STUDYING PARABLES

STUDYING PARABLES
A traveler who is beaten and robbed by thieves is helped by a stranger. A farmer casting seed in rocky soil. A woman misplacing a coin and later finding it. A sheep that wanders off into danger but is later found by the shepherd. At different times, Jesus used each of these common stories to teach people truths about God and His work in our lives. The stories He built around these common everyday things in life are called parables.
One day, an expert in Jewish law challenged Jesus with the question, "Teacher, what shall I do to inherit eternal life?" (Luke 10:25). Knowing He was being set up, Jesus asked the expert a question of his own, "What is written in the law? How readest thou?" (Luke 10:26). The man responded with a widely accepted summary statement of the law. "You shall love the LORD your God with all your heart, with all your soul, and with all your strength, and with all your mind, and your neighbor as yourself" (Luke 10:27). Both Jesus and His challenger found agreement in the statement, but to each it meant something different. Jesus knew the law was written to show us how far short we fall of God's standard of righteousness. The challenger viewed the law as a tool to demonstrate just how righteous he was. One more question was all it took to demonstrate just how far apart these two views were. Jesus asked, "And who is my neighbor?" (Luke 10:29).
In response to that question Jesus told what has become His best known parable, the Good Samaritan. It is the story of a traveller who is robbed, beaten and left to die. Two religious leaders who might be expected to help him saw the man in need but passed by. In contrast, a Samaritan, a member of a race which normally had nothing to do with the Jews, saw the man in need but took time to care for him. When the Samaritan had to move on before the man was completely recovered, he paid someone else to continue caring for the man who had been left to die. Jesus never answered the challenger's question, but by the end of the story the answer was evident to everyone listening.
Jesus used parables throughout His teaching ministry to communicate significant truths in a simple way. "All these things Jesus spoke to the multitude in parables; and without a parable He did not speak to them, that it might be fulfilled which was spoken by the prophet, saying: 'I will open My mouth in parables; I will utter things kept secret from the foundation of the world'" (Matt. 13:34, 35).
What is a Parable?

At its very core, a parable is simply a story. It is a drama recording of actions that leads to a conclusion. It describes characters who interact with one another or have significant things to say. The parables of Jesus are true to life, but they were not narratives of actual events. They were not myths about flying horses or talking objects in nature. Neither are they necessarily based on specific historical events. The story may not have actually happened as told, but the story was realistic enough. It may well have happened just as they were described. While story telling has been a form of entertainment for generations, the primary focus of biblical parables is the teaching of some spiritual truth. These truths are drawn from the similarities between events in the story and life in general. Parables are one of the means God has chosen to reveal Himself and His truth to us in both the Old and New Testaments.
Someone has described a miracle as the truth of God in works. In a different sense, a parable may be described as the truth of God in words. While Jesus often used miracles to draw attention to some specific principle He was trying to teach, when using parables He chose not to include any miraculous acts. Also, just as miracles were effective in drawing large crowds to Jesus, so the people gathered to hear Jesus teach in parables. Parables became one of His most popular forms of teaching.
In parables, the infinite and unlimited God condescended to convey infinite truth to finite and limited people in a very finite and limited way. These parables included familiar events, places, things and different types of people. This teaching tool may well have been the best available tool that Jesus used in his teaching methods. Despite their effectiveness in both the Old Testament and during the ministry of Jesus, extended parables were not widely used after the death of Christ. Perhaps the parables of Jesus set such a high standard that other teachers in the succeeding ages since have been reluctant to place their own stories along side His.
The word "parable" is derived from the Greek word parabole which is a compound of two other words. The Greek preposition para means beside. The Greek verb bole means to cast or throw down. The word parable literally means to place one thing by the side of another. These stories were designed to encourage the application of truth from parallel observation. Those who heard Jesus teach in parables were motivated to learn more. They came to Jesus and asked, "Explain this parable to us" (Matt. 15:15). Jesus used parables to apply important spiritual truth to life. He taught His disciples, "Now learn this parable from the fig tree . . ." (Matt. 24:32). After making His point in the Parable of the Good Samaritan, Jesus challenged His would-be challenger, "Go and do likewise" (Luke 10:37).
An Earthly Story with a Heavenly Meaning
Many have attempted to define parables in a popular manner that makes it easier for people to remember. They have been called "an outward symbol of an inward reality." A more technical description suggests a parable is "a metaphysical figure that teaches spiritual truth by contrast or similarity." Perhaps the definition most people find easiest to remember is that which encourages us to think of a parable as "an earthly story with a heavenly meaning."
Why Study the Parables?
Jesus, the Master Teacher, used parables widely and effectively in His teaching ministry. That fact alone should motivate us both use this method to teach our stories and to teach the stories of Jesus. Even if Jesus had not effectively used parables in His ministry, there would still be valid reasons why we should teach the parables. Many of these reasons may have motivated Jesus Himself in choosing these effective methods.
One good reason for teaching the parables is enduring quality that they possess. Cultures and times have changed significantly in the past twenty centuries, yet these stories Jesus told in First Century Israel continue to be relevant in American towns and cities today. These stories transcend cultures because they are about people. While the trappings of our culture change from generation to generation, people remain essentially the same.
Further, people tend to remember stories better than abstract ideas or propositional truth. This is why pastors use illustrations in their sermons. While ministers are primarily concerned with teaching a biblical principle, they understand this is often best communicated when illustrated with stories. When Jesus was asked, "Why do You speak to them in parables?" (Matt. 13:10), Jesus gave an application and concluded with the words, "Therefore I speak to them in parables" (Matt. 13:13). The word "therefore" implies Jesus' plain language had been ineffective in communicating truth to the people. Parables helped Him overcome this problem.
Parables were also effective in motivating people to learn. People like to learn when teachers make learning interesting to people. Jesus used parables to make new truth interesting to His hearers. In doing so, He applied a principle that is widely applied today in the entertainment industry. People will read a novel, listen to a song, or watch a movie or video because they are interesting, but in the process they will also learn information and adopt the values that the author communicates through that media. George Bernard Shaw once boasted he could teach people anything so long as he kept them laughing. By this he meant that he could communicate values people would normally reject and they would accept them if his stories maintained a high quality of entertainment.
Parables were also effective in keeping attention. There were times when people would interrupt Jesus in the midst of a sermon if they disagreed with his conclusions. The apostles often found themselves "disputing" in the synagogues as they attempted to explain the gospel to those gathered. But there is no recorded instance of anyone interrupting a parable. A good story told by a good storyteller would both arrest and hold the attention of the hearers. Jesus told the best stories in His parables and He taught them well.
Parables were also an effective tool to help people gain and remember significant truth. These stories force people to think through the principle. In doing so, the principle becomes a part of who they are. The adventure of discovery is part of the learning process itself. When Jesus told parables, He used a teaching method that insured the lesson would be remembered longer.
As effective as parables are in teaching truth, they are also effective tools to hide truth from those who are resistant. "Why do You speak to them in parables?" Jesus was asked (Matt. 13:10). One reason was to conceal truth from the disinterested or those in rebellion against Him. "Because
it has been given to you to know the mysteries of the kingdom of heaven, but to them it has not been given" (Matt. 13:11). Jesus used parables to teach the teachable and hide truth from those who hardened their hearts to His message.

STEP ONE ON HOW TO STUDY A PARABLE
Throughout the years, students of parables have taken great liberty in interpreting the "hidden meanings" in these simple stories. In the fourth century, Augustine was doing no more than his contemporaries when he "discovered" deep theological truth in the Parable of the Good Samaritan. As the man went "down from Jerusalem", he became a vivid picture of Adam leaving the presence of God in the garden. Jericho became the city of mortality. The Devil himself became part of the drama as thieves appeared on the scene. The beating the man received was a picture of the Adam being persuaded to sin. The failure of a priest and Levite to assist demonstrated the inability of the Old Testament to assist man in his sinful state. The binding of wounds marked the restraint of sin. The oil was a symbol of good hope. Wine represented a fervent spirit. The beast upon which the injured man was laid was the flesh of Christ. The inn became the church. The next day was said to refer to a time "after the resurrection." While much Augustine had to say may have been doctrinally sound and edifying to those who heard him preach, it is doubtful if Jesus had all that in mind when He first told the story.
When interpreting parables, it is important to discover the one central truth that the parable is designed to teach and base our interpretation on that fundamental principle. Usually, the context points to the interpretation. The Parable of the Good Samaritan was told in response to a question. "Who is my neighbor?" (Luke 10:29). Jesus told this parable to answer that question. Therefore, our interpretation of this parable should focus on His answer. Care needs to be taken to interpret each part of the parable that needs to be explained in harmony with that answer.
Often an important step in discovering the primary focus of the parable is to consider how much of the parable is interpreted by Jesus Himself. On various occasions, Jesus explained His own stories in greater detail, often in response to questions from His disciples concerning the meaning of the parable. In the case of the Parable of the Good Samaritan, both the introduction and conclusion of the story suggest the primary interpretation which should be sought. Jesus concluded the story by asking the question, "So which of these three do you think was neighbor to him who fell among the thieves?" (Luke 10:36). That conclusion addresses the same subject raised by the lawyer which prompted the story.
NOT Who is my neighbor?
But Am I neighborly?
In the event there is no clear interpretation given in Scripture, an attempt should be made to determine if there are other clues in the biblical context which might suggest the emphasis of the parable. To do this, you may need to research details about the customs and practices of that time and other matters raised in the story. When Jesus chose not to interpret His parables further, it was probably because so clearly understood what He said. When He told the Parable of the Sower and the Seed, everyone who heard it could picture the farmer scattering seed across his fields. Today, a prairie farmer may have difficulty understanding why that farmer got such a low percentage of return on his seed because he thinks of sowing seed using modern technology which is more efficient than the Palestinian method of the first century. It is important to interpret parables in the historic context in which they were told, rather than impose our contemporary cultural models.
Balance is an important concept when it comes to interpreting parables. Many teachers err by interpreting too much of the parable, or by not interpreting enough of the story. As you study parables, work hard to avoid both of these extremes. First, don't make the parable walk on all fours. It is not necessary to force an interpretation of the parable on every point of the story. When Jesus said, "Consider the lilies of the field" (Matt. 6:28), He was not suggesting there were deeper truths hidden in each petal of each flower. Neither was there any apparent attempt to teach a spiritual lesson from the soil types in which lilies are most likely to grow. These details are like the drapery in a room, which gives background. Drapery is seldom ever the focus of a room. When we look at the way Jesus Himself interpreted the parables, it is clear that we should avoid this extreme of insisting on every aspect of the parable being interpreted for its "deeper meaning." Interpreting every point of a parable is like trying to make every part of a ball touch every part of a flat plane. When you do that, a ball is no longer a ball. Likewise, when we force every point of a parable, we are no longer have a parable. According to Habershon, who was considered an authority on parables, "Every comparison must halt somewhere."
The second extreme to avoid in this matter is that of supposing that only the broadest issues of the parable should be interpreted. Sometimes, the context of a parable makes it clear that certain details are significant in the intended message. The Parable of the Sower and the Seed was apparently intended to tell us more than the basic message that the gospel seed should be sown widely in the world. Jesus Himself explained to His disciples the significance of four different types of soil in which the seed was sown. Jesus was suggesting there was truth to be learned in those details. In our zeal to avoid the extreme of finding hidden truth where truth was never hidden, let's be careful not to over react and neglect the truth that has been included. In most cases, how much of the parable should be interpreted becomes clear as we consider the context carefully.
Ultimately, each parable has its own lesson that is based on the original intent of the Lord in telling the story. This meaning will be reinforced by the similarity between the story and the interpretation. But this similarity must be real, not imaginary. According to Habershon, "Interpretation is limited to the original intent of Jesus. Application is not limited, it tells us how God works in our life, to express emotions in response to His truth, and to decide to obey His principles."
"All the Bible is for all of us, but it is not all about us."
- Graham Scroggie
There is only one interpretation to each parable, however, that interpretation may have many applications in different settings. The mature student knows the difference between application and interpretation.
Applications are many, principles are few;
Applications may change, but principles never do.
Perhaps one additional caution should be noted before concluding our discussion of this approach to Bible study. Be careful of the doctrinal use of parables. In the past, some biblical interpreters have made the mistake of using parables to teach new doctrine. It is unwise to form doctrinal conclusions on the basis of apparent implications suggested in a parable. It is important that doctrines look to the clear teaching of Scriptures such as the epistles or recorded sermons of Jesus. While a parable may be consistent with doctrine, don't make it the basis for doctrine. It is always best to draw doctrinal principles from the direct teaching of Scriptures. If a parable is referred to in a doctrinal study, it should not be considered as more than an illustration of the clear teaching of Scripture elsewhere.

PRINCIPLES FOR INTERPRETING A PARABLE
1. Determine the people included in the parable. What was characteristic of the individual, including how they lived out their purpose?
2. Determine how people used the things, customs and practices that are described in the parable.
3. Determine the central truth of the parable and resist applying to your life many of the secondary aspects.
4. Begin with the Lord's interpretation of the parable and extend your study from there.
5. Look for clues about the interpretation in the events that led up to the parable.
6. Don't make a parable walk on all fours, i.e. don't press every detail for an interpretation or application.
7. Be careful of trying to prove doctrine from parables, they were given to illustrate.
8. Be careful of developing prophecy from parables because they usually illustrate predictions that are made elsewhere in Scripture.
How to Teach a Parable
While there are many different ways to teach biblical truth, there is one teaching method which lends itself particularly well to the teaching of parables. Teachers who teach parables often will want to master the art of story telling. From generation to generation, culture to culture, deep abiding truths have been taught through stories that capture the imagination of the listener. Parables themselves are good examples of the powerful effect a good story can have on others.
When telling the stories of Jesus, care should be taken to capture the interest of your students quickly and maintain it throughout the story. While the stories of Jesus are interesting enough in themselves, many are so well known that people assume they already know all there is to know about the story. As soon as they begin to hear you talk about a man beat up on the road to Jerusalem, they know where you are going and may begin to tune you out. That's why it is important to remember the Disney principle of story telling.
Walt Disney built an entertainment empire around the telling of stories. Many of the Disney company's most significant hits were stories which had been told for years before Disney began telling them. So how did Disney build the world's largest entertainment company with a bunch of old and familiar stories. The secret was creativity.
One of Disney's first great films was the story of Snow White. While many had told the story before, no one had ever done it before with animation. Telling "the same old story" in a new and different way has captured the imaginations of younger generations. Today, leading musicians, actors and actresses count it a privilege to be the voice behind a cartoon caricature in a Disney feature film, and families line up to what the movie on the big screen or purchase the video as soon as it is released.
When teaching a parable, take time to retell the story in a creative setting or from a creative perspective. What would a Good Samaritan look like in your community? How would the lost sheep helplessly separated from the rest of the flock describe his rescue by a Good Shepherd? If coins could talk, how would the lost coin describe the house cleaning by a frantic woman from his perspective from under a couch?
Sometimes, creativity can be achieved through costumes and/or drama in recounting the facts of a story. As part of a lesson on the Parable of the Prodigal Son, a teacher might arrange for others to re-enact the story to help people better visualize what is taking place. Sometimes the study group itself might prepare a drama based on a parable to be part of a special program at a local nursing home. Another teacher might want to interview the primary character describe in a parable.
One problem with creativity is that it is only creative when it is fresh. No matter how well your approach to a story works this week, it will loose its effectiveness quickly if it is the only approach you use. Variety is the key to maintaining your creativity in teaching. By using different approaches to tell different stories each week, you can continue to capture the interest of your students week after week.
While creativity will help you communicate the facts of the story in an entertaining way, as a teacher you are interested in doing more than simply sharing content. Your ultimate aim is to change lives. This can only be done as you take time to apply the story to the life experience of those you teach. As you tell the story, be sure to tell what it means. Different teachers do this in different ways. Some pause momentarily at various points in the story to emphasize a specific principle that needs to be learned by the students. Others wait to the end of the story to emphasize several important principles that can be drawn out of the story. The means by which you help those you are teaching identify the specific truths hidden in the parable will depend upon the approach you feel most comfortable with and that which your students respond to best.
Once the principles have been communicated, help your students make specific application in their life by adopting an appropriate project. For some Bible study groups, it would be appropriate for a study of the Parable of the Good Samaritan to conclude with a challenge to prepare Christmas gift baskets for families of prisoners. Another group might find value calling those who have been absent from church in recent weeks in response to their study of the Parable of the Lost Sheep. In teaching the parables, as in all Bible study, it is important that we help our students become more than hearers only, but also doers of the Word of God.

STEP TWO ON STUDYING A PARABLE
BIBLE STUDY ON THE GOOD SAMARITAN LUKE 10:25-37
1. Who was talking with Jesus when the parable was given and what was the motivation for the
parable?
you have taken away the key of knowledge. You did not enter in yourselves, and those who
were entering in you hindered” (Luke 11:52).

2. Was the lawyer’s question sincere?

3. Jesus told him to look in the law, what are the two answers?
and your neighbor as yourself” (Luke 10:27,28).

4. Why did the lawyer ask a second question?
(Luke 10:28).
5. List the six people(s) in the parable? (Luke 10:30-35).
What are the three main problems in the parable?
“A certain man . . . fell among thieves, who stripped him of his clothing, wounding him”
(v. 30). “A certain priest . . . passed by on the other side” (v. 31). “A Levite . . . passed by
on the other side” (v. 32). “Take care of him, and whatsoever ;more you send . . . I will repay” (v. 35).

7. What actions did the Samaritan take?
“He (the Samaritan) saw him, he had compassion . . . went to him . . . bandaged his wounds, pouring on oil . . . sat him on his own animal, brought him to an inn” (v. 33,34).

8. How did the Samaritans and Jews get along?
“How is it that you (Jesus) being a Jew, ask a drink from me, a Samaritan woman? For the Jews have no dealings with Samaritans” (John 4:9).

9. Why did Jesus ask the lawyer to interpret the parable?
“So which of these three do you think was neighbor to him who fell among the thieves?”
(v. 36).

10. What was Jesus asking the lawyer to do? Jesus said to him, “Go and do likewise” (v. 37).