reading the bible for meaning

8/13/2019 Reading the Bible for Meaning

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WBTC Bible Translation BasicsWBTC Bible Translation Basics

Translation step by stepTranslation step by step

Step 1Step 1

Exegesis for BibleExegesis for Bibletranslatorstranslators

Adapted from theLuke Partnership Project

by Katy Barnwell


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Exegesis forExegesis for

Bible translatorsBible translatorsStep 1Step 1

Discover the meaning ofDiscover the meaning ofthethesource textsource text


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What is exegesis?What is exegesis?

In doing exegesis, we

are trying to discover

what the original

author wanted tocommunicate to the

original audience.


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7: Back-translation

10: Final editing

8: Content correction

11: Final read-through

12: Publication

9: Testing and revieing

!: Preli"inar# testing

$: %e# biblical ter"s

&: 'u((le"entar# hel(s

): Tea" check

2: *ra+ting

1: ,egesis

TranslationTranslationstep by stepstep by step

Step 1Step 1

ExegesisExegesis


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What is exegesis?What is exegesis?

In doing exegesis, we are trying to

discover what the original author

wanted to communicate to the

original audience.

We are trying to understand

the original authors messageso

that we can retell it to a new

audience.


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RememberRemember

! GOODtranslation communicates theintended meaning o" the original in a

clear and natural way.


7/6201/29/142007 World Bible Translation Center#

RememberRemember



! BADtranslation communicates thewrong meaning, o"ten $ecause it is

unclear and unnatural.


8/6201/29/142007 World Bible Translation Center

%

RememberRemember



! BADtranslation communicates thewrong meaning, o"ten $ecause it is

unclear and unnatural.

&he WORSTtranslation o" all

communicates the wrongmeaning in a




'

The translatorThe translators tass tas

! translators tas( is to communicatethe

same message as the original author.

&ranslators must $e care"ul not to tell their

ownmessage.

&heir tas( is to retellthe message o" the

original author to a new audience.

)o beforetranslating, the translator must

discover the meaning o" the source text as

exactlyand fullyas *ossi$le.



1+

If you are building a house,If you are building a house,

youyou firstfirstdig the foundationsdig the foundations..

I" you dont,

the house may "all down.

If you are going to make soup,If you are going to make soup,

youyou firstfirstprepare theprepare the ingredients.ingredients.

I" you dont,

the sou* may not taste good.



11

If you are making aIf you are making atranslation,translation,

first stu!y the meaning of thefirst stu!y the meaning of the

source text source text..

I" you dont, you will not $e a$le to retell

the message correctly, and the translationwill not $e "aith"ul to the meaning o" the

original.



12

Translation is theTranslation is the

transfer of meaningtransfer of meaning&he translators goal is that the

translation will convey thesame meaning as the source

text did to the original

audience

as clearly and accurately as*ossi$le.



13

Translation "Translation "

transfer of meaningtransfer of meaning

Meaning

Text in

the

Sourcelanguage

Translationin the

.ece(tor/anguage


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ContextContextIncludes in"ormation the )cri*ture writer

assumed the audience (new.

ur *ro$lem-

In"ormation availa$le to the original audience

is o"ten not availa$le to our readers.


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TheThe ##icebergiceberg$$of meaningof meaning

The explicit meanings of

a piece of writing are the

tip of an iceberg of

meaning: the larger partlies below the surface of

the text and is

composed of the

readers own releant

knowledge.

!"irsch #$%&:''(')*


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%mplicit %nformation%mplicit %nformation

&o understand what someone says or writeswe must in"er the necessary im*licitin"ormation that the s*ea(er assumes we(now. or exam*le-

+ollector: Would you li(e to $uy a "lag "or the/oyal 0ational i"e$oat Institution

asser(by: 0o than(s, I always s*end myholidays with my sister in irmingham.


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Relevance ?Relevance ?

ontextual assum*tions-In ngland, charities o"ten sell little "lags "ordonations

&he /oyal 0ational i"e$oat Institution is a charity.

irmingham is inland.

)omeone who s*ends his holidays inland is unli(elyto need the hel* o" the /oyal 0ational i"e$oatInstitution.

)omeone who is unli(ely to need hel* "rom a charitycannot $e ex*ected to su$scri$e to it.


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Relevance ?Relevance ?

ontextual Im*lication-

&here is a su""icient reason "or re"using to

su$scri$e to the 0ational i"e$oat Institution.


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&eople !o not un!erstan! 'hat a&eople !o not un!erstan! 'hat atranslation says (ust from thetranslation says (ust from the'or!s on the page) They infer'or!s on the page) They infer

meaning by combining 'hat theymeaning by combining 'hat theyrea! from 'hat they alrea!yrea! from 'hat they alrea!y

no')no')

Contextis crucial "or inter*retation


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Communicator

*eaning toconvey

Addressee

Thoughts+n!erstoo!

Co!e ,Con!uit- *o!elCo!e ,Con!uit- *o!el

S,en!er- *,essage- R,eceiver-S,en!er- *,essage- R,eceiver-


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Communicator

*eaning

Addressee

Thoughts+n!erstoo!

Co!e ,Con!uit- *o!elCo!e ,Con!uit- *o!el

S,en!er- *,essage- R,eceiver-S,en!er- *,essage- R,eceiver-


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Share! no'le!ge an!Share! no'le!ge an!assumptionsassumptions

Communicator

*eaning toconvey

Addressee

Context Thoughts+n!erstoo!

%nferencing

.ct of inferential communication.ct of inferential communication


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6&here is almost always a ga* $etween what

*eo*le say and what they mean.7

8tterance meaning

)*ea(er meaning

9 ! :


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*ar 1/02*ar 1/02

;esus said, 6


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Comprehension proce!ureComprehension proce!ure

in a nutshellin a nutshellWe show we intend to communicatethers ex*ect our communication will $e relevant

>ma(ing sense?

ur hearers "orm a hy*othesis a$out our intentions.&hey access the shared >cognitive? context

&hey in"er conclusions "rom utterances@text A context

&hey sto* trying to "igure out what we are saying when

the inter*retation satis"ies their hy*othesis


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Maize for sale ready, says boardMaize for sale ready, says board

&he 0ational ereals and :roduce oard has #14,1+#

$ags o" mai=e in its de*ots.

ut o" this, a$out 54,1+# $ags are "or sale tocustomers at mar(et *rices.

In a statement yesterday, the $oardBs *u$lic relations

manager, Cr D. C. said the mai=e is availa$le at all its

stores as sur*lus stoc(s are trans"erred to re*lenish

de*leted su**lies. Cr C. said that 1++,+++ $ags are sold

every wee(.


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What do you su**ose was the authors *ur*osein *roviding this in"ormation


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Maize for sale ready, says boardMaize for sale ready, says board

&he 0ational ereals and :roduce oard has #14,1+#$ags o" mai=e in its de*ots.

ut o" this, a$out 54,1+# $ags are "or sale to

customers at mar(et *rices.

In a statement yesterday, the $oardBs *u$lic relations

manager, Cr D. C. said the mai=e is availa$le at all its

stores as sur*lus stoc(s are trans"erred to re*lenishde*leted su**lies. Cr C. said that 1++,+++ $ags are sold

every wee(.


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Context0

E Cr C. was res*onding to *ress re*orts a$out

hungerFrelated deaths in *arts o" the country to

to drought and "amine.

E &here had $een accusations that thegovernment had $een hoarding grain.

E &he "acts say otherwise

E 60o grounds "or the accusation7

FF le"t to $e in"erred "rom the "acts stated.


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Adapted introduction

/es*onding to *ress re*orts a$out hungerFrelated deaths

in *arts o" the country and accusations that thegovernment had $een hoarding su**lies "or sale at *ro"it,

Cr. D. C., *u$lic relations manager "or &he 0ational

ereals and :roduce oard, announced that the oard

has #14,1+# $ags o" mai=e in its de*ots. ut o" this, a$out

54,1+# $ags are "or sale to customers at mar(et *rices.

In a statement yesterday, Cr. C. said the mai=e is

availa$le at all its stores as sur*lus stoc(s G


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Im*licit in"ormation de"initely a *ro$lem

0o ex*licit way to deal with the *ro$lem o"

context

In a i$le translation, how much contextual

in"ormation should $e su**lied

6!s little as *ossi$le, as much as necessary7


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3ui!elines 43ui!elines 4

Im*licit in"ormation needs to $e added

only when G

it is necessary to communicate correctmeaning G

or to insure naturalness in the /

translation. C. arson >1''%-4#?


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.ccuracy 5 Clarity.ccuracy 5 Clarity

rom a readers *oint o" view

!ccuracy must $e measured in the readers

understanding o" the text! translator must ta(e res*onsi$ility "or the

extent to which the second audience

understands what the original authorsintended to convey to their audiences.


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! text that is not clear is not accurate "or a

reader, or

! text does not convey an accurate sense,unless the reader understands it.

! *er"ectly natural text may seem clear to a

reader, $ut the inter*retation may $e clearly

not the one intended $y the original author H


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&here are di""erent 6levels7 o" understanding

"or many texts $ut G

!n accurate understanding de*ends on amodern readers access to the essential

$ac(ground in"ormation the author assumed

original readers would $e a$le to access.


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&his accounts "or how G

a text may $e accurately understood $y

one reader,$ut misunderstood $y another reader.


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To assure un!erstan!ing 'e mustTo assure un!erstan!ing 'e must

&a(e the i$le contextand the context o" our

readers as seriously as we ta(e the i$le text.

!ssess whether *ro$lems o" understanding

are due to Gthe translation itsel" or G

the readers lac( o" the necessary

$ac(ground in"ormation


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The role an! significance ofThe role an! significance of

context in communicationcontext in communicationnot a 6remainder7 a"ter one

has dealt with the textnot ust $its and *ieces o"

in"ormation that may $e

needed here and there


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6o' to stu!y the meaning6o' to stu!y the meaning

irst loo( at the $ig *icturethe context and the message.


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&hen loo( at thesmall *icturethe details.


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&hen loo( at thesmall *icturethe details.

&hen loo( at the $ig *icture

againhow do the *arts connect


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7ooing at the big picture7ooing at the big picture

1. xamine the historical and social

setting

Who is the author&o whom was he writing

What was the situation


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2. 9et an overview o" the wholedocument

Jiscover the authors *ur*ose

and the main themes.


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3. Jiscover the maor unitso" the $oo(-

divisions

sections

*aragra*hs

4. )tudy the structure o" the $oo(

3ospel Beginnings3ospel Beginnings


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3ospel Beginnings3ospel Beginnings*atthe'

1 &his is the"amily history o"

;esus the

Cessiah. Ke

came "rom the

"amily o" Javid

and "rom the"amily o"

!$raham.

2 !$raham was

the "ather o"

Isaac. Isaac was

the "ather o";aco$.

;aco$ was the

"ather o" ;udah

and his $rothers.

*ar

1&he 9ood 0ewsa$out ;esus theCessiah, the )ono" 9od, $egins2with what the*ro*het Isaiahsaid would

ha**en. Ke wrote-

6istenH I will sendmy messengerahead o" you.

Ke will *re*are theway "or you.7

7ue

1F3Cost Konora$le&heo*hilus-

Cany others havetried to give a re*orto" the things thatha**ened among usto com*lete 9ods

*lan. 2What theyhave written agreeswith what we learned"rom the *eo*le whosaw those events"rom the $eginning.

8ohn

1e"ore the world$egan, the Wordwas there. &heWord was with9od, and theWord was 9od. 2Ke was there with

9od in the$eginning.3verything wasmade through him,and nothing wasmade without him.


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9ocusing on a section9ocusing on a section

irst loo( at the section in its context

Kow does this section connect with thesection $e"ore it

Kow does it connect tothe "ollowing section

What is the main theme o"

the section

What mar(s the section as a unit


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9ocusing on9ocusing on a sectiona section

Luke !"#$%&'

ontext-

&his *assage comes early in the third division o"

u(e.

;esus is on his way to ;erusalem.

Ke is *re*aring his disci*les "or the time

when he will no longer $e with them.

0otice the re"erence to )amaria in u(e '-51F5.


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9ocusing on a section9ocusing on a section51

&he time was coming near when ;esus would leave andgo $ac( to heaven. Ke decided to go to ;erusalem. 52Ke

sent some men ahead o" him. &hey went into a town in

)amaria to ma(e everything ready "or him. 53ut the

*eo*le there would not welcome ;esus $ecause he was

going toward ;erusalem. 54;ames and ;ohn, the "ollowers

o" ;esus, saw this. &hey said, 6ord, do you want us to

call "ire down "rom heaven and destroy those *eo*le755ut ;esus turned and critici=ed them "or saying this.

5&hen he and his "ollowers went to another town.

Luke ("$%$)


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9ocusing on a section9ocusing on a section

Luke !"#$%&'

/ead the section in the &)&. &his *rovidesa loo( at the text in a more literal "orm>one that "ollows the "orm o" the originallanguage text closely?.

&hen read the section in one or moremeanin* ba+ed versions, such as the/L in nglish or another language.


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%!entify the :uestions%!entify the :uestions

that nee! researchthat nee! research

Luke 10:25-37

Asking the right questions

is the way to begin

doing good exegesis


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%!entify the terms that%!entify the terms that

nee! special attentionnee! special attentionWords that have theological

im*ortance, such as

salation

redemption

grace

&hese are called 6(ey terms.7


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Discuss: What key terms needspecial study in Luke 10:25-3!

Or terms that have important social orOr terms that have important social or

historical significance,historical significance,such as ...such as ...

Templesynagogue

-abbath


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Some ey terms that nee!Some ey terms that nee!

stu!y in 7ue 1/0;stu!y in 7ue 1/0;,er+e+ #$-#) expert in the aw

aw

eternal life

teacher

,er+e #' loe

,er+e+ &%&& priest

eite

-amaritan


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Stu!y the !etails 4Stu!y the !etails 4

an! as :uestionsan! as :uestions!re there any un(nown ideas!re there any customs or things that are di""erent inthe i$le and target culture

!re there idioms or "igures o" s*eech

!re there *laces where the grammar is com*licated

!re there a$stract nouns ex*ressing events

!ny am$iguities or unclear meanings

!ny textual *ro$lems


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7ue 1/0;7ue 1/0;

8n(nown ideaspouring on oil and wine

denarius

/erusalem

/ericho

ustoms or things that are di""erent in the

i$le and target culture

*erha*s animal

Idioms or "igures o" s*eech

fell among thiees


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5

7ue 1/0;7ue 1/0;

Ji""icult constructions to unravel

bandaging, then cleansing

!$stract nouns ex*ressing events

feel compassion!m$iguities or unclear meanings

inherit eternal life

neighbor


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5#

9in! the 9.CTS9in! the 9.CTS

8se re"erence hel*s

i$le versions >in di""erent languages?

W& Kel* Jes(

i$le dictionaries,

i$le commentaries,

)tudy i$le

. ..


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5%

The Bible text itself ,TST an! R@-The Bible text itself ,TST an! R@-

is your most useful resourceAis your most useful resourceA 20"he #e$s said% 6&t has taken '(rty-six years t( )uildthis temple% and y(u $ill raise it in three days!7 21*ut the temple he +#esus, $as talking a)(ut $as his)(dy 22.'ter he $as raised 'r(m the dead% his

followers/disciplesremem)ered that he had said this/ andthey )elieed the Scripture and the $(rds #esus said 23While he +#esus, $as in #erusalem during theass(er Festival/Feast% many pe(ple )elieed in him%)ecause they sa$ the miracul(us4 signs that he $as

d(ing2

*ut #esus did n(t trust himsel' t( them% )ecausehe kne$ all pe(ple 256e had n( need '(r s(me(ne t( tellhim a)(ut pe(ple% )ecause he kne$ $hat $as inside

people/in peoples hearts


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5'

.fter stu!ying the !etails.fter stu!ying the !etails

Dey terms

8n(nown ideas

ustoms

/L and &)& >)ource text?

/e"erence hel*s


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+

Return to the big pictureReturn to the big picture

1. &hin( or tal( through thewhole *assage

2. /eview how everything "its together, notingthe relationshi* $etween the di""erent*arts.

3. :re*are to translate.

4. Ca(ing an oral translation is a good way to$egin.


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1

7: Back-translation

10: Final editing

8: Content correction

11: Final read-through

12: Publication

9: Testing and revieing

!: Preli"inar# testing

$: %e# biblical ter"s

&: 'u((le"entar# hel(s

): Tea" check

2: *ra+ting

1: ,egesis

TranslationTranslationstep by stepstep by step


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