Wadi Qelt
-
Behind | 360 View: Jesus in the Synagogue
-
Behind | 360 View: The Good Samaritan
-
Behind | Onsite: Herod's Playground and the Good Samaritan - New Testament Jericho
-
In Front | Hope for the Whole World
-
In Front | The Church Is Not One More Empire
-
In Front | Workbook: The Greatest, a Servant - Luke 22:24-27
-
Wrap-Up
-
Getting Started
-
Lesson ThreeKingdom of Lost, Last and Least (Luke 5–6, 14:1–19:10)26 Activities
-
Getting Started
-
Lesson Text: Luke 5–6, 14:1–19:10
-
In | The Gospel of Women
-
In | Workbook: The Prodigal Son
-
In | The Prodigal Son
-
In | Workbook: Parallel Parables of the Great Banquet
-
In | Zacchaeus and Discipleship
-
In | Mary Visits Elizabeth
-
In | Workbook: Mary Visits Elizabeth
-
In | Bible Project: Luke 10-24
-
Behind | Onsite: At Home with Parables - Inside a Tradition House in Tayible
-
Behind | Honor and Shame
-
Behind | Onsite: Lost Sheep Stories
-
Behind | The Father of the Prodigal Son
-
Behind | Onsite: Honor and Humiliation - The Fattened Calf in Luke 15
-
Behind | Reflecting on the Parable of the Prodigal Son
-
Behind | Honor and Banquets
-
Behind | The “Lost” in Jesus’ Parables
-
Behind | Onsite: Zacchaeus and Social Reciprocity - From Tax Collector to Child of Abraham
-
Behind | The Humiliation of Jesus
-
In Front | Workbook: Mary and Martha
-
In Front | Workbook: Pride and Humility in Luke
-
In Front | Political Correctness and Biblical Ideals
-
In Front | A Banquet for the Poor, the Crippled, the Lame and the Blind
-
In Front | Workbook: A Banquet for the Poor, the Crippled, the Lame, and the Blind
-
Wrap-Up
-
Getting Started
-
Lesson FourRedemptive History (Luke 9–13, 19:11–24:53)13 Activities
-
Getting Started
-
Lesson Text: Luke 9–13, 19:11–24:53
-
In | How Is Luke like Old Testament “Prophetic History”?
-
In | Workbook: How Is Luke like Old Testament “Prophetic History”?
-
In | Luke Continues Old Testament History
-
In | Jesus as the Fulfillment of the Old Testament
-
In | Workbook: The Psalms in Luke
-
Behind | The Historical Accuracy of Luke
-
Behind | Timing of the Temple Visit
-
Behind | A Salvation Jubilee
-
In Front | Jesus’ Temptations and Their Deuteronomic Rebuttals
-
In Front | Workbook: Jesus’ Temptations and Their Deuteronomic Rebuttals
-
Wrap-Up
-
Getting Started
-
Lesson FiveAuthor and Audience14 Activities
-
Getting Started
-
Lesson Text: Luke review
-
In | Workbook: Content Unique to Luke
-
In | Luke's Gospel
-
In | Bible Project: Holy Spirit
-
Behind | Luke the Historian
-
Behind | Historical Writing in the First Century
-
Behind | A Good Man for Roman Critics
-
Behind | The “We” Passages in Luke
-
In Front | Presenting an Orderly and Favorable Account
-
In Front | Seekers of Truth
-
In Front | Workbook: Kingdom vs. Worldly Values
-
In Front | Workbook: Guiding Questions - Luke
-
Wrap-Up
-
Getting Started
-
Course Wrap-UpCourse Completion1 Activity|1 Assessment
Participants 47
In | Literary Structure
Like all literature, the Bible is much more than words. In narratives, for example, characters and settings are introduced in the process of a story’s plot. Individual stories build into larger stories which are integrated into cycles of stories and the larger biblical metanarrative.
Genesis, for example, is structured around the generations of key figures. Here are just a few examples: Adam (Gen 5:1), Noah (Gen 6:9), Jacob (Gen 37:2). Within those generational main plots come subplots, like that of Lot in the larger Abraham story.
Similar kinds of structuring elements are evident also in law, poetry, parables and prophecy. Thus, as you read each kind of genre in the Bible, pay attention to the way a passage is organized.
Does a proverb create a contrast between the two lines? (“Trust in the LORD with all your heart / and lean not on your own understanding” Prov 3:5, NIV).
Or, does a proverb restate the first line with an elaboration? (“Start children off on the way they should go, and even when they are old they will not turn from it” Prov 22:6, NIV).
Does a poem or story have an inclusio—that is, bookends that frame the beginning and end with a similar phrase? For example, the story of Jesus in his youth in Luke 2:40-52 is bookended by verse 40 (“And the child grew and became strong, filled with wisdom”) and 52 (“And Jesus increased in wisdom and in stature and in favor with God and man”).
Also beware that some inclusios are part of a fuller chiasm—with inverse repetition of lines or thoughts throughout (diagrammed as A, B, C, D, C’, B’, A’). Let’s look at Joshua 1:5-9 as an example:
You will become acquainted with these various terms for literary structuring throughout BibleJourney. The primary takeaway as you come to this stop is to realize that a passage’s particular structure is designed to communicate meaning and reveal primary ideas.