We’re continuing our series in the epistle of Paul to Titus, who was left on the island of Crete to appoint elders and instruct/model how to teach sound doctrine and godly behaviour. In chapter 1, we saw how elders were to be of good character (in order to model right behaviour) with the ability to teach and defend truth – in contrast with the false teachers, whose self-serving behaviour undermined their message. In chapter 2, Paul gives some instructions on how Titus and the elders are to carry out this teaching:
We’re continuing our series in the epistle of Paul to Titus. Yesterday, we saw Paul give instructions on what to teach the older men in the church on Crete. Today, we move to the (more controversial) instructions concerning the teaching of women. (You need to have read yesterday’s post for today’s to make sense.) Let’s refresh our memory of the first part of this passage:
We’re continuing our series in the epistle of Paul to Titus. Over the past two days, we saw Paul give instructions on what to teach the older men in the church on Crete, followed by the (more controversial) instructions concerning the teaching of women. But in both cases, the principle seems to have been: live out the values of your society in an exemplary fashion (insofar as they align with the values of God’s kingdom), but in a way that’s informed and motivated by your Christian faith. We now come to the two last categories in Paul’s list: younger men and slaves.
Last week, we looked at the content of Titus’ teaching to the various groupings in the Church on the island of Crete. Today, we conclude this section of the letter by discussing the instructions regarding process. Again, we start by reminding ourselves of the text:
We’re continuing our series in the letter of Paul to Titus. Thus far, there’s been a lot of instruction about the character of the people Titus appoints to be elders, and the kind of behaviour he should teach and model to various groupings within the church. Today, we change gear and talk about the reason for the moral teaching we’ve read thus far: