Difference between revisions of "As a little child (old)"
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'''[[As a little child]]''' | '''[[As a little child]]''' | ||
| − | + | These characteristics of a little child make him receptive to hearing the mystery of God: | |
| − | + | :[[Trust]] | |
| − | =Hear God through his word and Spirit | + | :[[Curiosity]] |
| + | :[[Unfiltered hearing]] | ||
| + | |||
| + | =Routine= | ||
| + | :Blessings | ||
| + | :Questions from previous classes | ||
| + | ::Observations | ||
| + | ::New topics added to queue | ||
| + | :Progress through teaching plan | ||
| + | |||
| + | =Goal= | ||
| + | [[2Ti 2:2]] And the things that thou hast heard of me among many witnesses, the same commit thou to faithful men, who shall be able to teach others also. | ||
| + | |||
| + | :1. Know the catechism of the Hebrew alphabet | ||
| + | :2. Apply the alphabet to words using notarikon | ||
| + | :3. Unfilter Strong's dictionary. | ||
| + | :4. Create a dictionary of 'types and shadows' | ||
| + | :5. Use pattern to establish context within the 'one book'. | ||
| + | :6. Apply the [[Rules]] to exegesis | ||
| + | :7. Think like a Hebrew | ||
| + | |||
| + | The class is informal and discussion is encouraged. | ||
| + | |||
| + | =Hear God in his own language;Hebrew, through his word and Spirit; = | ||
1. How is this teaching different from other Hebrew classes? | 1. How is this teaching different from other Hebrew classes? | ||
| − | :a. | + | :a. [[Purpose]] |
| − | :b. | + | :b. [[Assumptions]] |
| − | :c. | + | :c. [[Methods]] |
| − | :d. {{: | + | :d. [[Results]] |
| + | |||
| + | =Formations - The short catechism= | ||
| + | {{:Pneumnemonic Hebrew for Beginners}} | ||
| + | |||
| + | |||
| + | =Notarikon= | ||
| + | :1. [[C:Adam|Adam]] | ||
| + | :2. [[C:Heaven and earth|Heaven and earth]] | ||
| + | :3. [[C:In the beginning|In the beginning]] | ||
| + | :4. [[C:Names|Names]] | ||
| + | :5. [[C:Using gates|Using gates]] | ||
| + | :6. [[C:Using position|Using position]] | ||
| + | |||
| + | =Gematria, the right way= | ||
| + | :[[2 - Two sides of one]] | ||
| + | :[[3 - Three persons]] | ||
| + | :[[4 - Four voices]] | ||
| + | :[[Five]] | ||
| + | :[[Six]] | ||
| + | :[[Seven]] | ||
| + | :[[Nine]] | ||
| + | :[[Ten]] | ||
| + | :[[Twelve]] | ||
| + | :[[What is the significance of 153 fish?]], [[Bread and fish in John 21 and significance?]] | ||
| + | |||
| + | =Remez= | ||
| + | =Repetition - pattern is prophecy= | ||
| + | =Third witness= | ||
| + | =Tranparency= | ||
| + | =Transference - getting the arrows right= | ||
| + | . | ||
Latest revision as of 10:30, 4 December 2021
These characteristics of a little child make him receptive to hearing the mystery of God:
Contents
Routine
- Blessings
- Questions from previous classes
- Observations
- New topics added to queue
- Progress through teaching plan
Goal
2Ti 2:2 And the things that thou hast heard of me among many witnesses, the same commit thou to faithful men, who shall be able to teach others also.
- 1. Know the catechism of the Hebrew alphabet
- 2. Apply the alphabet to words using notarikon
- 3. Unfilter Strong's dictionary.
- 4. Create a dictionary of 'types and shadows'
- 5. Use pattern to establish context within the 'one book'.
- 6. Apply the Rules to exegesis
- 7. Think like a Hebrew
The class is informal and discussion is encouraged.
Hear God in his own language;Hebrew, through his word and Spirit;
1. How is this teaching different from other Hebrew classes?
- a. Purpose
- b. Assumptions
- c. Methods
- d. Results
Formations - The short catechism
| Home | About |
| Symbols | Changes | Links here |
| May your heart burn - Contents |
Pneumnemonic Hebrew for Beginners
Dedicated to Roger Case - my friend
Notarikon
- 1. Adam
- 2. Heaven and earth
- 3. In the beginning
- 4. Names
- 5. Using gates
- 6. Using position
Gematria, the right way
- 2 - Two sides of one
- 3 - Three persons
- 4 - Four voices
- Five
- Six
- Seven
- Nine
- Ten
- Twelve
- What is the significance of 153 fish?, Bread and fish in John 21 and significance?
Remez
Repetition - pattern is prophecy
Third witness
Tranparency
Transference - getting the arrows right
.
