Word Studies

TOOLS USED TO PRODUCE GREEK WORD STUDIES

1. John Stegenga's "Greek/English Analytical Concordance."

This unique concordance combines all Greek words into some 1619 root words. A root word is the basic word from which other parts of speech are derived. The root is sometimes a part of speech which isn't even used in the New Testament, yet other words which come out of the root are used. By looking at any word in the Greek text we are able to trace it to its root word and examine all the different parts of speech, i.e. verbs, nouns, adverbs, adjectives, etc. By examining these different parts of speech, each in its own context, we are able to produce accurate definitions through usage rather than preconceptions.

2. Englishmen's Greek Concordance

This concordance, which uses the same Greek text (Stephanus) as Stegenga, takes the various parts of speech and then lists the verses in which the word is used. A short section of each verse is listed with the word under consideration in italics. This concordance establishes a common and consistant phrase for each reference in our word studies in the King James Version. However, we use any translation which is useful in creating a good title.

3. Panin's Greek Interlinear New Testament

This Greek text is our ultimate plumbline. Every reference we use is checked against Panin's Greek. If a reference is missing from Stegenga or Englishmen's we add it. If a reference is omitted in Panin we omit it from our study (hence, the notation "omitted in best mss"). If the Greek case form is changed by Panin we change it for our study. Panin also provides extremely accurate contexts. (See "Numerics vs. Numerology" for more about Panin.)

4. Kittel's "Theological Dictionary of the New Testament"

We use this work as a plumbline to our accuracy in evaluating the meanings derived from our approach. The exhaustive scholarship that has gone in to this work makes it a worthy comparison. Any conclusions based upon a word study which do not agree in essence with Kittel are suspect.

5. Vine's Expository Dictionary of New Testament Words

This work provides a rapid reference for our word studies. It is useful in quickly providing basic definitions of words used with the word study being done. It is also a good reference to double check meanings which emerge from the word study.

6. A Note about Strong's Concordance

This concordance is such a popular one and again is based on the Stephanus manuscript. While we do not consider this book one of our vital resources, we do include the cross numbering system found in Strong's on the root word outline from Stegenga in case anyone wants to use Strong's numbering system as a resource. Doing a word study using Strong's can be extremely tedious just trying to track related parts of speech. Our word study approach supercedes Strong's in that the tedious research has already been done. Using Strong's would only be a duplication of our work.

7. Another work we strongly recommend is "KJV Hebrew-Greek Study Bible" by Spiros Zodhiates. Not only does this study Bible reference all of Strong's numbers for both Hebrew and Greek words but Mr. Zodhiates also indicates by bold type those words which carry significant theological value and for which he has created his own index of special thoughts and definitions.

The following rules apply to all Stegenga outlines.

1. Major parts of speech are given a letter, i.e. A, B, C, etc.

2. If there are two of the same part of speech related directly to the root word, i.e. two verbs, all major parts of speech are assigned a Roman numeral, i.e. IA, IB, IC.

EX: IA. CHAIro (to rejoice) \

IB. chaRA (joy)

2 verbs, hence the Roman numeral

IC. chaRIzomai (to forgive) /

3. Derivatives (usually involving prefixes or compound words) of any basic part of speech are indented and numbered with an Arabic number, i.e. IA.1, IA.2., IB.1., etc.

EX: IA.1. sug-CHAIro (to rejoice with) ("sug" is a prefix meaning with)

4. Derivatives which involve more than one part of speech are assigned a Roman numeral, i.e. IIA., IIB., IIC., etc.

EX: From IE.2. eu-CHAristos to:

IIA. eu-CHAristos (thankful)

IIB. eu-chariSTEo (to give thanks)

IIC. eu-chariSTIa (thanksgiving)

5. Some words descend through major parts of speech that are not found in the New Testament. So while the major part of speech has no references a derivative may have several.

6. Words related to a root which have no theological significance are omitted for the purposes of our word studies.

Many theologians discount "joy" or the ability "to rejoice" as a significant part of God's character. A breakdown of this word, however, shows us that the word "grace" comes out of God's ability to rejoice. If God did not find joy in unilaterally reaching out to man, where would we be?

We can also see from this root word that God's grace includes forgiveness. God's plan of salvation for men and the grace which God gives is seen strikingly in the sacrifice of His Son, Jesus. Obviously, the joy which God felt overrode the sorrow He felt in giving His Son to die for mankind.

Jesus Christ was willing to divest Himself of His divinity and come to earth to die as a man. He did this because of the JOY that was set before Him. Jesus knew that this joy, which was a future reward, would be greater than any sorrow or pain He would have to endure.

God the Father wants all of His children to experience the joy that grace, i.e. unilaterally reaching out to others, produces. The word "CHArisma" means a gift that comes out of grace and is used to pass on God's grace to others. When we exercise a supernatural gift as directed by God's Holy Spirit we are able to reach out to others and give them God's grace.

In many churches the word "eucharist" is common. This word comes out of the word grace which comes out of the verb to rejoice. The verb "eu-chariSTEo" means to give thanks. Giving thanks is the natural joyful response to receiving grace. When God helps us He is filled with joy. When we receive God's help we are filled with joy. Our response is to give thanks. The "eucharist" is sharing the joy of our Lord and is realized when we partake of His life (blood) and body (bread). The inference to this is that communion or eucharist should be a time of rejoicing, not just a solemn time of introspection.

THE RESEARCH PAPERS

In each of the Research Papers of this volume, the root word is the organizing principle under which each derivative appears. Normally the outline of the paper does not deal with a complete root with all of its derivatives. Rather, we have selected those words, derivatives, prepositional prefixes, and compounds which relate directly to the context of the present volume, using the title and passage as the organizing principle as well as the basis of our selection.

First is the outline, discussed above, taken from Stegenga’s Greek/English Analytical Concordance. Across from each vocabulary form in the right hand column is the corresponding Strong’s number for the Greek word.

Then all references for the word being studied along with their significant derivatives are listed in order Matthew through Revelation.

An accurate context based upon the numerics of Ivan Panin (in close agreement with Westcott and Hort) follows each reference.

The portion of KJV is found in Englishmen's Greek Concordance under selected vocabulary forms (parts of speech).

A transliteration of each Greek word exactly as it appears in the Greek New Testament (case form) is given for each reference, and if the reference is a verb, the tense of the verb is indicated. Our transliteration is based on modern Greek pronunciation and is similar to the Berlitz method of learning tourist Greek. A guide to modern Greek pronunciation follows (see THE GREEK ALPHABET).

Greek vocabulary words in the New Testament are taken from the everyday language of those times called "Koine", or the “common” tongue. This means that a word like "resurrection" can be used for a man "getting up" out of bed, or Jesus "rising from" the dead. Sometimes the distinction between the ordinary and theological use is not clear cut and the meaning becomes a matter of spiritual insight which will be reflected in the title. Since our titles reflect our own insight we invite each student to consider whether or not our distinction is valid and, if not, to create their own title.

Next, under each reference is the title which we have created to describe the word we are studying in its context. The title is the key to any word's inductive definition. Sometimes we include two titles to emphasize different applications of meaning for a given word.

Finally, after titling all references a tentative evaluation is written. The evaluation is tentative because it is not inspired and is subject to change based upon other related words and concepts. We invite pastors, teachers, and students to write their own evaluation based upon personal research.

We have completed over 700 Greek word studies based upon this format and anticipate producing over 50 separate books, each with their own series of Greek words.

NUMERICS VS. NUMEROLOGY

What is numerics? At the turn of this last century a Russian mathematician by the name of Ivan Panin declared Jesus Christ as His Lord and Savior. Ivan Panin was brilliant. He lectured at the world's top universities on the highest levels of mathematics. He was a professor at Harvard with Albert Einstein as one of his students. After meeting Jesus Christ, Ivan Panin mastered Greek and Hebrew within four years. He was fascinated by the fact that Greek and Hebrew are both languages in which their alphabets also contain their numbering system. Each of these languages has an alphabet and by adding an apostrophe or tick mark next to a letter a number is created. Thus, in Greek, adding a tick next to the letter "a" like this ar creates the number "1" (br = 2, etc.). Ivan Panin began playing with Greek manuscripts of the Bible paying particular attention to mathematical principles and formulas found by converting letters to numbers. This is the basis of numerics. Each letter is converted to a number and the numbers are incorporated into mathematical formulas which ultimately establish the exact letters, words, sentences, sub-paragraphs, paragraphs, sections, books, and ultimately the entire New Testament. The same is true of Hebrew (although Ivan Panin died before completing a "numeric" Old Testament). This mathematical method is so precise and interlinked that to take away or change even one letter can destroy the whole system.

Ivan Panin essentially combined the various Greek manuscripts into one Spirit-inspired Greek text. So confident was he that this was God's design that he challenged anyone to write even one paragraph using numerics and matching the system which God included in original scriptures. He offered a prize of $200.00 dollars which at that time was equivalent to thousands and no one was able to meet the challenge!

Even more amazing is the fact that this numeric system has since been confirmed independently of Ivan Panin's work. In 1975 Jerry Lucas, a former professional basketball player, introduced his memorization through pictures approach to memorizing scripture. Later he and a fellow computer enthusiast, Del Washburn, found the same numeric patterns to Scripture which Ivan Panin had discovered over 50 years earlier through the use of a computer. They published a book about the phenomenon they found which they called "Theomatics". Del Washburn has since published a second book titled "Theomatics II". While “Theomatics” takes a different direction it is in agreement with the numerics of Dr. Panin.

The greatest hurdle numerics faces is its assumed relationship with numerology. What is numerology? In the strictist sense numerology is the study of numbers. In an application sense numerology assigns mystical values to numbers. Numerology has been around for a long long time and is seen mostly in astrology. Astrology uses different numbers to represent symbolic meaning. This has nothing to do with numerics. It must be the similarity in names that causes people to associate the two. They have NOTHING in common except the letters n, u, m, e and r.

THE NEWPAPER HEADLINE or HOW TO CREATE "TITLES"

Following is an article taken from a typical daily newspaper.

Let's assume we are studying the word "death". We want to think of who, what, where, when, why and how concerning the word "death".

who died - Eutychus

what happened - he fell off a window sill 3 stories to his death

where did it happen - in an upstairs room of a house

when - late at night (midnight)

why - he fell asleep

how - the room was full of smoke and probably hot and stuffy,

Paul kept droning on and on, he was tired

Possible titles (remember our title guidelines) include the following:

A YOUNG MAN FALLS TO HIS DEATH!

TIRED EUTYCHUS: FALLS ASLEEP AND FALLS TO DEATH

A YOUNG MAN'S DEATH: OVERCOME BY PAUL

PAUL: BRINGS A BOY BACK FROM DEATH

Now let's pretend the word we are studying is "joy".

who got joyful - the crowd

what were they joyful about - that Eutychus was alright

where - downstairs and outside

when late at night (midnight)

why were they joyful - a dead boy was brought back to life

how were they joyful - probably by smiling, laughing, shouting, clapping

Possible titles include:

A CROWD REACTS TO RESURRECTION WITH JOY!

JOY: A CROWD'S RESPONSE TO A RESURRECTION

PAUL'S GOOD WORK PRODUCES JOY IN BELIEVERS!

RESURRECTION FROM THE DEAD: A REASON TO REJOICE

TITLES AND CONTEXT

Context is the setting or situation in which thoughts are expressed through language and actions. Context involves people, places, ideas, and events---all of which are interacting at the same time. When you separate words or actions from their context you strip them of their original intent or meaning. This concept is especially critical when doing word studies. To allow the word being studied to reflect its true meaning demands that the title reflect the context. This is why we list the context, in this case the verses which surround a specific reference, after each verse.

Often the context is similar to a paragraph, but the verse numbers and paragraph beginnings and endings which we find in our English translations are not found in the Greek manuscripts. They have been invented by translators to make the text more readable. The contexts which we are using in our Greek word studies and in our books are established numerically*. This causes some contexts to extend between paragraphs, but we regard these contexts as more accurate than the paragraphing translators have invented.

Regardless of how contexts are established the important thing is that context is used to help define the word being studied. And it is this principle at work that reveals the individual aspects of meaning for a given word. This principle can be compared to a many-faceted diamond. Each surface reflects its own light but all work together to give the whole gem its beauty. So it is with a word's meaning found within various contexts. Each meaning has its own contribution and together they all work to provide a complete definition and enlightened understanding.

* See the section on Numerics vs. Numerology for further explanation.

GREEK VERBS

One of the biggest problems translators face is conveying the meanings found within Greek verb tenses. This problem is due to the English language's inability to precisely define the nuances of these Greek verb tenses. One of the goals of a paraphrase, i.e. the Living Bible, is to adequately convey meaning---a translation process which requires many extra words and even then sometimes fails. However, a thorough understanding of Greek verb tenses can greatly increase the value found in doing a word study. Remember that verbs are words that help us convey the sense of time. Let's put on our English grammar hats and learn a little about Greek verbs.

1. Aorist Tense. This tense has no real equivalent in the English language although it is most often used as a past tense. It is much more powerful, however, than the past tense in English. This is because this Greek tense indicates a pinpoint event in time. It pictures an action that is over and done with in an instant and its effects last forever. It is sudden and complete and may occur in the past, present or even the future.

EX: Matthew 2:10 they REJOICED (IA. eCHAresan, aor.) with exceeding great joy.

We do not see the wise men in the act of rejoicing, but rather as a pinpoint event. This action is like a snapshot in time, a black and white picture of a specific event of the past.

2. Present Tense. The present tense in Greek is a good contrast to the aorist because it shows us action happening over time. A present tense makes us look at an action as it is happening. We see the action taking place like a motion picture in slow motion.

EX: Matthew 18:13 he REJOICETH (IA. CHAIrei, pres.) more of that sheep.

Here we see a shepherd who is jumping up and down, smiling and laughing, because he is rejoicing. His job is to take care of sheep and he has found one that was lost.

3. Imperfect Tense. While the present tense deals with continuous action in the now, the imperfect tense stresses action that begins in the past and proceeds to the present. Sometimes the imperfect tense can be seen as several actions over a long period.

EX: Luke 13:17 all the people REJOICED (IA. Echairen, imperf.) for all the glorious

The crowds that followed Jesus are seen through this verb as having periods of joy. When He stopped to minister to people we see the people smiling and clapping hands, shouting out praises, slapping each other on the back, showing their joy. Each time He stops to minister the people rejoice. This verb tense shows us a series of actions in the past.

GREEK VERBS (cont.)

4. Perfect Tense. The perfect tense represents an action done in the past. The effects of this action are valid up to and including the present. This tense tends to combine an aorist pinpoint with an imperfect continuous action.

EX: Jn 16:11 prince of this world HAS already BEEN JUDGED (IA. KEkritai, perf.)

Satan has been judged by God not as a once-and-for-all pinpoint event (the aorist tense). If that were true then Satan would be experiencing God's eternal punishment now, instead of being free to roam this world like a lion. Instead, God's judgment against Satan has been made and is still in effect even though Satan is free. His final judgment is coming in the future.

5. Pluperfect Tense. The pluperfect tense is the same as the perfect except that the past action is also completed in the past. This tense is rarely used.

EX: Matthew 12:7 "if ye had KNOWN (IA. egNOkeite, pluperf.) what this meaneth"

If the Jewish religious leaders had known that God desires mercy more than sacrifice they would not have been so upset about Jesus' disciples eating raw grain on the Sabbath. All of their rules were sacrificial, i.e. they made people give up their normal activities. Jesus changes the perception of the Sabbath by making known that not judging His disciples for eating grain on the Sabbath is an act of mercy. The Jewish leaders had already judged the disciples "guilty". This judgment would have changed if they had known God’s desire.

6. Future Tense. The future tense in Greek is the same as it is in English. An action that has yet to happen or be accomplished.

EX: Luke 1:14 many SHALL REJOICE (IA. chaREsontai, fut.) at his birth.

An angel came to the priest, Zacharias, and told him he was going to have a son that would cause people to rejoice when he was born. This rejoicing was going to occur in the future at a specific time, i.e. his birth.

7. Participles are a part of verb tenses. They are used to emphasize that the action which the verb accomplishes is done by a specific subject, i.e. whoever or whatever is doing the action.

EX: Luke 15:5 layeth it on his shoulders, REJOICING (IA. CHAIron, part. pres.)

Back to our shepherd finding a lost sheep. He is rejoicing because he found it.

(We include participles as part of our verb tenses in any references in our word studies.)

GREEK VERBS (cont.)

8. Moods affect verb tenses. We already know that the aorist is a very strong pinpoint event in the past. The aorist subjunctive is a mood which adds a condition to this past tense. Something must happen for the aorist to become a pinpoint. This event may or may not happen dependent upon whether the condition is met.

EX: Mt 21:21 If ye have faith, and DOUBT (IVA. diakriTHEte, aor. subj.) not,

This is the passage where Jesus is explaining the power of faith. If we have faith and doubt not (this is the condition that must be fulfilled) then our belief in what we say can literally move mountains. (We always indicate the subjunctive mood when used with an aorist tense in our studies.)

Other Moods. The subjunctive is one of four moods which affect Greek verb tenses. The others are indicative, which states a fact; imperative, which is a command; and optative which indicates a remote possibility (seldom used).

9. Although gender does not affect Greek verbs it should be mentioned. Greek uses three genders --- masculine, feminine and neuter. It is very important to understand that linguistic gender has nothing to do with sex. There is a teaching going around the Body of Christ that says the soul is female because the Greek word “PSYche” uses the feminine gender. This is absolutely not true.

10. Prepositions also affect Greek verb tenses but deserve a page of their own.

Knowing about Greek verb tenses will provide additional ammo for discussions. Teaching others to recognize the importance of these tenses will help them better understand overall word definitions.

PREPOSITIONS

These little words have a very big effect on Greek verbs. Prepositions describe the action a verb is taking. Below is a simple chart that illustrates the directions a preposition gives to verbs. When you see a derivative using a preposition you can look at this chart and think about how the preposition affects the verb and is used to communicate meaning within your verse and context.

huPER

(over)

7 6

9 ePI (upon)9

pros (toward)6 +)))))))))))))))))), 'aPO (off, away from) 6

* *

eis (into, within)--*--6 en ----*-----6 'ek (out of, from within) * (in) *

* *

DIa (through) ---6*6----------------6*6--6

* *

*8PEri (around)---6* ; paRA (beside)

.))))))))))))))))))-

HUpo

(under)

7 6

KAta

(down)

Other prepositions include: anTI (over against, facing); pro (before); oPIso (behind);

sun (together); meTA (in the midst of, among, between, or after).

When introducing prepositions to your student, do not use overkill. Introduce each preposition as it occurs in the lesson plans and discuss just that one preposition at a time. (Although you may want to give each student a copy of this chart for future reference.)

EX: The word for repentance is metanoEo which is the prefix meTA, in this case meaning "after", and noEo, meaning "to weigh in the mind or think". Repentance is a change of mind that occurs after thinking or weighing your thoughts about sin and your relationship to God.

EX: TIthemi means "to put". Epi means "upon". epiTIthemi, or the laying on of hands, is putting your hands upon someone or touching them.

EX: KRIma means "a judgment or decision". Kata means "down". kaTAkrima is a judgment or decision that comes down on someone and is, in effect, condemnation. This kind of judgment brings a sentence of guilt and punishment with it as it comes down.

THE GREEK ALPHABET

NUMBER LETTER NAME TRANS. PRONUNCIATION NOTES

1 A " AHL-fah AH In stressed syllables, pronounced like "a" as in father.

ah In unstressed syllables like "u" in but.

2 B $ VEE-tah v Like "v" in voice.

3 ' ( GHAH-mah y Pronounced like an English

consonantal "y" as in young when it occurs before the sound "ee" as in beet or "eh" as in get.

gh This sound is not present in English. It occurs when "y" stands before the sounds "ah", "o", or "oo" or before a consonant (except for special combinations).

4 ) * DHEHL-tah dh Like "th" in though.

5 E , EH-psee-lon e, eh Between the "e" in get and the "e" in they.

7 Z . Zee-tah z Like "z" in zeal.

8 H 0 EE-tah ee Like "ee" in beet.

9 1 2 THEE-tah th Like "th" in thin.

10 I 4 YO-tah ee When "i" stands alone between consonants it is pronounced like the "ee" in beet.

y When "i" stands before another vowel it is pronounced like an English consonantal "y".

20 K 6 KAH-pah k Before the sounds "an", "o", or "oo" and most consonants, "k" as in kale.

g When "k" follows "n" it is usually pronounced like "g" in go.

kh When "k" precedes "t" it is

usually pronounced like "ch" in the Scottish word loch.

30 7 8 LAHM-dhah l Like "l" in leap.

40 M � mee m Like "m" in my.

50 N < nee n Like "n" in no.

60 = > ksee ks Like "x" in axe.

70 O o O-mee-kron o Between the "o" in note and the "o" in not.

80 A B pee p In most situations like "p" in spin.

b After an "n" or "m" sound, pronounced like "b" in boy.

100 P D ro r Not exactly present in English. It is made with the flip of the tongue like a Scottish "r", but shorter.

200 E F s SEEGH-mah s Like the "s" in hiss, though sharper, in most situations.

z Before "b", "g", "k", and "v" it is usually pronounced

like "z" in zeal.

300 T J tahf t Like "t" in stop in most situations.

d When it follows an "n" or "m" sound, "t" is usually pronounced like "d" in dog.

GREEK ALPHABET (cont.)

400 Y L EE-psee-lon ee Like "ee" in feet in most situations.

v, f In the combinations "au", "in"

and "en", "v" becomes a consonant. Before another vowel or vowells with or "l", "m", "n", "r", "b", "g", "d", "z"

&nb