This unique work is a teaching-learning guide to help instructors and students to determine "What makes Matthew Matthew?" Displays followed by leading questions and statements help one to determine how the Evangelist adopted, adapted, and arranged his sources (both "sacred" and "secular") in light of his convictions about and experience of Jesus. Comparing and contrasting the first Gospel with the other Synoptics (and occasionally with John) also contributes to identifying his concerns. Neither standalone nor comprehensive in its intention, method, or scope, this work of pedagogy is meant to be used (and not simply read) alongside--rather than instead--of standard tools such as introductions and commentaries. Although no knowledge of biblical languages is presupposed, references to Matthew's own use of Greek--and the Greek of his Jewish Scriptures--also enrich this study.
Eugene E. Lemcio is emeritus professor of New Testament at Seattle Pacific University. In addition to four other teaching aids by Wipf and Stock, he has published broadly in America, Britain, and Ukraine about canonical hermeneutics, kerygma, the Gospels, Pauline Christology and ethics, and Revelation. This is the final installment of his “Gospel Quartet.” He serves as an affiliate professor in the Department of Slavic Languages and Literatures at the University of Washington.
“The ideal aid for anyone who wishes to better understand what Matthew’s Gospel is and how it works. The use of open-ended questions is a sure way to open minds. Engaging and at times provocative, this wonderful tool will help students realize that they don’t know what they thought they knew.”
—Dale C. Allison Jr., professor of New Testament, Princeton Theological Seminary
“Here is a rich and thought-provoking resource for teachers and students on all levels. Eugene Lemcio’s volume provides a genuine treasure trove of pedagogical aids—intra-Matthean, intertextual, and Greco-Roman—for the study of the Gospel of Matthew from a fascinating variety of angles. Lemcio’s study tools draw consistently on inductive methodology. And they offer a sturdy collection of redaction, narrative, and composition-critical exercises intended to draw teachers and students alike into the task of learning from ‘St. Matthew’s Royal Curriculum.’”
—Dorothy Jean Weaver, professor emerita of New Testament, Eastern Mennonite Seminary