Make Disciples

<p>The command to make disciples is not an optional moral exhortation: it is <em>halakhah</em> — binding norm transmitted with apostolic authority. The Greek term <em>mathēteusate</em> (Mt 28:19) is an aorist imperative: an immediate and irrevocable order, not an invitation. Its roots lie in the structure of Second Temple Jewish discipleship: the rabbinic tradition transmits that the masters of the Great Assembly commanded to «raise up many disciples» — <em>haʿamidu talmidim harbeh</em> — as the first pillar of religious life. Jesus brings this structure to fulfillment by universalizing it: no longer only for Israel, but for all nations (<em>panta ta ethnē</em>, Mt 28:19). The apostolic mandate is to guard and transmit the <em>derekh</em> — the way — received, so that «the word of Christ dwell in you richly» (Col 3:16).</p>

Introduction — Make Disciples

The command to make disciples is not an optional moral exhortation: it is halakhah — binding norm transmitted with apostolic authority. The Greek term mathēteusate (Mt 28:19) is an aorist imperative: an immediate and irrevocable order, not an invitation. Its roots lie in the structure of Second Temple Jewish discipleship: the rabbinic tradition transmits that the masters of the Great Assembly commanded to «raise up many disciples» — haʿamidu talmidim harbeh — as the first pillar of religious life. Jesus brings this structure to fulfillment by universalizing it: no longer only for Israel, but for all nations (panta ta ethnē, Mt 28:19). The apostolic mandate is to guard and transmit the derekh — the way — received, so that «the word of Christ dwell in you richly» (Col 3:16).

The great commission structures discipleship in four inseparable movements: going (poreuthentes), making disciples (mathēteusate), baptizing (baptizontes), and teaching (didaskontes) (Mt 28:19-20). The verb mathēteuō does not describe a passive transmission of information: it derives from manthanō — to learn through practical experience, with the body and with life. The Lukan parallel sends the disciples «as lambs in the midst of wolves» (Lc 10:3): the mission is not an organizational project but a vulnerable sending. The Old Testament root is the prophecy of the Servant — «I will give you as a light to the nations» (Is 49:6) — whose universalistic logic Jesus brings to fulfillment christologically. The chain is precise: the Master sends, the disciple goes, brings to fulfillment in his flesh the way of the Master.

Baptism is inseparable from the missionary mandate. Ananias commands Paul: «ἀναστὰς βάπτισαι καὶ ἀπόλουσαι τὰς ἁμαρτίας σου ἐπικαλεσάμενος τὸ ὄνομα αὐτοῦ» — «arise, and be baptized, and wash away your sins, calling on his name» (At 22:16). A double aorist imperative expressing absolute urgency: baptism is not the endpoint of a prolonged catechetical process but the first constitutive act of the disciple. The verb apolouo (wash away) recalls Old Testament ritual purification: the Jewish tradition of proselytism shows that entry into the people of God passed through immersion as a public and verifiable act. The NT brings this structure to fulfillment trinitarianly: no longer only for Jewish proselytes but for every person, in the name of the Father, of the Son, and of the Holy Spirit (Mt 28:19).

The missionary mandate includes not only initial evangelization but the confirmation of those already believing. The Greek verb ἐπιστηρίζοντες τὰς ψυχὰς τῶν μαθητῶν — «strengthening the souls of the disciples» (At 14:22) — indicates a work of progressive rooting, not a singular event. The Greek text is precise: parakalontes emmenein tē pistei — exhorting to remain in the faith, with the verb emmeno expressing residential continuity, not merely episodic perseverance. Paul and Barnabas return «strengthening all the disciples» (At 18:23) and teach «publicly and from house to house, all things that were profitable» (At 20:20): the structure of discipleship requires continuous and mutual presence, not only initiatory encounters. The dimension of suffering is explicitly integrated into the kerygma: «we must enter the kingdom of God through many tribulations» (At 14:22) — discipleship brings to fulfillment the way of the Master, including the way of the cross.

Paul articulates the structure of transmission with normative precision: «καὶ ἃ ἤκουσας παρ' ἐμοῦ διὰ πολλῶν μαρτύρων, ταῦτα παράθου πιστοῖς ἀνθρώποις, οἵτινες ἱκανοὶ ἔσονται καὶ ἑτέρους διδάξαι» — «the things that you have heard from me in the presence of many witnesses, entrust these to faithful men, who will be capable of teaching others also» (2 Tim 2:2). The chain is fourfold — Paul → Timothy → faithful men → others — and it is the structure of Jewish discipleship applied to the Christian kerygma. The apostles, qualified custodians of the resurrection of Christ and of the mysteries of the kingdom, transmit

Matthew 28:19 — make disciples of all nations

The concluding mandate of Matthew — pronounced by the Risen One on a Galilean mountain — constitutes the central hermeneutical tension of the Gospel: the universalism of grace breaking through the perimeter of Israel. It is not a liturgical appendix but the narrative fulfillment of the entire mission.

Μαθητεύσατε (mathēteúsate), aorist active imperative, is the governing verb: not "go" (participle), but "make disciples." The meaning is transformative: to lead toward cognitive and practical dependence on a teacher. Πάντα τὰ ἔθνη (panta ta éthnē) — all gentile peoples, not merely proselytes.

The Old Testament root surfaces in Isaiah 2:2-3: the nations ascending the mountain to receive תּוֹרָה (Torah) from the Lord's teaching — a centripetal movement that Mt 28 inverts into centrifugal.

Avot 1:12 transmits Hillel: "Love creatures and bring them near to the Torah" (וּמְקָרְבָן לַתּוֹרָה). The model of the disciple who draws others toward divine wisdom is precisely the cultural frame within which the Matthean mandate takes its historical shape.

To identify an individual within their relational context and begin systematically teaching the words of Jesus, not merely witnessing to one's own experience.

How to observe it: the tradition attested in Avot 1:1 articulates the process in three operative acts: קַבֵּל (qabbēl) — to receive the transmission from an accredited teacher; מְסוֹר (mesōr) — to transmit to others; עֲמִידָה (ʿamidāh) — to cause to stand, that is, to root the disciple in practice. Making disciples according to this schema is not fulfilled by a single proclamation but requires a sustained relationship: the candidate is progressively introduced into the observance of the commandments, accepting their yoke (עוֹל מִצְווֹת). The validity of the process depends on insertion into a verifiable chain of transmission — individual enthusiasm does not suffice. The act is invalidated if the guarantor-teacher is absent or if transmission is interrupted before the disciple is autonomously rooted (Avot 1:1).

Parallel Text
→ Go to the full pericope: MATTEO 28 19
Ref.
Greek
Gnostic Translation
Orthodox Reading
Matteo 28:19
πορευθέντες οὖν μαθητεύσατε πάντα τὰ ἔθνη, βαπτίζοντες αὐτοὺς εἰς τὸ ὄνομα τοῦ πατρὸς καὶ τοῦ υἱοῦ καὶ τοῦ ἁγίου πνεύματος,
Andate dunque e fate discepoli tutti i popoli, battezzandoli nel nome del Padre e del Figlio e dello Spirito Santo,
Andati dunque, **fate discepoli**, rendeteli discepoli attraverso l'insegnamento, tra tutti i popoli, **immergendoli** nel lavacro rituale nel Nome del Padre e del Figlio e dello Spirito Santo,

andate dunque

Parallel Text
→ Go to the full pericope: MATTEO 28 19
Ref.
Greek
Gnostic Translation
Orthodox Reading
Matteo 28:19
πορευθέντες οὖν μαθητεύσατε πάντα τὰ ἔθνη, βαπτίζοντες αὐτοὺς εἰς τὸ ὄνομα τοῦ πατρὸς καὶ τοῦ υἱοῦ καὶ τοῦ ἁγίου πνεύματος,
Andate dunque e fate discepoli tutti i popoli, battezzandoli nel nome del Padre e del Figlio e dello Spirito Santo,
Andati dunque, **fate discepoli**, rendeteli discepoli attraverso l'insegnamento, tra tutti i popoli, **immergendoli** nel lavacro rituale nel Nome del Padre e del Figlio e dello Spirito Santo,

Matthew 28:19 — teach all nations

Matthew 28:19 concludes the gospel with an imperial mandate: the Risen One transfers to the Eleven his full cosmic authority to extend discipleship beyond the boundaries of Israel. The theological tension is precise — not mere evangelization, but continuous formation in obedience to the Torah of Christ.

Mathēteuō (μαθητεύω, "to make disciples") is a causative verb: it does not merely invite or proclaim, but produces structured disciples. Panta ta ethnē (πάντα τὰ ἔθνη) breaks the ethnic boundary of the previous mission (Mt 10:5-6), opening to all peoples.

The Old Testament root is limmud (ישעיה 54:13): "All your children shall be taught by the Eternal" — the transmitted torah becomes a universal vocation.

Avot 1:12 records Hillel: "Be of the disciples of Aaron, love peace, love creatures and bring them near to the Torah." The Tannaitic model of qiruv — drawing near through relationship — illuminates the modality of the mandate: not doctrinal coercion but transforming attraction toward the teaching.

Each believer concretely identifies a person and undertakes a systematic accompaniment in obedience to the commandments of the Risen One.

How to observe it: the tradition transmitted in Eduyot 1:1 reveals the operative practice of making disciples: the name of the teacher is transmitted together with the halakhah, preserving the chain of transmission (qabbalah). The disciple does not abstract the precept from its human bearer — the name of the transmitter is a constitutive part of the teaching. To make disciples among all nations therefore means introducing the proselyte or new learner into the living chain: the precept is stated, the authority from which it derives is named, and the disciple is required to repeat the tradition attributing it correctly. Silence regarding the teacher invalidates the transmission; correct attribution (le-shem) renders it operative and in turn transmissible (Eduyot 1:1).

Parallel Text
→ Go to the full pericope: MATTEO 28 19
Ref.
Greek
Gnostic Translation
Orthodox Reading
Matteo 28:19
πορευθέντες οὖν μαθητεύσατε πάντα τὰ ἔθνη, βαπτίζοντες αὐτοὺς εἰς τὸ ὄνομα τοῦ πατρὸς καὶ τοῦ υἱοῦ καὶ τοῦ ἁγίου πνεύματος,
Andate dunque e fate discepoli tutti i popoli, battezzandoli nel nome del Padre e del Figlio e dello Spirito Santo,
Andati dunque, **fate discepoli**, rendeteli discepoli attraverso l'insegnamento, tra tutti i popoli, **immergendoli** nel lavacro rituale nel Nome del Padre e del Figlio e dello Spirito Santo,

Matthew 28:19 — baptize them

Matthew 28:19 closes the gospel with a threefold mandate: "Go, make disciples of all nations, baptizing them in the name of the Father, of the Son, and of the Holy Spirit". The main imperative is mathēteúsate (make disciples); the participle baptízontes specifies the means. The theological thrust is universalist: pánta tà éthnē dismantles the Judean-gentile boundary.

Baptízō (βαπτίζω), translit. baptizō, means to immerse completely, to submerge. It is not a partial ritual ablution but total incorporation into a new reality.

The OT root resides in tevila, the purificatory immersion prescribed in Leviticus 15 and applied to the conversion of the proselyte as a ritual birth into a new covenantal identity.

Mishnah Pesachim 8:8 rules that a proselyte who converts on the eve of Passover must immerse (tovel) before participating in the Passover — Hillel and Shammai debate the validity, but both presuppose immersion as irreversible entry into the people. The baptism of Mt 28:19 fulfills this logic: immersion-entry into the community of the Trinitarian Name.

Baptize whoever confesses the Name, without ethnic distinction, as a public and irrevocable act of incorporation into the new covenant.

How to observe it: the tradition most pertinent to tevila as an act of covenantal incorporation is Eduyot 1:1, which transmits the debate between the house of Shammai and the house of Hillel regarding the validity of immersions under contested conditions. Operative practice requires that the body be entirely submerged in naturally gathered water (mikveh or living spring); any part of the body not reached by the water invalidates the immersion. The person must stand without garments or interposed objects. The witness — or the community itself — serves as guarantor of the completeness of the act. No verbal formula is technically prescribed as a conditio sine qua non by the source, but the intention (kavvanah) of the act must be oriented toward a change of status, not mere washing. The rite is punctual and irreversible in its function as a threshold.

Parallel Text
→ Go to the full pericope: MATTEO 28 19
Ref.
Greek
Gnostic Translation
Orthodox Reading
Matteo 28:19
πορευθέντες οὖν μαθητεύσατε πάντα τὰ ἔθνη, βαπτίζοντες αὐτοὺς εἰς τὸ ὄνομα τοῦ πατρὸς καὶ τοῦ υἱοῦ καὶ τοῦ ἁγίου πνεύματος,
Andate dunque e fate discepoli tutti i popoli, battezzandoli nel nome del Padre e del Figlio e dello Spirito Santo,
Andati dunque, **fate discepoli**, rendeteli discepoli attraverso l'insegnamento, tra tutti i popoli, **immergendoli** nel lavacro rituale nel Nome del Padre e del Figlio e dello Spirito Santo,

Matthew 28:20 — teach them to observe all things

Matthew 28:20 closes the Great Commission with a continuous imperative addressed to the eleven: baptizing is not enough — one must didaskein — teach — so that new disciples tērein (observe, keep) the entire norm of Christ. The tension is christological: Jesus, not Moses, is the final authority of the fulfilled Torah.

Tēreō (τηρέω, "to observe/keep") carries the semantics of vigilant watchfulness, not mere knowledge. Panta (πάντα, "all things") excludes any selective reduction of the corpus of commandments.

The Old Testament root is šāmar (שָׁמַר): Dt 6:2 uses it for the intergenerational custody of the commandments, linked directly to the Shemà and to long life in the land.

Hillel, in m. Avot 1:12, teaches: "love creatures and bring them near to Torah" — making disciples is operative love that leads to observance, not mere doctrinal transmission. The talmid is formed through practical imitation of the master.

Forming disciples means teaching by lived example, leading every believer to concrete and integral observance of the commandments of Christ.

How to observe it: the tradition rabbinic tradition attests in Eduyot 1:1 the normative practice of integral transmission: a teacher is required to report the opinions of predecessors with nominal fidelity — "whoever reports a thing in the name of the one who said it brings redemption to the world" — because authentic teaching requires a verifiable chain of transmission (šelšelet ha-qabbalah). Operationally, the talmid does not receive mere propositions but must be able to trace back to the original authority of each norm. Fulfillment is invalidated when one teaches without attribution or severs the chain: in such a case the transmission does not count as valid teaching. Panta — "all things" — finds its procedural equivalent in the prohibition against selecting only the convenient halakhot, letting the disputed ones lapse.

Parallel Text
→ Go to the full pericope: MATTEO 28 20
Ref.
Greek
Gnostic Translation
Orthodox Reading
Matteo 28:20
διδάσκοντες αὐτοὺς τηρεῖν πάντα ὅσα ἐνετειλάμην ὑμῖν· καὶ ἰδοὺ ἐγὼ μεθ' ὑμῶν εἰμι πάσας τὰς ἡμέρας ἕως τῆς συντελείας τοῦ αἰῶνος.
insegnando loro a osservare tutto ciò che vi ho comandato. Ed ecco, io sono con voi tutti i giorni, fino alla fine del mondo'.
**insegnando** loro a **custodire e osservare** tutto ciò che io vi ho **comandato** — il legame inscindibile con la Torah come interpretata e adempiuta dal **Messia**; ed ecco, **io sono con voi** — eco della promessa del **TetraGramma** a Mosè — tutti i giorni, fino alla **consumazione del mondo**, fino al compimento finale dell'età presente».
LUCA 10 3 ↗FAREGESÙ

Luca 10:3 — go

Luke 10:3 opens with the sending of the seventy-two: Jesus sends them as lambs in the midst of wolves. The tension is not tactical but theological — the mission proceeds in total exposure, without human protection. The apostellein (the sending with delegated authority) is the very structure of the Kingdom.

The Old Testament root is שָׁלַח (šalaḥ), "to send with a commission," present in the sending of the prophets (Ex 3:12; Is 6:8). Whoever goes, goes in the name of another.

Avot 1:12 records Hillel: "be of the disciples of Aaron, loving peace and pursuing it, loving creatures and bringing them close to the Torah". The Mishnaic act of going presupposes a direction toward the other as an act of love and responsibility.

Whoever has received a commission from Jesus deliberately goes out toward those who are far off, bearing peace, not seeking security.

How to observe it: the tradition of Avot 1:1 articulates the chain of transmission as a deliberate act of handing on — Moses receives and "passes" (masar) the Torah to others. The technical verb denotes an intentional action with a precise direction: it does not spread through passive radiation, but is transmitted through an active movement toward the recipient. Whoever fulfills this pattern must first receive the commission from the one who precedes him, then go out physically toward the neighbor with the explicit intention of delivering what he has received. The act is invalid if the identifiable sender is absent, if the content is not received but invented, or if the recipient is not reached within his concrete context.

Parallel Text
→ Go to the full pericope: LUCA 10 3
Ref.
Greek
Gnostic Translation
Orthodox Reading
Luca 10:3
ὑπάγετε· ⸀ἰδοὺ ἀποστέλλω ὑμᾶς ὡς ἄρνας ἐν μέσῳ λύκων.
Andate: ecco, vi mando come agnelli in mezzo a lupi;
Vi mando come ⟦agnelli fra lupi|árnas en mésōi lýkōn⟧.
ATTI 22 16 ↗FAREAPOSTOLICO

sii battezzato

Parallel Text
→ Go to the full pericope: ATTI 22 16
Ref.
Greek
Gnostic Translation
Orthodox Reading
Atti 22:16
καὶ νῦν τί μέλλεις; ἀναστὰς βάπτισαι καὶ ἀπόλουσαι τὰς ἁμαρτίας σου ἐπικαλεσάμενος τὸ ὄνομα ⸀αὐτοῦ.
Ed ora, che indugi? Lèvati, e sii battezzato, e lavato dei tuoi peccati, invocando il suo nome.
Ἀνάστηθι καὶ βάπτισαι (Anastēthi kai baptisai) – Alzati e battezzati! "Ἀνάστηθι καὶ βάπτισαι" (Atti 22:16) "Alzati e battezzati." Un comando specifico dato a Paolo dopo la sua conversione.
2 TIMOTEO 2 2 ↗FAREAPOSTOLICO

2 Timothy 2:2 — entrust it to faithful men

Paul writes to Timothy from prison, aware of his imminent martyrdom (2 Tim 1:8; 4:6). The command of 2:2 is not mere pedagogical instruction: it is the foundation of apostolic continuity. The central theological tension is the faithful transmission of the paradosis against the doctrinal dissolution already underway in the Pauline churches.

Paratithemi (παρατίθημι, «to entrust as a deposit») carries the semantics of sacred mandate: delivering something precious into the hands of a responsible custodian. Pistois anthropois (πιστοῖς ἀνθρώποις) does not simply indicate «believers», but persons proven in concrete reliability.

The Old Testament root is Dt 31:19, where Moses transmits the song of the Law to Joshua before the assembly of Israel: the public witness guarantees the authenticity of the transmission.

Avot 1:1 documents the Tannaitic chain: «Moses received the Torah from Sinai and transmitted it to Joshua, Joshua to the Elders». The structure of the shalsheleth ha-qabbalah (chain of reception-transmission) is the exact operative model that Paul activates: authentic reception, qualified custodians, verifiable transmission.

Identify in your congregation two or three men of proven faithfulness and begin deliberately transmitting what you have received.

How to observe it: the tradition documented in Eduyot 1:1 indicates that authentic transmission requires the public and nominal act of attribution: when a master transmits a teaching, he must cite the name of the original transmitter (mishem omro, «in the name of the one who said it»), rendering the chain of authority traceable. The concrete fulfillment of the command of 2 Tim 2:2 therefore requires a prior selection — identifying individuals who have already demonstrated faithfulness in the custody and accurate restitution of received doctrine — and a formal, nominative, and public transmission, before witnesses, that binds the recipient to the responsibility of custodian. Omission of the transmitter's name or private transmission without witnesses weakens the validity of the chain.

Parallel Text
→ Go to the full pericope: 2 TIMOTEO 2 2
Ref.
Greek
Gnostic Translation
Orthodox Reading
2 Timoteo 2:2
καὶ ἃ ἤκουσας παρ’ ἐμοῦ διὰ πολλῶν μαρτύρων, ταῦτα παράθου πιστοῖς ἀνθρώποις, οἵτινες ἱκανοὶ ἔσονται καὶ ἑτέρους διδάξαι.
e le cose che hai udite da me in presenza di molti testimoni, affidale ad uomini fedeli, i quali siano capaci d'insegnarle anche ad altri.
ATTI 14 21 ↗FAREAPOSTOLICO

Acts 14:21 — having made many disciples

Acts 14:21 concludes the first missionary journey of Paul and Barnabas: after having εὐαγγελισάμενοι that city and consolidated a community, the two apostles do not flee toward safe territories but return deliberately through the same cities where they had suffered persecution. The theological tension is radical — the mission demands return toward danger.

Εὐαγγελίζω (euangelizō, "to evangelize") carries the semantic weight of transformative public proclamation, not mere communication; μαθητεύω (mathēteuō, "to make disciples") denotes structured incorporation into a learning community.

The Old Testament root is בָּשַׂר (bāśar, Is 52:7) — the announcement of the malkût that mobilizes the messenger toward its recipients, rather than awaiting them.

Hillel in Avot 1:12 teaches: "Be of the disciples of Aaron, loving peace... love the creatures and bring them near to the Torah." The talmid does not emerge from passive listening; it requires a teacher who returns, perseveres, and accompanies in risk.

The one who is sent returns. He strengthens the already-founded community before opening new fronts.

How to observe it: the tradition of Avot 1:1 — «raise up many disciples» (העמידו תלמידים הרבה) — establishes the operative principle: the transmitter does not select recipients by ability or lineage, but opens the chain of transmission to the greatest possible number. The concrete practice entails that the teacher moves toward the recipients (Hillel in Avot 1:12: «bring them near to the Torah»), rather than awaiting spontaneous inquiry. The talmid is such when he enters into a continuous relationship with the teacher, receives the tradition in oral form, repeats it before him, and receives correction: it is the iteration of reception-repetition-correction that constitutes the bond of discipleship, not a single act of adherence.

Parallel Text
→ Go to the full pericope: ATTI 14 21
Ref.
Greek
Gnostic Translation
Orthodox Reading
Atti 14:21
Εὐαγγελισάμενοί τε τὴν πόλιν ἐκείνην καὶ μαθητεύσαντες ἱκανοὺς ὑπέστρεψαν εἰς τὴν Λύστραν καὶ ⸀εἰς Ἰκόνιον καὶ ⸁εἰς Ἀντιόχειαν,
E avendo evangelizzata quella città e fatti molti discepoli, se ne tornarono a Listra, a Iconio ed Antiochia,
ATTI 14 22 ↗FAREAPOSTOLICO

Acts 14:22 — confirming the souls of the disciples

Paul and Barnabas, returning from the first missionary journey, pass through the newly founded churches in Lystra, Iconium, and Antioch to epistērizō (ἐπιστηρίζω, "to structurally consolidate") the souls of the believers. The theological tension is precise: the Gospel does not promise exemption from thlipsis, but its confessing traversal.

Thlipsis (θλῖψις, "pressure, compression") derives from the Greek root indicating an external force that crushes. It is not generic suffering, but eschatologically oriented tribulation: the necessary path to the basileia tou Theou.

In Isaiah 43:2 YHWH promises presence in the waters and in the fire — an OT anticipation of redemptive tribulation as passage, not punishment.

Mishnah Berakhot 9:5 illuminates the Tannaitic paradigm: "One is obligated to bless for evil just as one blesses for good" — the sage recognizes in thlipsis the providential hand of God, without relativizing its weight.

Strengthen a believer under trial by explicitly invoking Acts 14:22: tribulation is the royal road, not a deviation from the will of God.

How to observe it: the tradition Tannaitic offers in Avot 1:1 the foundational operative gesture: "make a fence around the Torah" (asu syag la-Torah). The teacher does not merely transmit an abstract principle, but physically traverses the community to build around the believers a protective layer of repeated teaching. The concrete practice is chazarah — the systematic repetition of received words — carried out in person, in presence, among each local group. What fulfills the action is the double movement: the teacher goes to the disciples (lo delegates) and recalls them with precision to the words already transmitted, so that thlipsis does not erode the received deposit. The action is invalidated by delegation or by the written letter alone without the bodily presence of the teacher.

Parallel Text
→ Go to the full pericope: ATTI 14 22
Ref.
Greek
Gnostic Translation
Orthodox Reading
Atti 14:22
ἐπιστηρίζοντες τὰς ψυχὰς τῶν μαθητῶν, παρακαλοῦντες ἐμμένειν τῇ πίστει καὶ ὅτι διὰ πολλῶν θλίψεων δεῖ ἡμᾶς εἰσελθεῖν εἰς τὴν βασιλείαν τοῦ θεοῦ.
confermando gli animi dei discepoli, esortandoli a perseverare nella fede, e dicendo loro che dobbiamo entrare nel regno di Dio attraverso molte tribolazioni.
ATTI 18 23 ↗FAREAPOSTOLICO

Acts 18:23 — strengthening all the disciples

Paul, at the end of the second missionary journey (Acts 18:22–23), resumes his journey toward the communities of Galatia and Phrygia founded during the first journey. The theological tension is the continuity of the kerygma: believers are not left alone after conversion, but require systematic consolidation in the faith.

The Greek verb is ἐπιστηρίζων (epistērizōn, present participle from epistērizō): "to make firm, to brace from within." This is not a simple pastoral visit, but a structural action implying intentional continuity.

The Old Testament root is חָזַק (ḥāzaq, "to strengthen, to consolidate"): God himself restores Israel after weakness (Is 35:3; Job 4:3–4).

Hillel in Avot 1:12 says: "be of the disciples of Aaron, loving peace and pursuing peace, loving the creatures and bringing them close to the Torah." The apostle exercises precisely this qirvah — the concrete drawing near to the Word — by personally traversing the scattered communities.

Every church elder should walk toward those at risk of remaining isolated from the believing community.

How to observe it: the tradition of Avot 1:1 transmits the operative principle of qabbalah and mesorah: "make a fence around the Torah." The concrete practice of consolidating disciples requires personal and repeated visits to already-founded communities, not sporadic epistolary contact. The teacher returned physically, sat among the disciples, resumed the points of teaching already transmitted, and verified the practical understanding of the commands received. The avot-talmidim cycle required that every transmission be mְqubbal — received, internalized, capable in turn of being retransmitted. The teacher who does not return to verify has omitted the fence: the transmission remains exposed and vulnerable.

Parallel Text
→ Go to the full pericope: ATTI 18 23
Ref.
Greek
Gnostic Translation
Orthodox Reading
Atti 18:23
καὶ ποιήσας χρόνον τινὰ ἐξῆλθεν, διερχόμενος καθεξῆς τὴν Γαλατικὴν χώραν καὶ Φρυγίαν, ⸀στηρίζων πάντας τοὺς μαθητάς.
Ed essendosi fermato lì alquanto tempo, si partì, percorrendo di luogo in luogo il paese della Galazia e la Frigia, confermando tutti i discepoli.
ATTI 20 20 ↗FAREAPOSTOLICO

Acts 20:20 — teaching publicly and from house to house

Paul, in the final address to the elders of Ephesus (At 20:17-38), delivers a ministerial testament: he taught without withholding anything useful, both in the public synagogue and in private homes. The central theological tension is the pastor's integral faithfulness: nothing that benefits the believers may be suppressed out of fear or convenience.

οὐχ ὑπεστειλάμην (ouch hypesteilámen, "I did not draw back") derives from ὑποστέλλω, a nautical verb meaning to lower the sail to avoid the wind — a metaphor for cowardly self-censorship. τὸ συμφέρον (to symphéron, "the useful") denotes that which contributes to the integral good of the community.

The Old Testament root recalls Ez 3:17-18, where the prophet-watchman who remains silent regarding imminent danger bears blood-guilt before God.

Avot 1:12 transmits Hillel: "love creatures and bring them near to the Torah" — the Tannaitic master expresses the same imperative: to draw near, not to withdraw. Door-to-door teaching (bate-bate) was a documented practice of the sages in the first century.

The minister of the Word examines each week what he has withheld out of human fear and proclaims it in the next assembly.

How to observe it: the tradition of Avot 1:1 transmits the chain of the Torah — "make a fence around the Torah" — indicating that teaching is not a spontaneous act but a structured practice: the master transmits in public settings (beit midrash, the square, the synagogue) and in restricted domestic contexts, without omitting difficult or unwelcome material. The validity of fulfillment requires continuity (talmud Torah as a permanent, not seasonal, duty), fullness of content (nothing "useful" withheld from the audience), and duality of setting — the public forum for foundational doctrine, the home for personal application and individual correction. Deliberately omitting a setting or a doctrinal nucleus constitutes non-fulfillment of the mandate.

Parallel Text
→ Go to the full pericope: ATTI 20 20
Ref.
Greek
Gnostic Translation
Orthodox Reading
Atti 20:20
ὡς οὐδὲν ὑπεστειλάμην τῶν συμφερόντων τοῦ μὴ ἀναγγεῖλαι ὑμῖν καὶ διδάξαι ὑμᾶς δημοσίᾳ καὶ κατ’ οἴκους,
come io non mi son tratto indietro dall'annunziarvi e dall'insegnarvi in pubblico e per le case, cosa alcuna di quelle che vi fossero utili,
2 TIMOTEO 2 15 ↗FAREAPOSTOLICO

studiati di presentarti approvato

Parallel Text
→ Go to the full pericope: 2 TIMOTEO 2 15
Ref.
Greek
Gnostic Translation
Orthodox Reading
2 Timoteo 2:15
σπούδασον σεαυτὸν δόκιμον παραστῆσαι τῷ θεῷ, ἐργάτην ἀνεπαίσχυντον, ὀρθοτομοῦντα τὸν λόγον τῆς ἀληθείας.
Studiati di presentar te stesso approvato dinanzi a Dio: operaio che non abbia ad esser confuso, che tagli rettamente la parola della verità.
COLOSSESI 3 16 ↗FAREAPOSTOLICO

ammaestrandovi gli uni gli altri

Parallel Text
→ Go to the full pericope: COLOSSESI 3 16
Ref.
Greek
Gnostic Translation
Orthodox Reading
Colossesi 3:16
ὁ λόγος τοῦ Χριστοῦ ἐνοικείτω ἐν ὑμῖν πλουσίως ἐν πάσῃ σοφίᾳ· διδάσκοντες καὶ νουθετοῦντες ἑαυτοὺς ⸀ψαλμοῖς, ⸀ὕμνοις, ᾠδαῖς πνευματικαῖς ⸀ἐν χάριτι, ᾄδοντες ἐν ⸂ταῖς καρδίαις⸃ ὑμῶν τῷ ⸀θεῷ·
La parola di Cristo abiti in voi doviziosamente; ammaestrandovi ed ammonendovi gli uni gli altri con ogni sapienza, cantando di cuore a Dio, sotto l'impulso della grazia, salmi, inni, e cantici spirituali.
L'ammonizione reciproca nasce dalla Parola di Cristo che abita nella comunità.
TITO 2 1 ↗FAREAPOSTOLICO

Titus 2:1 — expound the sound doctrine

Paul writes to Titus from Crete with a precise mandate: to counterbalance the corrupt teaching of false teachers (Tt 1:10-16) with a doctrine that produces ordered communities. The imperative verb lálei — "speak," "expound" — is not a reflective invitation but a public mandate. Didaskalia that is sound (ὑγιαινούση διδασκαλίᾳ) stands in structural opposition to the corrupt word of the circumcised.

Hygiainō (ὑγιαίνω, "to be sound, whole") carries the medical metaphor: doctrine is a therapeutic agent, not mere cognitive transmission. Didaskalia designates the organic corpus of teaching, not isolated opinions.

The OT grounds this in Dt 4:5: "I have taught you statutes and decrees as the Lord my God commanded me." Moses's teaching was performative and communal, not private.

Avot 2:1 (Rabbi Yehudah ha-Nasi) asks: "What is the right path that a person should choose for himself? That which is an honor to the one who does it and earns him honor from others." The Tannaitic teacher subordinates the manner of teaching to its public coherence and moral integrity — precisely the nexus Paul requires of Titus.

Whoever teaches must continually verify that their words produce ordered life, not merely intellectual assent.

How to observe it: the tradition of Avot 1:1 provides the operational framework: Moses received the Torah at Sinai and transmitted it to Joshua, Joshua to the Elders, the Elders to the Prophets, the Prophets to the Men of the Great Assembly — a chain in which teaching is never a private act but a public and named transmission, from an identified teacher to an identified disciple. Concrete practice requires that whoever expounds doctrine do so be-shem omro — citing the source by name — a condition that, according to the same redactional chain of Avot, guarantees the integrity of the transmitted content and its communal verifiability. Corrupt teaching, by contrast, is that which lacks an attested chain or a nameable teacher: invalidated not by moral censure, but by the rupture of the transmission itself.

Parallel Text
→ Go to the full pericope: TITO 2 1
Ref.
Greek
Gnostic Translation
Orthodox Reading
Tito 2:1
Σὺ δὲ λάλει ἃ πρέπει τῇ ὑγιαινούσῃ διδασκαλίᾳ.
Ma tu esponi le cose che si convengono alla sana dottrina:
TITO 2 7 ↗FAREAPOSTOLICO

Titus 2:7 — giving yourself as an example

Paul instructs Titus, elder in Crete, to become a typos — a living model — for the young members of the community. The theological tension is acute: Christian teaching cannot divorce itself from the life of the teacher; the credibility of doctrine depends on the integrity of the one who teaches it.

Typos (τύπος, "type, imprint") evokes a seal pressed into wax: the leader's life shapes the disciples. Aphthorian (ἀφθορίαν, "incorruptibility") qualifies the teaching as free from any moral contamination or doctrinal adulteration.

The Old Testament root is found in Deuteronomy 4:9: "do not forget the things your eyes have seen... teach them to your children." The integrity of the transmitter is an intrinsic part of the transmission.

Rabbi Yehudah haNasi in Avot 2:1 teaches: "What is the right path that a person should choose for himself? That which is an honor to the one who follows it and which also brings honor from others." The sage is tiferet — visible ethical beauty — not merely a promulgator of rules.

The teacher must examine his own conduct before every act of teaching: the life preached must be the life lived.

How to observe it: the tradition Tannaitic tradition establishes the principle in Avot 1:1: the Torah must be "fenced" — that is, every transmission requires concrete safeguards around the teaching itself. The operative practice of the teacher-as-model is realized in the visible alignment between daily conduct and taught word: the disciple observes the teacher eating, walking, dealing with the weak — not merely listening. The validity of the example is assessed by the community (an honor to the one who follows it and an honor before others, Avot 2:1): if conduct contradicts doctrine, the teaching is invalidated at its root. There is no formal separation between the lesson and the life; the teacher's incoherence constitutes the violation, not an ancillary defect.

Parallel Text
→ Go to the full pericope: TITO 2 7
Ref.
Greek
Gnostic Translation
Orthodox Reading
Tito 2:7
περὶ πάντα σεαυτὸν παρεχόμενος τύπον καλῶν ἔργων, ἐν τῇ διδασκαλίᾳ ⸀ἀφθορίαν, ⸀σεμνότητα,
dando te stesso in ogni cosa come esempio di opere buone; mostrando nell'insegnamento purità incorrotta, gravità,
EBREI 5 12 ↗FAREAPOSTOLICO

Hebrews 5:12 — you ought to be teachers

The author of Hebrews rebukes a community that, after years of instruction, remains spiritually immature. The tension is not doctrinal but pedagogical: the time elapsed should have produced didáskaloi (teachers), yet instead the community still demands elementary catechesis. The paradox is acute: those who should transmit are still receiving.

Stoicheia (στοιχεῖα, "foundational elements") designates the primary principles of a system, the pre-cognitive building blocks. Didáskalos (διδάσκαλος) implies not only competence but transmissive responsibility toward others.

Isaiah 28:9 grounds this tension: "To whom will he teach knowledge? And to whom will he explain the message? To those weaned from milk?" — the prophetic irony returns intact.

m. Avot 1:1 articulates the chain of transmission: mosè kibel Torah mi-Sinai u-mesarah li-Yehoshua — receiving necessarily implies transmitting. R. Hillel (Avot 1:12) specifies that drawing near to the Torah means becoming capable of drawing others near. Stagnation is a rupture of the chain.

Examine concretely how much time has elapsed since your conversion: are you capable of teaching, or do you still ask for elementary milk?

How to observe it: the tradition of m. Avot 1:1 prescribes that every recipient of Torah be simultaneously a transmitter: kibel u-mesarah — receiving and passing on — are two inseparable movements of a single action. The operative practice entails that one who has received a teaching for a sufficient period (dayo le-talmid) assumes active didactic responsibility: identifying disciples, setting forth the received principles in orderly form (seder), and responding to questions (she'elot u-teshuvot). Failure to transmit is not merely personal negligence but a rupture of the chain (shever ha-shalshelet): reception without transmission retroactively invalidates the recipient's function as a link in the chain. The time spent in the community of Hebrews 5:12 does not justify immaturity — according to this tannaitic logic, it compounds the deficit.

Parallel Text
→ Go to the full pericope: EBREI 5 12
Ref.
Greek
Gnostic Translation
Orthodox Reading
Ebrei 5:12
καὶ γὰρ ὀφείλοντες εἶναι διδάσκαλοι διὰ τὸν χρόνον, πάλιν χρείαν ἔχετε τοῦ διδάσκειν ὑμᾶς ⸀τινὰ τὰ στοιχεῖα τῆς ἀρχῆς τῶν λογίων τοῦ θεοῦ, καὶ γεγόνατε χρείαν ἔχοντες γάλακτος, ⸀οὐ στερεᾶς τροφῆς.
Poiché, mentre per ragion di tempo dovreste esser maestri, avete di nuovo bisogno che vi s'insegnino i primi elementi degli oracoli di Dio; e siete giunti a tale che avete bisogno di latte e non di cibo sodo.
EBREI 6 1 ↗FAREAPOSTOLICO

Hebrews 6:1 — let us press on toward perfection

The author of Hebrews exhorts the community — probably Jewish-Christian — to leave behind the initial catechetical foundations: metánoia (repentance) and pístis (faith). The tension is not between Torah and Gospel, but between spiritual immaturity and full maturation in Christ. Continually repeating the basics is equivalent to failing to progress toward teleiótes, perfection/completeness.

Metánoia (μετάνοια), "radical change of mind", and nekrà érga (νεκρὰ ἔργα), "dead works", that is, acts devoid of divine life, define the starting point, not the destination.

In Isaiah 55:7 the return (shûv) to the Lord is an initial imperative, not a permanent station on the spiritual journey.

M. Yoma 8:9 illuminates this point: one who cyclically resolves "I will sin and repent" does not attain authentic teshuvah. True teshuvah implies an irreversible orientation, not a repeated ritual practice functioning as a stationary foundation.

The believer abandons cyclical penitential repetition and advances toward concrete christological maturity, living in faith as a stable transformative praxis.

How to observe it: the tradition transmitted in Avot 1:1 prescribes building a seyag la-Torah — a fence around the teaching — which implies continuous and intentional progress in understanding: the disciple never remains at the initial level, but advances methodically by receiving, preserving, and transmitting what has been acquired. The concrete praxis is progressive limmud: one sits before the master, memorizes the foundational text, then proceeds to the higher levels of oral tradition. One who stops at repeating what has already been learned without seeking deeper understanding violates the spirit of talmud Torah. The master validates the disciple's progress by verifying that the latter can ground the new upon the old without regressing to elementary explanations (Avot 1:1).

Parallel Text
→ Go to the full pericope: EBREI 6 1
Ref.
Greek
Gnostic Translation
Orthodox Reading
Ebrei 6:1
Διὸ ἀφέντες τὸν τῆς ἀρχῆς τοῦ Χριστοῦ λόγον ἐπὶ τὴν τελειότητα φερώμεθα, μὴ πάλιν θεμέλιον καταβαλλόμενοι μετανοίας ἀπὸ νεκρῶν ἔργων, καὶ πίστεως ἐπὶ θεόν,
Perciò, lasciando l'insegnamento elementare intorno a Cristo, tendiamo a quello perfetto, e non stiamo a porre di nuovo il fondamento del ravvedimento dalle opere morte e della fede in Dio,
EFESINI 4 11 ↗FAREAPOSTOLICO

Ephesians 4:11 — pastors and teachers

In Ephesians 4:11, Paul lists five ministerial functions given by the ascended Christ to his ekklesia: the verse is embedded in the argument on the unity of the body (4:1-16), where the central tension is the plurality of roles in service of a single oikodomē (edification).

Doma (δόμα, v.8, gift) and poimenas kai didaskalous (ποιμένας καὶ διδασκάλους) — the juxtaposition without a repeated article suggests a unitary function: the pastor-teacher guides and instructs together.

OT root: Jeremiah 3:15 promises shepherds after God's own heart, who will lead with knowledge and understanding.

Avot 1:12 transmits Hillel: "be among the disciples of Aaron, loving peace… and bring human beings near to the Torah." The Tannaitic master embodies the pedagogical-pastoral function: to attract, not merely to instruct.

Recognize the ministerial gifts in the local body and subordinate your exercise of them to the common edification, not to self-affirmation.

How to observe it: the tradition transmitted in Eduyot 1:1 establishes the operative principle governing the exercise of pedagogical authority: the opinions of the masters — including those of Shammai and Hillel in disagreement — are transmitted together, for «why is the opinion of the individual taught alongside the majority? So that, if a court should approve that individual opinion, there will be something to rely upon». The pastor-teacher (poimēn kai didaskalos) fulfills his function not by imposing a single voice, but by faithfully preserving and transmitting the plurality of received traditions, identifying his sources by name, so that the community may evaluate and be edified. Silence about the origin invalidates the teaching; genealogical transparency — who said what, and why — is a condition of validity. (Eduyot 1:1)

Parallel Text
→ Go to the full pericope: EFESINI 4 11
Ref.
Greek
Gnostic Translation
Orthodox Reading
Efesini 4:11
καὶ αὐτὸς ἔδωκεν τοὺς μὲν ἀποστόλους, τοὺς δὲ προφήτας, τοὺς δὲ εὐαγγελιστάς, τοὺς δὲ ποιμένας καὶ διδασκάλους,
Ed è lui che ha dato gli uni, come apostoli; gli altri, come profeti; gli altri, come evangelisti; gli altri, come pastori e dottori,
EFESINI 4 12 ↗FAREAPOSTOLICO

Ephesians 4:12 — perfecting of the saints

Paul writes as a prisoner to Ephesus (ch. 4) listing the ministerial gifts — apostles, prophets, evangelists, pastors, teachers — not as hierarchical titles but as instruments in service of the katartismós of the assembly. The central theological tension is this: the gifts do not belong to those who hold them, but to the Body.

Katartismós (καταρτισμός, "perfecting") derives from the verb katartízō, which in Mc 1:19 describes fishermen "mending nets": restoring what is broken or incomplete to full functionality. Oikodomé (οἰκοδομή) is architectural construction applied metaphorically to the community.

The AT root is tiqqun (תִּקּוּן): repair, restoration to order, a concept pervasive in prophetic praxis (Jer 1:10; Is 61:4).

Avot 1:12 transmits Hillel: "Be among the disciples of Aaron, loving peace and pursuing peace, loving creatures and drawing them near to Torah." Ministry as active drawing-near — not the exercise of power but traction toward the source — illuminates precisely the Pauline dynamic.

One endowed with a ministry exercises it downward, building up each member toward common maturity.

How to observe it: the tradition of Eduyot 1:1 provides the operative mechanism: when Bet Shammai and Bet Hillel diverge, both positions are transmitted — the dissenting ones included — so that subsequent generations may distinguish and restore what has been distorted. The katartismós of the assembly thus occurs through a deliberately plural transmission: the teacher does not erase minority opinions but preserves them lishmah (for their own sake), handing them down to disciples with their context intact. The concrete act is dialogical teaching: the disciple learns also what was rejected, so as to know how to restore order (tiqqun) in praxis when new controversies arise. The validity of the teaching depends on correct nominal attribution — transmitting in the name of the one who said it is the condition of integrity of the chain.

Parallel Text
→ Go to the full pericope: EFESINI 4 12
Ref.
Greek
Gnostic Translation
Orthodox Reading
Efesini 4:12
πρὸς τὸν καταρτισμὸν τῶν ἁγίων εἰς ἔργον διακονίας, εἰς οἰκοδομὴν τοῦ σώματος τοῦ Χριστοῦ,
per il perfezionamento dei santi, per l'opera del ministerio, per la edificazione del corpo di Cristo,
COLOSSESI 1 28 ↗FAREAPOSTOLICO

Colossians 1:28 — we admonish and instruct every man

Paul, prisoner and apostle, situates Col 1:28 within the christological hymn (1:15-20): Christ is the plenitudo of the divinity, and apostolic proclamation is the extension of that fullness toward every human being. The tension is eschatological — «we present every man perfect» looks toward the final judgment, where the apostle will answer for his own didactic fidelity.

Noutheteō (νουθετέω, «to admonish») denotes correction oriented toward conduct, not mere information; teleiōs (τέλειος, «perfect») designates not moral impeccability but the integral maturity of the disciple in Christ.

The OT root is tāmîm (תָּמִים), the integrity required of Abraham («Walk before me and be wholehearted», Gen 17:1), which implies relational completeness before God.

Avot 1:12 records Hillel: «love creatures and bring them close to the Torah». The Hillelian structure — disinterested love plus normative transmission toward every person (kol haberiot) — mirrors exactly the Pauline double movement of nouthesia and didachē directed at «each man».

Whoever instructs disciples must integrate correction and systematic teaching, aiming at the integral maturity of the person, not external conformity.

How to observe it: the tradition of Avot 1:1 — «raise up many disciples» — articulates the concrete praxis of admonition and systematic instruction: the teacher does not select an élite but opens transmission to every individual willing to learn. Operationally, fulfillment requires progressive repetition of the material (mishneh, review until internalization), direct correction of behavioral error before doctrinal error, and verification that the disciple is able to reproduce the teaching in his own words. Instruction is invalid if it remains unidirectional: the Mishnah presupposes dialogue with question and answer (talmud torah as exchange, not monologue). Admonition (tochachah) is an act distinct from teaching and requires relational intimacy; delivering it publicly in a humiliating manner invalidates the obligation rather than fulfilling it.

Parallel Text
→ Go to the full pericope: COLOSSESI 1 28
Ref.
Greek
Gnostic Translation
Orthodox Reading
Colossesi 1:28
ὃν ἡμεῖς καταγγέλλομεν νουθετοῦντες πάντα ἄνθρωπον καὶ διδάσκοντες πάντα ἄνθρωπον ἐν πάσῃ σοφίᾳ, ἵνα παραστήσωμεν πάντα ἄνθρωπον τέλειον ἐν ⸀Χριστῷ·
il quale noi proclamiamo, ammonendo ciascun uomo e ciascun uomo ammaestrando in ogni sapienza, affinché presentiamo ogni uomo, perfetto in Cristo.
La radice (nouthe) non significa 'strettamente' castigare ma ammonizione (nezifà), correzione per evitare il Niddui (la scomunica 'a tempo').
COLOSSESI 1 28 ↗FAREAPOSTOLICO

Colossians 1:28 — we present every man perfect in Christ

Paul, a prisoner in Rome, writes to the Colossians against a proto-gnosticism that reserved teleiotēs (perfection/completeness) for an initiatic élite. The apostolic response is radically universalist: «every man» — repeated three times in a single verse — is the object of proclamation, admonition (nouthetountes), and teaching. Perfection is not an esoteric privilege, but the goal of the entire community in Christ.

Noutheteo (νουθετέω, to admonish): a compound of nous (mind) and tithēmi (to place), it denotes the act of depositing a truth in the mind of another. Teleios (τέλειος, perfect/mature) evokes the fulfillment of the ultimate end, not an abstract moral impeccability.

The Old Testament root is the tāmîm of Deut 18:13: «You shall be blameless (tāmîm) before the Lord your God» — relational-covenantal integrity, not philosophical perfection.

Avot 1:12 transmits Hillel: «love creatures and bring them near to the Torah» — the Tannaitic master formulates the paradigm: universal love as the engine of discipleship. Paul takes up this pedagogical logic, extending it to every man and grounding it in Christ as the locus of perfection.

Admonish and teach concretely those entrusted to you, naming Christ as the telos of all growth.

How to observe it: the tradition of Avot de-Rabbi Natan and of m. Avot recognizes that the integral formation of the other — the karev (drawing near) of Hillel — is realized through three distinct and sequential acts: hakarah (recognition of the person), hora'ah (teaching of the norm), and tokhaḥah (corrective admonition). m. Eduyot 1:1 documents the normative practice whereby every teacher (rav) is required to transmit his teaching beshm omro — citing the source — so that formation does not become a personal privilege but a heritage transmissible to the entire community. The act is invalidated if reduced to an élite alone: the mishnaic teleiotēs demands that no disciple be excluded from the chain of transmission.

Parallel Text
→ Go to the full pericope: COLOSSESI 1 28
Ref.
Greek
Gnostic Translation
Orthodox Reading
Colossesi 1:28
ὃν ἡμεῖς καταγγέλλομεν νουθετοῦντες πάντα ἄνθρωπον καὶ διδάσκοντες πάντα ἄνθρωπον ἐν πάσῃ σοφίᾳ, ἵνα παραστήσωμεν πάντα ἄνθρωπον τέλειον ἐν ⸀Χριστῷ·
il quale noi proclamiamo, ammonendo ciascun uomo e ciascun uomo ammaestrando in ogni sapienza, affinché presentiamo ogni uomo, perfetto in Cristo.
La radice (nouthe) non significa 'strettamente' castigare ma ammonizione (nezifà), correzione per evitare il Niddui (la scomunica 'a tempo').