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Being 'Biblical': Contexts and Starting Points | p. 1 |
The scholarly context of the debate | p. 5 |
The personal context of this project | p. 16 |
The biographical context of the gospels' genre | p. 19 |
Conclusion | p. 31 |
Jesus of Nazareth: Great Moral Teacher or Friend of Sinners? | p. 33 |
Beginning with the historical Jesus | p. 34 |
Jesus' ethical teaching - his words | p. 40 |
Jesus' ethical example - his deeds | p. 62 |
Conclusion | p. 78 |
Paul: Follower or Founder? | p. 81 |
Paul's Christology | p. 83 |
Paul's letters in their setting | p. 90 |
Ethics, eschatology and theology | p. 98 |
Paul, love and the law | p. 107 |
Ethical issues in early Pauline communities | p. 116 |
The imitation of Jesus in Paul | p. 138 |
Conclusion | p. 154 |
Mark: Suffering for the Kingdom | p. 155 |
Mark's Christology | p. 160 |
Mark's setting and eschatology | p. 166 |
The law and love | p. 169 |
Ethical issues in Mark | p. 172 |
Following and imitating Jesus, the friend of sinners | p. 179 |
Conclusion | p. 184 |
Matthew: Being Truly Righteous | p. 187 |
Matthew's Christology | p. 189 |
Matthew's setting and eschatology | p. 199 |
The law and love | p. 203 |
Ethical issues in Matthew | p. 212 |
Imitating Jesus, the friend of sinners | p. 218 |
Conclusion | p. 224 |
Luke-Acts: A Universal Concern | p. 227 |
Luke's Christology | p. 230 |
Luke's setting and eschatology | p. 246 |
The law and love | p. 250 |
Ethical issues in Luke | p. 260 |
Imitating Jesus, the friend of sinners | p. 274 |
Conclusion | p. 282 |
John: Teaching the Truth in Love | p. 285 |
John's Christology | p. 292 |
John's setting and eschatology | p. 307 |
Judaism, the law and love | p. 312 |
Ethical issues in John | p. 330 |
Imitating Jesus, the friend of sinners | p. 334 |
Conclusion | p. 345 |
Apartheid: An Ethical and Generic Challenge to Reading the New Testament | p. 347 |
Using the New Testament today | p. 352 |
Obeying rules and prescriptive commands | p. 363 |
Looking for principles and universal values | p. 368 |
Following examples and paradigms | p. 376 |
Embracing an overall symbolic worldview | p. 382 |
Reading together in an inclusive community | p. 388 |
Conclusion | p. 406 |
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