Friday, 6 March 2020

PAPER PRESENTATION ON THE EXEGESIS OF FIRST JOHN CHAPTER FOUR VERSES ONE TO SIX


PROFESSOR BEN ONYEUKWU (REV.)
NCE (ENGLISH); DIP (COMPUTER STUDIES); ND/HD (JOURNALISM); DIP, BA (THEOLOGY) MA, PHD.      
PAPER PRESENTATION ON THE EXEGESIS OF FIRST JOHN CHAPTER FOUR VERSES ONE TO SIX, AT A MONTHLY MEETING OF THE ASSOCIATION OF CHRISTIAN THEOLOGICAL PROFESSORS, ON MARCH 22, 2020, AT CITY CHEF, OWERRI, IMO STATE, NIGERIA

THE PREAMBLE:
                    Men and Brethren,
It is common knowledge that, “high wind is the preamble to a winter storm”, and so, the formation of the Association of Christian Theological Professors is, the unfolding of a sound doctrinal body that would beam the kingdom light across the spiritual and structural spectrum of the Christian faith, in Nigeria, and the world over, notwithstanding, the extent of the doctrinal damage done by false prophets and teachers in the Church of our BLESSED LORD and SAVIOUR, JESUS CHRIST.
          Let me, at this time, salute the courage and wisdom of Professor Uzoma Emmanuel, the convener of this great assemblage of these high level apologists, for the task of dismantling the grips of false doctrines in our present day church and society. I am, also, deeply humbled and grateful for your choice of me, for today’s paper presentation, which is on the Exegesis of 1 John 4:1-6. My drive here is not to do a perfect work, but to do my best, and leave room for improvement by other scholars. Having said this, I, therefore, deem it proper to begin from:
A HISTORICAL BACKGROUND OF THE FIRST EPISTLE OF JOHN
          The first epistle of John was written by one of the foremost disciples of JESUS CHRIST, named John. He was probably one of the inner-circle disciples who, alongside with Peter and James had a special relationship with JESUS, and wrote his letter between AD 85 and 90, from Ephesus, before his exile to Island of Patimos, as cited in Revelation 1:9.
          The period under review shows that Jerusalem had been destroyed in AD 70, and Christians were scattered throughout the empire, and by the time John wrote his letter, Christianity had been in existence for more than a generation, in which it faced and survived severe persecutions. The main problem that confronted the church at this time was declining commitment, as many believers were conforming to the standards of the world, and consequently could not keep the principles of the real faith of CHRIST. The period, also, records that false teachers were on the increase, luring Christians out of the true faith, and so, John wrote his letter to put the believers back to the path of truth, and to show the difference between truth and falsehood, as well as encourage them to grow in genuine love for GOD and for one another.
          Ladies and gentlemen, it is obvious that the same situation and experience are posing dangerous threats to the Christian faith of today, thus, the need to face these anti-Christian monsters with stern seriousness and commitment.
DEFINITION OF TERMS
          The term “exegesis appears to be the prominent word that calls for definition in the topic under review, which, like many other terms has defiled the principle of lone definition. In this connection, David Horton shows that, exegesis is the process of drawing out of a text its intended meaning. From the Greek word “exegeomai”, the word is used to describe the disclosure or description of a document, statement or incident. In contrast, “eisegesis” is the term, which means, “to read into” or “to bring strange meaning” into a text or document. The foregoing, therefore, indicates that, there are both true and false interpretations of GOD’S WORD.
          In the words of Ronald Cooke, “the interpretation of the Scripture depends on several different factors, which include; words, grammar, context, scope of the passage and type of literature”, among others. He stresses further that, “it is impossible to come close to the proper interpretation of any text or passage without taking these factors into consideration”. In line with this, Horton further observes that, exegesis employs three approaches to a text:
          {1} understanding the grammar of the text;
{2} understanding individual word(s) in a sentence, and;
{3} understanding the message as a whole in the context of a paragraph, chapter, individual book, and the entire text of scripture.
PROBLEM OF FALSE INTERPRETATION AND APPLICATION
 OF GOD’S WORD
          In interpreting a text of scripture, two basic steps are paramount.  The interpreter who wishes to interpret GOD’S WORD correctly must ask:
{1} what did the passage mean for the person who first spoke or wrote the words, and for the people who first heard
 or read them?
{2} what should the passage mean to a reader today?
The first task is to enter into the circumstances of the person who first wrote or heard or read the passage and then try to understand the meaning in the light of the whole Bible. The second is to try to make the meaning of the passage clear in the circumstances of the present century. For instance, the Scripture on “oil of gladness” was first presented to a Jewish audience in Psalm 45:7, and was rehearsed in Hebrews 1:9, and points to JESUS CHRIST our LORD and BLESSED SAVIOUR. These Scriptures can also be applied to the present day believer, in whose life CHRIST dwells, and has nothing to do with the concoction of “bottled oil” which is an adulteration of “oil of gladness”, manufactured and sold today in some religious quarters. And so, where the cited hermeneutical rule and example are genuinely applied, false interpretation and application of GOD’S WORD can hardly thrive. But, note also, that application of GOD’S WORD is a multi-faceted thing, whereas, interpretation is but one. This means that, if interpretation of scripture is properly done, it is the same thing, anywhere, anytime, as application will always vary, depending on the peculiarity of the need, circumstances and environment of a target audience. Thus, the hermeneutical rule to this effect remains, one interpretation, many applications.
EXEGESIS OF THE FIRST EPISTLE OF JOHN CHAPTER
FOUR VERSES ONE TO SIX {1JOHN 4:1-6}
So far, I hope we have been able to discover together, some of the points that make for proper exegesis of GOD’S WORD, and possibly, have also acquired a fair understanding of how to improve on the arts of biblical interpretation and application, However, our journey may not be truly satisfactory if a verse to verse analysis of the passage we seek to explore is not done. With this in mind, I, therefore, suggest we take a look at;
{1} Exegesis of first John Four verse One:
          The first verse of the passage of the chapter four of John’s letter carries an inquiry into the type of spirits that operate in church and society, thus, the expression,…”do not believe every spirit, but rather test them, to see whether they are of GOD”…{vs 1A}.
          Now, notice that the test is a “spirit-test”, and not a “human-test”, and it takes only the SPIRIT of GOD to detect the spirit of error. Therefore, the cross-examination here is by means of the HOLY SPIRIT and not by human psychology or any other method of human fact-finding, and implies that no one can detect the spirit of error, who is not filled with the HOLY SPIRIT. And so, teachers of GOD’S WORD should, as a matter of necessity, ensure that those they teach are filled with the SPIRIT, {Eph. 5:18}.
          In furtherance, the second part of the verse, also, insinuates the need for the awareness and consciousness of the fact of the presence of false prophets in society, as it equally  says….”because many false prophets have gone into the world”{vs1B}.
          It is important to note here that, without being aware and conscious of the fact that the false prophets are around the corner, our sense of watchman-ship will definitely diminish, and where we become aware of their presence, but fail to check their ungodly activities, it becomes indicative that, we, too, have become submerged into their falsehood. And, under such a depraved condition, we make ourselves a disappointment to GOD and His church. Having said this, let it be known that;
          {1} false prophets are known for false teaching,[1Peter 2:1}, and this, we must confront by strong voices of sound doctrines and refutation, {Acts 13;6-12};
          {2} false prophets are equally wonder workers, {Matt. 24:24; Acts 13:6}. This, also, we must disprove, by dedicating our lives to GOD, for His infallible signs of the Kingdom,{Mark16:17-18}.
Once again, remember that the main idea in John’s expression, “do not believe every spirit”…is on the person moved by a spirit, whether by the HOLY SPIRIT or by the evil one. A true prophet speaks from GOD, being carried along by the HOLY SPIRIT,{2Peter 1:21}. But, false prophets, such as the Gnostics of John’s time, speak under the influence of spirits alienated from GOD. So, we have a duty to find out, who is who, in church and society.
{2} Exegesis of first John Four verses Two and Three:
The crux of the matter in the verses under review is to find out if a given prophet truly believes that JESUS CHRIST is fully GOD and fully MAN, and hinges on the expression,….”every spirit that confesses that JESUS CHRIST has come in the flesh is of GOD, and every spirit that does not confess….,is not of GOD,{vs2-3}.
Notice, particularly that, it is the confession of a spirit, and not that of the human vessel used, stressing on the power or forces behind the teacher or prophet who speaks, and that such a confession must proclaim, the coming or otherwise of JESUS CHRIST in the flesh,{vs2-3}.
Therefore, if the true prophet or teacher agrees to the reality of the incarnation of JESUS CHRIST, his confession must historically catalogue a hearty story {not head knowledge} of;
---His human descent, traceable to the house of David;
---His Immaculate Conception and virgin birth;
---The herald of His birth by angels;
---The Good news of the shepherds, confirming His birth;
---The visit of the Magi;
---The narrative of His Childhood story;
---His encounter with some learned folks of His time, at twelve;
---His eighteen years of silence;
---His temptation;
---His ministry;
---His crucifixion;
---His resurrection and ascension, which no false prophet can truly acknowledge or attest to.
Also, the confession of the true prophet, in relation to the coming of CHRIST in the flesh must equally be experiential, indicating the presence of the SPIRIT of the risen CHRIST in his person. For, “if anyone does not possess the SPIRIT of CHRIST, he is none of His”,{Rom.8:9}. In this order, the Apostle Paul confesses, and, I quote, “I have been crucified with CHRIST, it is no longer I that live, but CHRIST who lives in me, and the life which I now live in the flesh, I live by faith in the SON of GOD, who loves me and gave HIS LIFE for me” unquote, {Gal. 2:20NKJV}. And, without mincing words, the absence of the cited experience in the life of one who claims one is a prophet of GOD, becomes an evidence that the spirit of anti-Christ is in place,{1John 4:1}.
In all, the bone of contention in the verses two and three of John’s epistle is that, “as Christianity spread across the Mediterranean, it came in contact with other religions. Greeks and Romans tried to absorb the faith into their own philosophies, just as some Jews had initially done. Intellectual centers of the Mediterranean raised questions on the deity of JESUS, stressing that if He was really GOD, He couldn’t have died. This, a popular new cult of that time called Gnosticism, a name derived from Greek word for knowledge gained ground in an attempt to explain these things. This cult, as usual, thrived among the intellectual elite.
Gnostics balked at the Christian concept of GOD becoming human, since they believed a physical body was intrinsically evil, and denied that a pure GOD could take on a body. Some dealt with the problem by claiming that JESUS was never a real human being, but a phantom, a temporary appearance of GOD who looked human. Others proposed that GOD had descended on JESUS at his baptism, but left him before His death.
Fellow citizens of the Kingdom of Heaven, I hope, it is now becoming very obvious, as to what informed the writing of John’s letter which we x-ray today. I have no doubt in my mind that the Apostle John debated in person with the Gnostics of his time, and had their doctrine in mind when he wrote his epistle. The very first sentence expressly states that the author had seen, heard, and touched JESUS---implying he could not have been a phantom or pure spirit. Throughout the letter, especially in 4:2-3, the author lambastes those who deny that JESUS came in the flesh. And, no doubt, the same is our calling and duty, in this generation.
{3} Exegesis of First John four verses Four to Six
Let it be noted at this point that, the scriptural expressions, “You are of GOD”… {vs 4}, “They are of the world”…{vs 5}, and “We are of GOD”…{vs 6} will form the main stay of the exegesis of the verses of the scripture in focus. In them, the Apostle John demonstrates insight into the spiritual status of members of his congregation, as he shows his knowledge of those who were saved, and those who were yet of the world. To explain further, those who are of the world are those who are not saved from sin and powers of darkness, but constitute part of the community of the evil system and corruption of the demonic kingdom, which they manifest on earth. So, the inability of a Church Leader in today’s Christianity to know who is who in the Body of CHRIST is dangerous, as it creates room for the ever-increasing level of corruption in Christendom, since the unsuspecting converts are readily deceived by those who are stirred and influenced by the spirit of anti-Christ.
To this end, the present day Christian Leader must ensure that his messages are geared towards regeneration and sound Christian living, as a way of checkmating false doctrines and the over-bearing influences of false teachers and prophets. And, if the Church must regain its lost glory, GOD’S messengers of this day must be wary of empty motivational messages which readily appeal to the pride and ego of the people, as such messages only stir them into the path of ungodly earthly values, instead of creating in them a sense of righteousness and holiness.
Finally, the Apostle John’s knowledge of being part of the Christian project, which informed his expression...”we are of GOD”,{vs 6}, is indeed, heart-warming, and shows that the teacher of GOD’S WORD must be part of the experience he seeks to share, as no one is qualified to be a messenger of GOD, without the born again experience, which is what it means to be born of GOD,{1John 2:21;3:9-10}. By this, therefore, I state without apologies that, it is not late to quit the ministry, if the cited experience is not the spiritual status of any member of this association.
          SUGGESTIONS
Here, I wish to submit that the Association of Christian Theological Professors is a DIVINE project designed to tackle the menace of false teachers and prophets in today’s society, and hope, it will not fail or disappoint GOD. Also, I do not at this time; wish to refer to members of this association as erudite, until the set objectives become realistic. For, we cannot afford to engage in self-glory while the House of GOD wallows in the shame of evil forces. Having said this, let me, as a measure against the challenges ahead, suggest that:
{1} we constitute ourselves into a formidable prayer front, as a way of ascertaining the presence and leadership of the HOLT SPIRIT for the tasks ahead;
{2} a committee be set up, as a fact-finding team for the discovery of the areas the doctrines of the church have been mutilated, and in turn suggest possible line of actions;
{3} a high profile team of researchers be mobilized to ascertain the immediate and remote causes of the mutilation of Christian doctrines, as well as show ways future occurrences could be checked;
{4} a forum for the harmonization of differences in doctrines among members be put in place, to enable the group speak with one voice, since, this is vital before any form of outreach, coupled with the fact that we need a constitution that would guide the general mode of operation of this group. The time to act is now.
In conclusion, let me, once again, salute these great men and women of GOD , who, by His special grace have responded to this kingdom summon of JESUS CHRIST, the KING of kings and LORD of lords, and the UPHOLDER of all things in heaven and earth. I have no doubt in my mind that, with HIM on our side, we will succeed. Thank you, and remain blessed!


          Professor Ben Onyeukwu {Rev.]
          Professor of Biblical Studies and Letters
          At Crown University {School of Biblical Studies}
          Owerri, Nigeria.

For This Work, Other Articles and Bible Lessons Written By the Writer, Please Visit;
Benonyeukwu2.blogspot.com and
Churchoftheholyghost.blogspot.com


Friday, 13 November 2015

CHRISTIAN GROUND FOR SOUND UP-BRINGING OF THE CHILD

PROF. BEN ONYEUKWU (REV.)
NCE(Eng.) ND/HD (Journalism); BA (Hons) MA, PhD.
Call: +2348037346939  E-mail: professorbenonyeukwu@yahoo.com

CHRISTIAN GROUND FOR SOUND UP-BRINGING OF THE CHILD

“Train –up a child in the way he should go; and when he is old,
he will not turn from it”, (Proverb 22:6).

INTRODUCTION:
            In his book, “You can help others in your life”, Dr. Gary Collins remarks that, “there is now a field of study known as community psychology and another termed Community Psychiatry. People who work in these areas seek an active involvement in the society, including politics, service clubs, educational institutions, and the news media. The focus here is the changing of the society to make it less stressful. This concept holds that the right kind of information and education would prevent personal problems, reduce existing difficulties and improve the mental health of the people.
            History shows that the Nigerian society has an age-long experience of social vices, stress and juvenile delinquencies. The reason for this is not farfetched. The Nigerian educationists and policy makers jettison the ideals of biblical principles in child upbringing. Agencies involved in child training in Nigeria seem to have been greatly influenced or illusioned by the secular ideas prevalent in Nigerian system of education, which is devoid of God and Christ. Secularism offers no solid educational foundation for the up-brining of the child. For instance, the United States of America, the world’s most outstanding secular state suffers a great deal of social ills in the contemporary world because of its shift from a bible-based policy on education to an absolute secular policy for the up-brining of American child. Similarly, Nigeria’s secular approach to education since 1970 has been fingered by some concerned individuals as the genesis of the outrageous social ills in the country.
            Before the government take-over of schools by the Gowon Administrations in 1970, the Nigerian society maintained a high degree of moral profile that was cherished both locally and internationally. This moral blessing that resulted in good governance, social stability, honest labour and sincerity of purpose, no doubt, was as a result of the high level of moral education carried out by the then proprietors of schools, especially those schools owned and managed by missionaries. However, not too long after the government take-over of school in Nigeria, the Nigerian society began to experience on unprecedented evil of social vices and juvenile delinquencies.
            Considering the impending social ills in the Nigerian society of today, the child training agents (parents, pastors and school teachers) have to adopt both preventive (avoiding or presenting with caution any information capable of building negative academic and moral disposition in the child) and restorative (bringing back to the consciousness of the child the ideals of sound academics, punctuated with godliness and moral uprightness) measures in their efforts in child training. When a proper educational foundation is laid for the child, coupled with well articulated and biblically guided information, no doubt, a sound academically and morally polished child that will be the joy of the home and society will emerge.
THE ROLES OF AGENCIES IN CHILD TRAINING:
            Fundamentally, the home is the initial training institution for the child. Two other outstanding agencies that complement the effort of the home in child training are the church and school. Each of these institutions plays important roles and by divine arrangement should co-operate in child upbringing. Where there is conflict in ideology and training goals, confusion and fruitlessness will definitely prevail. The agencies engaged in child training must share a common concept if the child would be given a clear sense of direction.
            The church’s participation in the upbringing of the child is an indication of God’s interest in this noble task. In the book of Deuteronomy 6:6-9, God expressly instructed Moses to charge the people with the responsibility of teaching the children of Israel the precepts of the law. Since the mode of education in Israel’s context at the time of Moses was basically religious, the process consequently metamorphosed into the establishment of rabbinic schools where pupils were trained in the Law of Moses.
            Building on the prevailing situation in Nigeria as a secular state, the Nigerian child if would be balanced in human development, needs four areas of concentration in his education, namely, the moral, social, mental and spiritual dimensions. These dimensions have to be properly taken care of before one can talk of a sound Nigerian child. This makes it imperative for the Nigerian educators and policy makers to give special attention to these cardinal points in child training when fashioning-out a suitable curriculum for Nigerian schools.
THE HOME AND CHILD TRAINING
            At the pre-school age (in Nigeria context 0-5 years) the home is outstandingly prominent in the training of the child. The parents being the informal instructors of the child feature in the moral, social, mental and spiritual development of the child. During this period, the basic family and society values are put into the child. Furthermore, the home features considerably in some degrees of mental training for the child. In his spiritual training he is directed to know God and keep His commandments. This spiritual training suffers where the parents of the child are heathens or careless. The child’s social aspect of home training is geared towards teaching him the mode of relationship with the people in his society and environs. The mental education for the child at home gives him an ample of the knowledge of what he is to meet in school.
            It is unfortunate to note that most parents and guardians neglect this initial role in child up-bringing. In such careless homes, no true sense of direction is in any way given to the child upon which he can build. This underscores the reasons for Nigeria’s record of high degree of Juvenile delinquency in every nook and cranny of her society. With the above facts in mind, it becomes vital to state that God’s word charges every parent and person in child training business to train up the child in the way he should go – (Proverb 22:6). In training the child, therefore, he should be shown:
(1)           The right social way
(2)           The right moral way
(3)           The right spiritual way
(4)           The right mental or intellectual way
These are the bases for making a sound child.
THE CHURCH AND CHILD TRAINING
            Principally, the church is commissioned to teach the precepts of God’s kingdom. Since the precepts are all embracing, the church is therefore qualified to give education that would develop the total man, spirit, soul and body. Like the home, the church curriculum in child training programme should cover the spiritual, moral and mental life of the child. In moulding the child spiritually, the church should lay a strong foundation of the love of God in him, pointing out very clearly that such love should be operated from the energies of the child’s might and strength. The Church’s social moulding of the child requires showing him how he should also love and relate with his fellow human beings as himself. The moral dimension of the child’s church training should center on the articulation of God’s ethical principles (rights and wrongs) as we have them in the Bible. In the mental or intellectual training of the child, the church should play an advisory role, guiding him on how best he should go about his academics in schools, in the fear of God.
            Regrettably, every sincere observer with a clear perception of the activities of churches in Nigeria will attest to the fact that most Nigerian church operatives and para-church agents adduce imbalance training programmes for the child. In most cases these misguided operatives and agents extremely hold onto the spiritual dimension of the child’s training at the expense of others. Where they try to incorporate every dimension, they along the line fall victim of misdirecting their prospects, owing to wrong subjective impressions. For instance, most churches do not have a sound biblical viewpoint about the society. As such, they present to their members in their programmes only the ills of the society, leaving behind its noble values and thereby mounting up in them an attitude of “holier than thou” which makes them isolate from the real issues of life. The church’s imbalanced curriculum in child training is a great disservice to humanity.
PARENT-SCHOOL TEACHER CONFLICT IN CHILD TRAINING
            At the school Age (in Nigerian context 6-12 years) the home begins to share its training responsibility with the school. This is where the problem sets in. the teacher with different ideology from that of the parents will at this time begins to mount-up opposition against the family principles instead of complementing them. For instance, a teacher with a low moral profile has no backup for the parental training that a child has received at home. Instead, such a teacher with a deficient moral standing would want to impose his negative disposition on the child against the will of the home and parents. Hence this had been the prevailing situation in Nigeria, it is therefore evident that most Nigerian kids are spoilt in schools at the expense of moral, social, mental and spiritual values which every concerned parent aims at.
THE NEED FOR PARENT – SCHOOL TEACHER CO-OPERATION IN CHILD TRAINING
            Before any meaningful training can be achieved in the life of a given child, the parent and teacher have to come to agreeable points.
(1)   They teacher and parent should not work in isolation.
(2)   They should come to the understanding of the tendencies in the child they wish to train.
(3)   They should always investigate to know the source(s) of the negative influence(s) on the child, whether from peer group or people of higher social status and try to avoid such influence(s)
(4)   They should equally report to themselves of any positive or negative development in the child’s life in the process of training.
(5)   They should also learn to correct the child with one voice.
It is evident that where the teacher-parent co-operation is not enforced, there is bound to be a breakdown in the set objective for the child-s up-brining. This calls for proper caution on the side of the parent in making a choice of school for the child.
MAKING A CHOICE OF SCHOOL FOR THE CHILD.
It has been psychologically proven that “man is the product of his environment”. As such, the place where a child is trained is of vital importance. A writer underscores this truth with the following lines “like the leader, like the follower”. Institutions with divergent ideology from that of the parents and family will not offer education that will be satisfactory. Similarly, institutions with staff team of low moral disposition will have nothing to offer to the child morally. Therefore, in making a choice of school for the child, the following factors are to be considered. 
(1)        The moral value of the school, leader and staff.
(2)        The academic levels of the leader and staff of the school.
(3)        The principal ideology of the school and the leader.
(4)        The religious persuasion of the leader and staff of the school (this includes whether they are members of secret clubs or society).
(5)        The interest of the school, staff and leader in training, whether it is incentive or job oriented.
In conclusion, it is the sincere effort of the writer of this piece to show how the home, the church and school should play complementary roles in the up-brining of the child. It is hoped that the biblical light shed in the project will be of immense help to the well-meaning trainer of the child. Thus, the writer prays that God uses these lines to direct the reader towards the path of sound child up-bringing. BEST WISHES.