January 19 & 20, 2008
When studying Scripture, it is very important to understand the literary structure of the passage being studied. As we begin to walk through the beatitudes, it would be a great investment to consider the form of the passage as a whole to really grasp the force of Jesus' message.
It is important to note that each beatitude begins with a similar form of the word "blessed/happy." The beatitudes take a similar form to what we might read in the Psalms (1:1, 32:1-2, 40:4, 119:1-2, 128:1). Scholars often teach that the beatitudes should be read as descriptions of "the good life". Yet, Jesus is not using the word "happy/blessed" in the sense of the temporal/emotional state of this life (often conveyed in the modern usage of "happy"). The word translated "blessed" has the idea of being deeply or supremely happy. Often it is used in reference to being a privileged recipient of divine favor. This supreme happiness is not changing and fleeting, like the temporal state of our emotions. This is a continuing state of being.
The importance of this can be seen in the grammatical form that each of the beatitudes follows:
“Blessed are those who…. [present orientation]
For it is they who… [future orientation]”
So, the key to interpreting Jesus' statements in the beatitudes is “seeing the present in light of the future”. Couple this with the fact that each sentence of the beatitudes begin in a similar form, and it becomes quite apparent that Jesus wanted His disciples to use the beatitudes in practical, everyday situations - a “Pocket Guide to Kingdom Living” - a reminder of the promises that come to having faith in Christ. These promises serve as a motivator to living a "Kingdom Lifestyle".
Jesus often used the "play on word" method as an easily memorable unit of teaching. In this sense, we can begin to understand that the beatitudes are a unit of teaching -not individual sentences standing alone - but a coherent group. As we continue to study the beatitudes, keep this in mind. Look at the beatitudes as a unit of teaching, giving thoughtful consideration to how they are intertwined and how each has implications in the others.
Written by Matthew Capps
