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ELTBefore Introduction: Difference between revisions
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I also used tools like Strong’s Concordance and Harris’ Theological Wordbook of the Old Testament to learn what Hebrew words meant. But as I dug deeper, I noticed something troubling: much of the information wasn’t reliable. For example, the Wordbook was based on vowel marks (called nikud) that didn’t exist until 600 AD, long after Jesus’ time. Many entries had notes like: | I also used tools like Strong’s Concordance and Harris’ Theological Wordbook of the Old Testament to learn what Hebrew words meant. But as I dug deeper, I noticed something troubling: much of the information wasn’t reliable. For example, the Wordbook was based on vowel marks (called nikud) that didn’t exist until 600 AD, long after Jesus’ time. Many entries had notes like: | ||
:“4a – Assumed root...” | :“4a – Assumed root...” | ||
:“1a – Assumed root...” | :“1a – Assumed root...” | ||
:“27a – Assumed root...” | :“27a – Assumed root...” | ||
These notes admitted that the roots and meanings were mostly guesses. I didn’t want to build my understanding of Hebrew on guesses, especially since I was studying the language of the Bible. (See [[ Appendix 1: Critique of Modern Hebrew Tools ]] ) | These notes admitted that the roots and meanings were mostly guesses. I didn’t want to build my understanding of Hebrew on guesses, especially since I was studying the language of the Bible. (See [[ Appendix 1: Critique of Modern Hebrew Tools ]] ) | ||
Next, I looked into what the Rabbis taught about Hebrew. They had a deeper knowledge of the language in some ways, but their teachings often left out Jesus. This meant their interpretations were sometimes off track. Even when they had some correct insights, much of what they taught was still misleading. | Next, I looked into what the Rabbis taught about Hebrew. They had a deeper knowledge of the language in some ways, but their teachings often left out Jesus. This meant their interpretations were sometimes off track. Even when they had some correct insights, much of what they taught was still misleading. | ||
