Why We Teach

MAIN IDEA: God wants his people to control their tongues and to display true wisdom.

A. The Need to Control the Tongue (vv. 1–2)

SUPPORTING IDEA: Those who misuse the tongue receive God’s condemnation.

3:1–2.”Not many of you should become teachers, my brothers and sisters, for you know that we who teach will be judged with greater strictness.” Sense: multitude (gathering) – a multitude (throng) or a large gathering of people. Sense: to become (condition) – to enter or assume a certain state or condition. Sense: teacher – a person who instructs others by imparting skills or knowledge; probably as an occupation.Sense: believer ⇔ brother – a male (believer) understood as one’s own sibling in God’s family; sometimes used of any sibling (regardless of gender) in God’s family. Sense: to know (reflectively) – to know or have knowledge about (someone or something); normally as acquired through reflection or thinking. Sense: teacher – a person who instructs others by imparting skills or knowledge; probably as an occupation.Sense: sentence – the punishment that is imposed following a verdict of guilty in a court case.Sense: greater – greater in size or importance or degree.Sense: to experience ⇔ receive – to experience, conceived of as coming into the possession of an experience. Verse 1 warns us not to presume to be teachers because of the stricter accountability God demands in the office. We should be more concerned about our fitness for teaching than with the benefits we might receive from the office. Those who teach will be judged more strictly. A teacher receives added prominence from the position, but also falls under stricter scrutiny from God. Teachers provide instruction in the practical duties of life and help to ground their hearers in the teachings and commandments of Jesus.

God’s Word does not discourage people from assuming the position of a teacher. It raises the dignity of the position by pointing out the dangers and responsibilities of the office for those who might otherwise neglect these requirements. It seeks to restrain the rush into the office by those who lack spiritual qualifications for it.

We show our imperfection and sinfulness by committing sins of the tongue. By the same measure we show our maturity by controlling the tongue. Two truths should encourage us to control our tongues. First, those who use the tongue, such as teachers, receive a stricter judgment. Surely the prospects of an intensive examination by God should prompt a desire to use our tongues rightly. Second, controlling our tongues provides evidence that we can control our personality. A person who can bring the tongue under control is able to keep his whole body in check. The verb used to describe the act of controlling the body refers in other contexts to the act of bridling a horse. Perhaps this word influenced James’s decision to use the example of a bit in influencing a horse in verse 3.

One method of complying with the biblical warning about the tongue would be enforced silence. The Bible does not call for silence but for a tongue empowered by the Holy Spirit and used for the glory of God. Silence would not bring complete control of our thoughts. James wanted us to use divine power in bringing our thoughts into captivity to Christ ().

B. The Power of the Tongue (vv. 3–6)

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This section uses three illustrations to show the power of the tongue. The first two illustrations picture the ability of a small object to control or influence a much larger object (vv. 3–4). The final illustration (v. 5b) illustrates the ability of a small item to destroy a much larger object.

3:3–5a. The rider of a horse can use a bit to control and govern a wild, unmanageable horse. Though the bit is small, its use gives riders the potential for turning the animal wherever they want.

In gales and violent winds, pilots use the rudder to guide the ship to safety or point it in the direction of intended travel. Compared to the size of a ship, the rudder was very small, but its importance in controlling the ship demanded careful attention in its use.

Verse 5a summarizes the point of these illustrations. Like the bit for the horse and the rudder for the ship, the tongue is small in relation to the body and yet has powerful potential to achieve great results, both good and bad. It can stir up violence or promote peace. It can crush the spirit or soothe the discouraged. If the tongue could personally express itself, it could legitimately boast of its great exploits.

3:5b

The tongue can produce ruin and may represent the presence of a vast system of iniquity within our body. Within this body the tongue can produce three results. First, it can corrupt the whole person. It is a source of pollution and defilement for the entire personality. Second, it sets the whole course of his life on fire. Course may also mean “wheel.” Life may refer to “birth,” “origin,” or “existence.” A misused tongue may affect the cycle of life from birth onward! Third, the tongue is itself set on fire by hell. This describes Satan’s influence on the tongue.

describes the tongue as it is by nature. By nature the tongue could serve as a divisive instrument of evil. By grace the tongue can become an instrument of positive blessing (). We must not conclude that our tongue is doomed to be an instrument of discord and strife. God can mold an abusive tongue into a force for good and righteousness.

Application: Teaching was a highly valued and respected profession in Jewish culture, and many Jews who embraced Christianity wanted to become teachers. James warned that although it is good to aspire to teach, the teachers’ responsibility is great because their words and example affect others’ spiritual lives. if you are in a teaching or leadership role, how are you affecting those you lead?

Verse 2 “For all of us make many mistakes. Anyone who makes no mistakes in speaking is perfect, able to keep the whole body in check with a bridle.” Sense: to sin ⇔ stumble – to sin, conceived of as missing a step and falling or nearly falling.Sense: much (amount) – a great amount or extent; a lot. Sense: to sin ⇔ stumble – to sin, conceived of as missing a step and falling or nearly falling. Sense: message (communication) – a communication that is most often spoken, but can come through other means. Sense: perfect – being complete of its kind and without defect or blemish.Verse 2 explains the need to control the tongue. Sense: capable – have the skills and qualifications to do something well.Sense: entire – constituting the full quantity or extent; complete.Sense: body – the entire structure of an organism, animal, or human being.Sense: to curb ⇔ bridle – to curb something, conceived of as placing a bridle on something (like a horse) so as to control it.The concern is enlarged beyond the work of a teacher and includes all. Human beings stumble in many ways. We show that James put himself in the category of those who made these “slips” of the tongue, an evidence of James’s humility.

We show our imperfection and sinfulness by committing sins of the tongue. By the same measure we show our maturity by controlling the tongue. Two truths should encourage us to control our tongues. First, those who use the tongue, such as teachers, receive a stricter judgment. Surely the prospects of an intensive examination by God should prompt a desire to use our tongues rightly. Second, controlling our tongues provides evidence that we can control our personality. A person who can bring the tongue under control is able to keep his whole body in check. The verb used to describe the act of controlling the body refers in other contexts to the act of bridling a horse. Perhaps this word influenced James’s decision to use the example of a bit in influencing a horse in verse 3.

Application: What you say and what you don’t say are both important. Proper speech is not only saying the right words at the right time, but it is also controlling your desire to say what you shouldn’t. Examples of an untamed tongue include gossiping, putting others down, bragging, manipulating, false teaching, exaggerating, complaining, flattering, and lying. Before you speak, ask, “Is what I want to say true? Is it necessary? Is it kind?”

One method of complying with the biblical warning about the tongue would be enforced silence. The Bible does not call for silence but for a tongue empowered by the Holy Spirit and used for the glory of God. Silence would not bring complete control of our thoughts. James wanted us to use divine power in bringing our thoughts into captivity to Christ ().

Holman New Testament Commentary: Hebrews & James II. Commentary: A Warning to the World’s Talkers

MAIN IDEA: God wants his people to control their tongues and to display true wisdom.

A. The Need to Control the Tongue (vv. 1–2)

SUPPORTING IDEA: Those who misuse the tongue receive God’s condemnation.

3:1–2. Verse 1 warns us not to presume to be teachers because of the stricter accountability God demands in the office. We should be more concerned about our fitness for teaching than with the benefits we might receive from the office. Those who teach will be judged more strictly. A teacher receives added prominence from the position, but also falls under stricter scrutiny from God. Teachers provide instruction in the practical duties of life and help to ground their hearers in the teachings and commandments of Jesus.

God’s Word does not discourage people from assuming the position of a teacher. It raises the dignity of the position by pointing out the dangers and responsibilities of the office for those who might otherwise neglect these requirements. It seeks to restrain the rush into the office by those who lack spiritual qualifications for it.

Verse 2 explains the need to control the tongue. The concern is enlarged beyond the work of a teacher and includes all. Human beings stumble in many ways. We shows that James put himself in the category of those who made these “slips” of the tongue, an evidence of James’s humility.

We show our imperfection and sinfulness by committing sins of the tongue. By the same measure we show our maturity by controlling the tongue. Two truths should encourage us to control our tongues. First, those who use the tongue, such as teachers, receive a stricter judgment. Surely the prospects of an intensive examination by God should prompt a desire to use our tongues rightly. Second, controlling our tongues provides evidence that we can control our personality. A person who can bring the tongue under control is able to keep his whole body in check. The verb used to describe the act of controlling the body refers in other contexts to the act of bridling a horse. Perhaps this word influenced James’s decision to use the example of a bit in influencing a horse in verse 3.

One method of complying with the biblical warning about the tongue would be enforced silence. The Bible does not call for silence but for a tongue empowered by the Holy Spirit and used for the glory of God. Silence would not bring complete control of our thoughts. James wanted us to use divine power in bringing our thoughts into captivity to Christ (2 Cor. 10:5).

B. The Power of the Tongue (vv. 3–6)

SUPPORTING IDEA: The tongue is a small organ, but it can control and influence major events in life.

This section uses three illustrations to show the power of the tongue. The first two illustrations picture the ability of a small object to control or influence a much larger object (vv. 3–4). The final illustration (v. 5b) illustrates the ability of a small item to destroy a much larger object.

3:3–5a. The rider of a horse can use a bit to control and govern a wild, unmanageable horse. Though the bit is small, its use gives riders the potential for turning the animal wherever they want.

In gales and violent winds, pilots use the rudder to guide the ship to safety or point it in the direction of intended travel. Compared to the size of a ship, the rudder was very small, but its importance in controlling the ship demanded careful attention in its use.

Verse 5a summarizes the point of these illustrations. Like the bit for the horse and the rudder for the ship, the tongue is small in relation to the body and yet has powerful potential to achieve great results, both good and bad. It can stir up violence or promote peace. It can crush the spirit or soothe the discouraged. If the tongue could personally express itself, it could legitimately boast of its great exploits.

3:5b–6. Verse 5b shows that an uncontrolled tongue is a source of great destruction. Just as a little flame can destroy a huge forest, a small misuse of the tongue can cause pain and agony to many.

The tongue can produce ruin and may represent the presence of a vast system of iniquity within our body. Within this body the tongue can produce three results. First, it can corrupt the whole person. It is a source of pollution and defilement for the entire personality. Second, it sets the whole course of his life on fire. Course may also mean “wheel.” Life may refer to “birth,” “origin,” or “existence.” A misused tongue may affect the cycle of life from birth onward! Third, the tongue is itself set on fire by hell. This describes Satan’s influence on the tongue.

James 3:1–6 describes the tongue as it is by nature. By nature the tongue could serve as a divisive instrument of evil. By grace the tongue can become an instrument of positive blessing (Col. 4:6). We must not conclude that our tongue is doomed to be an instrument of discord and strife. God can mold an abusive tongue into a force for good and righteousness.

B. The Power of the Tongue (vv. 3–6)

SUPPORTING IDEA: The tongue is a small organ, but it can control and influence major events in life.

This section uses three illustrations to show the power of the tongue. The first two illustrations picture the ability of a small object to control or influence a much larger object (vv. 3–4). The final illustration (v. 5b) illustrates the ability of a small item to destroy a much larger object.

3:3–5a. The rider of a horse can use a bit to control and govern a wild, unmanageable horse. Though the bit is small, its use gives riders the potential for turning the animal wherever they want.

In gales and violent winds, pilots use the rudder to guide the ship to safety or point it in the direction of intended travel. Compared to the size of a ship, the rudder was very small, but its importance in controlling the ship demanded careful attention in its use.

Verse 5a summarizes the point of these illustrations. Like the bit for the horse and the rudder for the ship, the tongue is small in relation to the body and yet has powerful potential to achieve great results, both good and bad. It can stir up violence or promote peace. It can crush the spirit or soothe the discouraged. If the tongue could personally express itself, it could legitimately boast of its great exploits.

3:5b–6. Verse 5b shows that an uncontrolled tongue is a source of great destruction. Just as a little flame can destroy a huge forest, a small misuse of the tongue can cause pain and agony to many.

The tongue can produce ruin and may represent the presence of a vast system of iniquity within our body. Within this body the tongue can produce three results. First, it can corrupt the whole person. It is a source of pollution and defilement for the entire personality. Second, it sets the whole course of his life on fire. Course may also mean “wheel.” Life may refer to “birth,” “origin,” or “existence.” A misused tongue may affect the cycle of life from birth onward! Third, the tongue is itself set on fire by hell. This describes Satan’s influence on the tongue.

describes the tongue as it is by nature. By nature the tongue could serve as a divisive instrument of evil. By grace the tongue can become an instrument of positive blessing (). We must not conclude that our tongue is doomed to be an instrument of discord and strife. God can mold an abusive tongue into a force for good and righteousness.

“We have gifts that differ according to the grace given to us: prophecy, in proportion to faith;ministry, in ministering; the teacher, in teaching;”Sense: service (work) – work done by one person or group that benefits another. Sense: provision ⇔ service – provision understood as a type of service to others.

Sense: to teach – to impart skills or knowledge to.Sense: teaching (activity) – the activities of educating or instructing; activities that impart knowledge or skill.

Teaching (cf. ; ). A person with this gift is able to cause others to learn. Today, however, with the completion of the canon of Scripture, the gift of teaching would encompass communicating all of Scripture—research, organization, and presentation—and related subjects in a manner that causes others to understand and apply what is taught.

Illustration: “The gifts he gave were that some would be apostles, some prophets, some evangelists, some pastors and teachers,” () Are you spiritually mature, exercising the gifts God has given you? If you know what your gifts are, look for opportunities to serve. If you don’t know, ask god to show you, perhaps with the help of your minister or Christian friends. Then, as you begin to recognize your special area of service, use your gifts to strengthen and encourage the church.

Application: Teachers are clear thinkers. Let your strengths balance their weaknesses, and be grateful that their abilities make up for your deficiencies. Together you can build Christ’s church.

Holman New Testament Commentary: Romans B. Spiritual Gifts (12:6–8)

Teaching (cf. 1 Cor. 12:28–29; Eph. 4:11). A person with this gift is able to cause others to learn. Teaching in the New Testament context probably initially referred to the explaining of the Old Testament Scriptures to demonstrate the fulfillment of kingdom and messianic promises in Jesus Christ. Today, however, with the completion of the canon of Scripture, the gift of teaching would encompass communicating all of Scripture—research, organization, and presentation—and related subjects in a manner that causes others to understand and apply what is taught.

Holman New Testament Commentary: Hebrews & James B. The Power of the Tongue (vv. 3–6)

B. The Power of the Tongue (vv. 3–6)

SUPPORTING IDEA: The tongue is a small organ, but it can control and influence major events in life.

This section uses three illustrations to show the power of the tongue. The first two illustrations picture the ability of a small object to control or influence a much larger object (vv. 3–4). The final illustration (v. 5b) illustrates the ability of a small item to destroy a much larger object.

3:3–5a. The rider of a horse can use a bit to control and govern a wild, unmanageable horse. Though the bit is small, its use gives riders the potential for turning the animal wherever they want.

In gales and violent winds, pilots use the rudder to guide the ship to safety or point it in the direction of intended travel. Compared to the size of a ship, the rudder was very small, but its importance in controlling the ship demanded careful attention in its use.

Verse 5a summarizes the point of these illustrations. Like the bit for the horse and the rudder for the ship, the tongue is small in relation to the body and yet has powerful potential to achieve great results, both good and bad. It can stir up violence or promote peace. It can crush the spirit or soothe the discouraged. If the tongue could personally express itself, it could legitimately boast of its great exploits.

3:5b–6. Verse 5b shows that an uncontrolled tongue is a source of great destruction. Just as a little flame can destroy a huge forest, a small misuse of the tongue can cause pain and agony to many.

The tongue can produce ruin and may represent the presence of a vast system of iniquity within our body. Within this body the tongue can produce three results. First, it can corrupt the whole person. It is a source of pollution and defilement for the entire personality. Second, it sets the whole course of his life on fire. Course may also mean “wheel.” Life may refer to “birth,” “origin,” or “existence.” A misused tongue may affect the cycle of life from birth onward! Third, the tongue is itself set on fire by hell. This describes Satan’s influence on the tongue.

James 3:1–6 describes the tongue as it is by nature. By nature the tongue could serve as a divisive instrument of evil. By grace the tongue can become an instrument of positive blessing (Col. 4:6). We must not conclude that our tongue is doomed to be an instrument of discord and strife. God can mold an abusive tongue into a force for good and righteousness.

Holman New Testament Commentary: Hebrews & James A. The Need to Control the Tongue (vv. 1–2)

Verse 2 explains the need to control the tongue. The concern is enlarged beyond the work of a teacher and includes all. Human beings stumble in many ways. We shows that James put himself in the category of those who made these “slips” of the tongue, an evidence of James’s humility.

We show our imperfection and sinfulness by committing sins of the tongue. By the same measure we show our maturity by controlling the tongue. Two truths should encourage us to control our tongues. First, those who use the tongue, such as teachers, receive a stricter judgment. Surely the prospects of an intensive examination by God should prompt a desire to use our tongues rightly. Second, controlling our tongues provides evidence that we can control our personality. A person who can bring the tongue under control is able to keep his whole body in check. The verb used to describe the act of controlling the body refers in other contexts to the act of bridling a horse. Perhaps this word influenced James’s decision to use the example of a bit in influencing a horse in verse 3.

One method of complying with the biblical warning about the tongue would be enforced silence. The Bible does not call for silence but for a tongue empowered by the Holy Spirit and used for the glory of God. Silence would not bring complete control of our thoughts. James wanted us to use divine power in bringing our thoughts into captivity to Christ (2 Cor. 10:5).

The English-Greek Reverse Interlinear New Testament New Revised Standard Version

εἴτε διακονίαν ἐν τῇ διακονίᾳ, εἴτε ὁ διδάσκων ἐν τῇ διδασκαλίᾳ, | NRSV NT RI

ministry, in ministering; the teacher, in teaching | NRSV

διακονίαν diakonian ministry, in ministering ; the teacher, in teaching;

διακονία diakonia service; ministry

noun, accusative, singular, feminine

BDAG mediation, assignment; service; engagement in preparations for a social event; service, office; aid, support

LSJ service

Louw-Nida ministry, task

διακονίᾳ diakonia ministry, in ministering ; the teacher, in teaching;

διακονία diakonia service; ministry

noun, dative, singular, feminine

BDAG mediation, assignment; service; engagement in preparations for a social event; service, office; aid, support

LSJ service

Louw-Nida to serve, to render service, to help, service, help

διδάσκων didaskōn ministry, in ministering ; the teacher, in teaching;

διδάσκω didaskō teach; instruct

verb, present, active, participle, singular, nominative, masculine

BDAG tell, instruct; teach

LSJ instruct; teach; taught; taught how; teach oneself, learn; have; educated; to be taught, learn; trained, skilled; wert taught

Louw-Nida to teach, teaching

διδασκαλίᾳ didaskalia ministry, in ministering ; the teacher, in teaching;

διδασκαλία didaskalia teaching; instruction

noun, dative, singular, feminine

BDAG teaching, instruction

LSJ teaching, instruction; lesson

Louw-Nida to teach, teaching

The English-Greek Reverse Interlinear New Testament New Revised Standard Version

Not many of you should become teachers, my brothers and sisters, for you know that we who teach will be judged with greater strictness | NRSV

μή mē not

adverb, negative

BDAG not; that…(not), lest; so that…not; ‘it isn’t so, is it, that …?’; whether…not

LSJ not; will; thought; fact; statement

Louw-Nida not

πολύς polys great; many; much

adjective, nominative, plural, masculine

Sense: multitude (gathering) – a multitude (throng) or a large gathering of people.

BDAG many, a great number of; much, extensive

LSJ

διδάσκαλοι didaskaloi Not many of you should become teachers, my brothers and sisters, for you know that we who teach will be judged with greater strictness.

διδάσκαλος didaskalos teacher

noun, nominative, plural, masculine

LSJ teacher, master; a master; school

Louw-Nida teacher, instructor

γίνεσθε ginesthe Not many of you should become teachers, my brothers and sisters, for you know that we who teach will be judged with greater strictness.

γίνομαι ginomai be; become; take place

verb, present, either middle or passive, imperative, second person, plural

Sense: to become (condition) – to enter or assume a certain state or condition.

BDAG be born, be produced; be made, be created, be manufactured, be performed; arise, come about, develop; happen, turn out, take place; become someth.; move; to be, prove to be, turn out to be; be there; belong to; be in, be there

LSJ come into a new state of being

Louw-Nida to become

ἀδελφός adelphos brother

noun, vocative, plural, masculine

LSJ son of the same mother

Louw-Nida fellow believer, (Christian) brother

εἰδότες eidotes Not many of you should become teachers, my brothers and sisters, for you know that we who teach will be judged with greater strictness.

οἶδα oida know

verb, perfect, active, participle, plural, nominative, masculine

Sense: to know (reflectively) – to know or have knowledge about (someone or something); normally as acquired through reflection or thinking.

BDAG know; can, be able; understand, recognize, come to know, experience; recollect, recall, be aware of; respect, honor

LSJ know; knew; Stadtrechtvon Gorlyn; Koische Forschungen; know, have knowledge of, be acquainted with; know of; be assured; has; in his heart; had; were; disposed; cunning with; acknowledge; thank; be; my witness; one who knows, one acquainted with the fact; knowing

Louw-Nida to understand, to comprehend

μεῖζον meizon Not many of you should become teachers, my brothers and sisters, for you know that we who teach will be judged with greater strictness.

μέγας megas great; loud

adjective, accusative, singular, neuter, comparative

BDAG large, great; great; surprising

LSJ

κρίμα krima Not many of you should become teachers, my brothers and sisters, for you know that we who teach will be judged with greater strictness.

κρίμα krima judgment; condemnation

noun, accusative, singular, neuter

LSJ decision, judgement; verdict

Louw-Nida to judge as guilty, to condemn, condemnation

λημψόμεθα lēmpsometha Not many of you should become teachers, my brothers and sisters, for you know that we who teach will be judged with greater strictness.

λαμβάνω lambanō receive; take

verb, future, middle, indicative, first person, plural

LSJ take; receive

Louw-Nida to receive, receiving, to accept

For all of us make many mistakes. Anyone who makes no mistakes in speaking is perfect, able to keep the whole body in check with a bridle | NRSV

πολλὰ polla For all of us make many mistakes . Anyone who makes no mistakes in speaking is perfect , able to keep the whole body in check with a bridle.

πολύς polys great; many; much

adjective, accusative, plural, neuter

.

BDAG many, a great number of; much, extensive

LSJ

Louw-Nida many, a great deal of, a great number of

πταίομεν ptaiomen For all of us make many mistakes . Anyone who makes no mistakes in speaking is perfect , able to keep the whole body in check with a bridle.

πταίω ptaiō stumble; trip

verb, present, active, indicative, first person, plural

LSJ

Louw-Nida to stumble, to err, to sin

ἅπαντες hapantes For all of us make many mistakes . Anyone who makes no mistakes in speaking is perfect , able to keep the whole body in check with a bridle.

ἅπας hapas whole; all; everything

adjective, nominative, plural, masculine

BDAG whole, all; all, everybody, everything

LSJ quite all, the whole; all together; in all things

Louw-Nida all, every, each, whole

λόγῳ logō For all of us make many mistakes . Anyone who makes no mistakes in speaking is perfect , able to keep the whole body in check with a bridle.

λόγος logos word; message

noun, dative, singular, masculine

BDAG word; computation, reckoning; the Logos.

LSJ

Louw-Nida word, saying, message, statement, question

οὐ ou For all of us make many mistakes . Anyone who makes no mistakes in speaking is perfect , able to keep the whole body in check with a bridle.

οὐ ou not

adverb, negative

BDAG no; not; not so?

LSJ fact; statement; will; thought

Louw-Nida not

πταίω ptaiō stumble; trip

verb, present, active, indicative, third person, singular

Sense: to sin ⇔ stumble – to sin, conceived of as missing a step and falling or nearly falling.

BDAG stumble, trip; be ruined, be lost

LSJ

Louw-Nida to stumble, to err, to sin

τέλειος teleios For all of us make many mistakes . Anyone who makes no mistakes in speaking is perfect , able to keep the whole body in check with a bridle.

τέλειος teleios perfect; mature

adjective, nominative, singular, masculine

BDAG perfect; perfect, complete, expert; full-grown, mature, adult; initiated.; perfect, fully developed

LSJ perfect; entire, without spot; blemish; perfect, of full tale; number; performed with all rites; the surest bird of augury

Louw-Nida perfect

ἀνήρ anēr

ἀνήρ anēr man; husband

noun, nominative, singular, masculine

Sense: person – a human being; sometimes referred to collectively as people.

BDAG man, husband; someone, a person; a figure of a man

LSJ man; woman; god; beast; male; free; one

Louw-Nida person, human being, individual; people, persons, mankind

δυνατὸς dynatos For all of us make many mistakes . Anyone who makes no mistakes in speaking is perfect , able to keep the whole body in check with a bridle.

δυνατός dynatos strong; powerful; possible

adjective, nominative, singular, masculine

BDAG able, capable, powerful

LSJ strong, mighty; the ablest-bodied men; sound in limb; fit for service; powerful

Louw-Nida able, can

χαλιναγωγέω chalinagōgeō bridle; hold in check

verb, aorist, active, infinitive

BDAG bridle, hold in check

LSJ guide with; as with bit and bridle

Louw-Nida to control, to exercise self-control

καὶ kai

καί kai and

adverb, emphatic

BDAG and; also, likewise

LSJ and; even, also, just

Louw-Nida and, and also, also, in addition, even

ὅλον holon For all of us make many mistakes . Anyone who makes no mistakes in speaking is perfect , able to keep the whole body in check with a bridle.

ὅλος holos whole; all

adjective, accusative, singular, neuter

BDAG whole, entire, complete; wholly, completely; everything

LSJ whole, entire, complete in all its parts; whole; full; whole, entire; as a whole

Louw-Nida whole, all, complete, entire

σῶμα sōma For all of us make many mistakes . Anyone who makes no mistakes in speaking is perfect , able to keep the whole body in check with a bridle.

σῶμα sōma body

BDAG body; dead body, corpse; the living body; slaves; body.; the thing itself, the reality

LSJ body; dead body, corpse

Louw-Nida body

If we put bits into the mouths of horses to make them obey us, we guide their whole bodies | NRSV

ἵππων hippōn If we put bits into the mouths of horses to make them obey us , we guide their whole bodies.

ἵππος hippos horse

noun, genitive, plural, masculine

Sense: horse – a solid-hoofed, herbivorous quadruped that was often domesticated.

BDAG horse, steed

LSJ horse; mare; team of chariot-horses; the chariot; his chariot

Louw-Nida horse

χαλινοὺς chalinous If we put bits into the mouths of horses to make them obey us , we guide their whole bodies.

χαλινός chalinos bridle; bit

noun, accusative, plural, masculine

Sense: bit (bridle) – a piece of metal (perhaps iron) held in a horse’s mouth by reins and used to control the horse while riding.

BDAG bit, bridle

LSJ bit; rein; bit and bridle

Louw-Nida bit, bridle

στόματα stomata If we put bits into the mouths of horses to make them obey us , we guide their whole bodies.

στόμα stoma mouth

noun, accusative, plural, neuter

Sense: mouth – the opening through which food is taken in and vocalizations emerge.

BDAG mouth; utterance, mouth.; edge

LSJ mouth; the very jaws

Louw-Nida mouth

βάλλομεν ballomen If we put bits into the mouths of horses to make them obey us , we guide their whole bodies.

βάλλω ballō throw; cast; put

verb, present, active, indicative, first person, plural

Sense: to put ⇔ throw – to put, conceived of in terms of throwing (perhaps as vernacular); almost always without any added connotation of violence or energy.

BDAG throw; throw (away), drive out, expel; put, place, apply, lay, bring; deposit money; rush down

LSJ

Louw-Nida to put, to cause to be put

πείθεσθαι peithesthai If we put bits into the mouths of horses to make them obey us , we guide their whole bodies.

πείθω peithō persuade; convince

verb, present, passive, infinitive

Sense: to obey – to be obedient to.

BDAG convince; persuade, appeal to; cajole, mislead; win over, strive to please; conciliate, pacify, set at ease/rest; depend on, trust in; be convinced, be sure, certain; be persuaded, believe; obey, follow; be persuaded by someone, take someone’s advice; obey, follow someone; be convinced, certain

LSJ persuade

Louw-Nida to persuade, to convince

καὶ kai

καί kai and

adverb, emphatic

BDAG and; also, likewise

LSJ and; even, also, just

Louw-Nida and

ὅλον holon If we put bits into the mouths of horses to make them obey us , we guide their whole bodies.

ὅλος holos whole; all

adjective, accusative, singular, neuter

Sense: entire – constituting the full quantity or extent; complete.

BDAG whole, entire, complete; wholly, completely; everything

LSJ whole, entire, complete in all its parts; whole; full; whole, entire; as a whole

Louw-Nida whole, all, complete, entire

σῶμα sōma If we put bits into the mouths of horses to make them obey us , we guide their whole bodies.

σῶμα sōma body

noun, accusative, singular, neuter

Sense: body – the entire structure of an organism, animal, or human being.

BDAG body; dead body, corpse; the living body; slaves; body.; the thing itself, the reality

LSJ body; dead body, corpse

Louw-Nida body

μετάγομεν metagomen If we put bits into the mouths of horses to make them obey us , we guide their whole bodies.

μετάγω metagō guide; direct

verb, present, active, indicative, first person, plural

Sense: to guide (course) – to direct the course of; determine the direction of travelling.

BDAG guide; move, remove

LSJ convey from one place to another, transfer; escort; divert; seduce; to be diverted

Louw-Nida to direct, to steer, to guide

ἰδοὺ καὶ τὰ πλοῖα, τηλικαῦτα ὄντα καὶ ὑπὸ ἀνέμων σκληρῶν⸃ ἐλαυνόμενα, μετάγεται ὑπὸ ἐλαχίστου πηδαλίου ὅπου ἡ ὁρμὴ τοῦ εὐθύνοντος βούλεται⸃· | NRSV NT RI

Or look at ships: though they are so large that it takes strong winds to drive them, yet they are guided by a very small rudder wherever the will of the pilot directs | NRSV

καὶ kai Or look at ships: though they are so large that it takes strong winds to drive them, yet they are guided by a very small rudder wherever the will of the pilot directs.

καί kai and

adverb, emphatic

BDAG and; also, likewise

LSJ and; even, also, just

Louw-Nida and, and also, also, in addition, even

πλοῖα ploia Or look at ships: though they are so large that it takes strong winds to drive them, yet they are guided by a very small rudder wherever the will of the pilot directs.

πλοῖον ploion ship; boat

noun, nominative, plural, neuter

Sense: boat – any size boat; including those propelled by oars or those with a mast and sails.

BDAG ship; boat; a ship

LSJ floating vessel; ship; craft; boat; transports; ships; merchant-ship; transport

Louw-Nida boat, ship

ὄντα onta Or look at ships: though they are so large that it takes strong winds to drive them, yet they are guided by a very small rudder wherever the will of the pilot directs.

εἰμί eimi be

verb, present, active, participle, plural, nominative, neuter

Sense: to be (quality) – to have the quality of being.

BDAG be, exist, be on hand; is; be; live; take place, occur, become, be, be in; it is possible, one can; be,/come from somewhere; be, belong; be.

LSJ sum

Louw-Nida to be

ἀνέμων anemōn Or look at ships: though they are so large that it takes strong winds to drive them, yet they are guided by a very small rudder wherever the will of the pilot directs.

ἄνεμος anemos wind

noun, genitive, plural, masculine

Sense: wind – air moving (sometimes with considerable force) from one area to another.

BDAG wind; the four directions; cardinal points

LSJ wind; a gale; the wind; to the winds; to leeward; a very wind; to the wind

Louw-Nida wind, blowing, to blow

σκληρῶν sklērōn Or look at ships: though they are so large that it takes strong winds to drive them, yet they are guided by a very small rudder wherever the will of the pilot directs.

σκληρός sklēros harsh; hard

adjective, genitive, plural, masculine

Sense: hard (severe) – very strong or vigorous.

BDAG hard; rough; hard, harsh, unpleasant; hard, strict, harsh, cruel, merciless; stubbornness

LSJ hard

Louw-Nida harsh, strong, violent

ἐλαυνόμενα elaunomena Or look at ships: though they are so large that it takes strong winds to drive them, yet they are guided by a very small rudder wherever the will of the pilot directs.

ἐλαύνω elaunō drive; row

verb, present, passive, participle, plural, nominative, neuter

Sense: to be driven (propelled) – to be moved by a propelling force (as by the wind, oars, or other means of propulsion).

BDAG drive

LSJ drive, set in motion; drive; ride; row

Louw-Nida to drive along, to carry along

μετάγεται metagetai Or look at ships: though they are so large that it takes strong winds to drive them, yet they are guided by a very small rudder wherever the will of the pilot directs.

μετάγω metagō guide; direct

verb, present, passive, indicative, third person, singular

Sense: to be guided (course) – to be directed in the course of; be determined in the direction of travel.

BDAG guide; move, remove

LSJ convey from one place to another, transfer; escort; divert; seduce; to be diverted

Louw-Nida to direct, to steer, to guide

ἐλαχίστου elachistou Or look at ships: though they are so large that it takes strong winds to drive them, yet they are guided by a very small rudder wherever the will of the pilot directs.

ἐλάχιστος elachistos insignificant; least; trivial

adjective, genitive, singular, neuter

Sense: least – a superlative quantifier meaning smallest in amount, extent, or degree.

BDAG least.; very small/short; insignificant, trivial

LSJ smallest, least; least; narrowly; to the least degree

Louw-Nida small, little

πηδαλίου pēdaliou Or look at ships: though they are so large that it takes strong winds to drive them, yet they are guided by a very small rudder wherever the will of the pilot directs.

πηδάλιον pēdalion rudder; steering oar

noun, genitive, singular, neuter

Sense: rudder – the wooden steering mechanism of a sailing ship consisting of a hinged vertical plate mounted at the stern of a vessel.

BDAG steering paddle, rudder

LSJ steering-paddle, rudder

Louw-Nida rudder

ὁρμὴ hormē Or look at ships: though they are so large that it takes strong winds to drive them, yet they are guided by a very small rudder wherever the will of the pilot directs.

ὁρμή hormē impulse; inclination

noun, nominative, singular, feminine

Sense: impulse – a desire that suddenly comes upon a person.

BDAG impulse, inclination, desire

LSJ rapid motion forwards, onrush, onset, assault; attack, invasion; impulse

Louw-Nida will, impulse, desire

εὐθύνοντος euthynontos Or look at ships: though they are so large that it takes strong winds to drive them, yet they are guided by a very small rudder wherever the will of the pilot directs.

εὐθύνω euthynō make straight; keep on course

verb, present, active, participle, singular, genitive, masculine

Sense: helmsman – a person who steers a sailing vessel.

BDAG straighten, make straight; guide straight

LSJ guide straight, direct; steer; straight; the helmsman; lead; drive; manage, guide

Louw-Nida to pilot a ship, to steer a course

βούλεται bouletai Or look at ships: though they are so large that it takes strong winds to drive them, yet they are guided by a very small rudder wherever the will of the pilot directs.

βούλομαι boulomai wish; want

verb, present, either middle or passive, indicative, third person, singular

Sense: to desire with intent – to desire something which one has in mind to acquire, accomplish, or fulfill.

BDAG wish, want, desire; intend, plan, will

LSJ will, wish, be willing; wish

Louw-Nida to purpose, to plan, to intend