rabbi

The Hebrew word that is transliterated in Greek and typically in English as “rabbi” is translated in Indonesian and Malay as guru — “teacher” — or bapak guru — “father teacher” in recent translations. (The only exception that is the Alkitab Versi Borneo of 2015 that transliterates as rabi.) (Source: Daud Soesilo in The Bible Translator 1996, p. 335ff. )

See also teacher.

sin

The Hebrew and Greek that is typically translated as “sin” in English has a wide variety of translations.

The Greek ἁμαρτάνω (hamartanō) carries the original verbatim meaning of “miss the mark.” Likewise, many translations contain the “connotation of moral responsibility.” Loma has (for certain types of sin) “leaving the road” (which “implies a definite standard, the transgression of which is sin”) or Navajo uses “that which is off to the side.” (Source: Bratcher / Nida). In Toraja-Sa’dan the translation is kasalan, which originally meant “transgression of a religious or moral rule” and has shifted its meaning in the context of the Bible to “transgression of God’s commandments.” (Source: H. van der Veen in The Bible Translator 1950, p. 21ff. ).

In Shipibo-Conibo the term is hocha. Nida (1952, p. 149) tells the story of its choosing: “In some instances a native expression for sin includes many connotations, and its full meaning must be completely understood before one ever attempts to use it. This was true, for example, of the term hocha first proposed by Shipibo-Conibo natives as an equivalent for ‘sin.’ The term seemed quite all right until one day the translator heard a girl say after having broken a little pottery jar that she was guilty of ‘hocha.’ Breaking such a little jar scarcely seemed to be sin. However, the Shipibos insisted that hocha was really sin, and they explained more fully the meaning of the word. It could be used of breaking a jar, but only if the jar belonged to someone else. Hocha was nothing more nor less than destroying the possessions of another, but the meaning did not stop with purely material possessions. In their belief God owns the world and all that is in it. Anyone who destroys the work and plan of God is guilty of hocha. Hence the murderer is of all men most guilty of hocha, for he has destroyed God’s most important possession in the world, namely, man. Any destructive and malevolent spirit is hocha, for it is antagonistic and harmful to God’s creation. Rather than being a feeble word for some accidental event, this word for sin turned out to be exceedingly rich in meaning and laid a foundation for the full presentation of the redemptive act of God.”

In Kaingang, the translation is “break God’s word” and in Sandawe the original meaning of the Greek term (see above) is perfectly reflected with “miss the mark.” (Source: Ursula Wiesemann in Holzhausen / Riderer 2010, p. 36ff., 43)

In Warao it is translated as “bad obojona.” Obojona is a term that “includes the concepts of consciousness, will, attitude, attention and a few other miscellaneous notions.” (Source: Henry Osborn in The Bible Translator 1969, p. 74ff. ). See other occurrences of Obojona in the Warao New Testament.

Martin Ehrensvärd, one of the translators for the Danish Bibelen 2020, comments on the translation of this term: “We would explain terms, such that e.g. sin often became ‘doing what God does not want’ or ‘breaking God’s law’, ‘letting God down’, ‘disrespecting God’, ‘doing evil’, ‘acting stupidly’, ‘becoming guilty’. Now why couldn’t we just use the word sin? Well, sin in contemporary Danish, outside of the church, is mostly used about things such as delicious but unhealthy foods. Exquisite cakes and chocolates are what a sin is today.” (Source: Ehrensvärd in HIPHIL Novum 8/2023, p. 81ff. )

See also sinner.

John as a first-person evangelist (John 9:2)

In the Yatzachi Zapotec translation of the Gospel of John, any reference to the evangelist and presumed narrator is done in the first person.

The translator Inez Butler explains (in: Notes on Translation, September 1967, pp. 10ff.):

“In revising the Gospel of John in Yatzachi Zapotec we realized from the start that the third person references of Jesus to himself as Son of Man had to be converted into first person references, but only more recently have we decided that similar change is necessary in John’s references to himself as ‘the disciple whom Jesus loved.’ As I worked on those changes and questioned the informant about his understanding of other passages in the Gospel, I discovered that the reader misses the whole focus of the book as an eyewitness account unless every reference to the disciples indicates the writer’s membership in the group. In view of that we went back through the entire book looking for ways to cue in the reader to the fact that John was an eyewitness and a participant in a many of the events, as well as the historian.

“When the disciples were participants in events along with Jesus, it was necessary to make explicit the fact that they accompanied him, although in the source language that is left implicit, since otherwise our rendering would imply that they were not present.”

In this verse, the Yatzachi Zapotec says: “And we said to him . . .”

complete verse (John 9:2)

Following are a number of back-translations of John 9:2:

  • Uma: “His disciples asked him: ‘Teacher, why was he already blind from his birth? Was it perhaps his own sin, or rather the sin of his parents?'” (Source: Uma Back Translation)
  • Yakan: “His disciples asked Isa, they said, ‘Sir, why is this person blind from birth? Because of his sin or because of the sin of his parents?'” (Source: Yakan Back Translation)
  • Western Bukidnon Manobo: “And Jesus’ disciples asked him, they said, ‘Say Teacher, who perhaps did wrong? Was it his blind person or was it his mother or his father? Because why is it that from his birth he was already blind?'” (Source: Western Bukidnon Manobo Back Translation)
  • Kankanaey: “Jesus’ disciples, they inquired of him, ‘Sir teacher, whose sin was it that was-the-cause-of-blindness of that man? Was it his parents or he himself?'” (Source: Kankanaey Back Translation)
  • Tagbanwa: “He was questioned by his disciples, saying, ‘Teacher, which of them had sin so that when this person was born he was blind? Was it he or his parents?'” (Source: Tagbanwa Back Translation)
  • Tenango Otomi: “The learners asked, ‘Teacher, why is it that the blind man was already blind when he was born? Who was it that had committed the sin — this man or was it his mother or father who committed the sin that caused this?'” (Source: Tenango Otomi Back Translation)

disciple

Click here to view graphically

The Greek that is often translated as “disciple” in English typically follows three types of translation: (1) those which employ a verb ‘to learn’ or ‘to be taught’, (2) those which involve an additional factor of following, or accompaniment, often in the sense of apprenticeship, and (3) those which imply imitation of the teacher.

Following are some examples (click or tap for details):

  • Ngäbere: “word searcher”
  • Yaka: “one who learned from Jesus”
  • Navajo, Western Highland Purepecha, Tepeuxila Cuicatec, Lacandon: “one who learned”
  • San Miguel El Grande Mixtec: “one who studied with Jesus”
  • Northern Grebo: “one Jesus taught”
  • Toraja-Sa’dan: “child (i.e., follower) of the master”
  • Indonesian: “pupil”
  • Central Mazahua: “companion whom Jesus taught”
  • Kipsigis, Loma, Copainalá Zoque: “apprentice” (implying continued association and learning)
  • Cashibo-Cacataibo: “one who followed Jesus”
  • Huautla Mazatec: “his people” (essentially his followers and is the political adherents of a leader)
  • Highland Puebla Nahuatl: based on the root of “to imitate” (source for this and all above: Bratcher / Nida)
  • Chol: “learner” (source: Larson 1998, p. 107)
  • Waorani: “one who lives following Jesus” (source: Wallis 1973, p. 39)
  • Ojitlán Chinantec: “learner” (Source: M. Larson / B. Moore in Notes on Translation February 1970, p. 1-125.)
  • Javanese: “pupil” or “companion” (“a borrowing from Arabic that is a technical term for Mohammed’s close associates”)
  • German: Jünger or “younger one” (source for this and one above: Reiling / Swellengrebel)
  • German das Buch translation by Roland Werner (publ. 2009-2022). “student” or “special student” (using the traditional German term Gnade)
  • Noongar: ngooldjara-kambarna or “friend-follow” (source: Warda-Kwabba Luke-Ang)
  • French 1985 translation by Chouraqui: adept or “adept” (as in a person who is skilled or proficient at something). Watson (2023, p. 48ff.) explains (click or tap here to see more):

    [Chouraqui] uses the noun “adept,” which is as uncommon in French as it is in English. It’s an evocative choice on several levels. First, linguistically, it derives — via the term adeptus — from the Latin verb adipiscor, “to arrive at; to reach; to attain something by effort or striving.” It suggests those who have successfully reached the goal of their searching, and implies a certain struggle or process of learning that has been gradually overcome. But it’s also a term with a very particular history: in the Middle Ages, “adept” was used in the world of alchemy, to describe those who, after years of labor and intensive study, claimed to have discovered the Great Secret (how to turn base metals like lead into gold); it thus had the somewhat softened meaning of “someone who is completely skilled in all the secrets of their field.”

    Historians of religion often use the term adept with reference to the ancient mystery religions that were so prevalent in the Mediterranean in the centuries around the time of Jesus. An adept was someone who, through a series of initiatory stages, had penetrated into the inner, hidden mysteries of the religion, who understood its rituals, symbols, and their meaning. To be an adept implied a lengthy and intensive master-disciple relationship, gradually being led further and further into the secrets of the god or goddess (Isis-Osiris, Mithras, Serapis, Hermes, etc.) — secrets that were never to be revealed to an outsider.

    Is “adept” a suitable category in which to consider discipleship as we see it described in the Gospels? On some levels, the link is an attractive one, drawing both upon the social-religious framework of the ancient Mediterranean, and upon certain aspects of intimacy and obscurity/secrecy that we see in the relationship of Jesus and those who followed him. The idea that disciples are “learners” — people who are “on the way” — and that Jesus is portrayed as (and addressed as) their Master/Teacher is accurate. But the comparison is unsatisfactory on several other levels.

    First, the Gospels portray Jesus’s ministry as a largely public matter — there is relatively little of the secrecy and exclusiveness that is normally associated with both the mystery cults and medieval alchemy. Jesus’s primary message is not destined for a small, elite circle of “initiates” — although the Twelve are privy to explanations, experiences and teachings that are not provided to “the crowds.” For example, in Matthew 13:10-13:

    Then the disciples came and asked him, “Why do you speak to [the crowds] in parables?” He answered, “To you it has been given to know the secrets of the kingdom of heaven, but to them it has not been given. For to those who have, more will be given, and they will have an abundance; but from those who have nothing, even what they have will be taken away. The reason I speak to them in parables is that ‘seeing they do not perceive, and hearing they do not listen, nor do they understand.’”

    Etymologically, adeptus suggests someone who “has arrived,” who has attained a superior level of understanding reserved for very few. However, what we see in the Gospels, repeatedly, is a general lack of comprehension of many of Jesus’s key teachings by many of those who hear him. Many of his more cryptic sayings would have been virtually incomprehensible in their original context, and would only make sense in retrospect, in the wake of the events of Jesus’s passion, death, and resurrection. The intense master-student relationship is also lacking: the Gospels largely portray “the disciples” as a loose (and probably fluctuating) body of individuals, with minimal structure or cohesion. Finally, there seems to be little scholarly consensus about the degree to which the mystery cults had made inroads in Roman-ruled Palestine during the decades of Jesus’s life. According to Everett Ferguson in his Backgrounds of Early Christianity.

    Although Christianity had points of contact with Stoicism, the mysteries, the Qumran community, and so on, the total worldview was often quite different….So far as we can tell, Christianity represented a new combination for its time…. At the beginning of the Christian era a number of local mysteries, some of great antiquity, flourished in Greece and Asia Minor. In the first century A.D. the vonly mysteries whose extension may be called universal were the mysteries of Dionysus and those of the eastern gods, especially Isis.

    And Norman Perrin and Dennis C. Duling note, in their book The New Testament:

    Examples of such mystery religions could be found in Greece… Asia Minor… Syria-Palestine… Persia… and Egypt. Though the mysteries had sacred shrines in these regions, many of them spread to other parts of the empire, including Rome. There is no clearly direct influence of the mysteries on early Christianity, but they shared a common environment and many non-Christians would have perceived Christians as members of an oriental Jewish mystery cult.56

    Given the sparse archaeological and literary evidence from this period regarding mystery cults in Roman Palestine, and the apparent resistance of many Palestinian Jews to religious syncretism, Chouraqui’s use of the noun adept implies a comparison between the historical Jesus and mystery cults that is doubtful, on both the levels of chronology and religious culture. Personally, I believe this choice suggests a vision of Jesus that distances him from the religious world of ancient Judaism, thus creating a distorted view of what spiritually inspired him. But the idea of the disciples as “learners” on a journey (as the Greek term suggests) is a striking one to consider; certainly, the Gospels show us the Twelve as people who are growing, learning, and developing…but who have not yet “arrived” at the fullness of their vocation.

  • German New Testament translation by Berger / Nord (publ. 1999): Jüngerinnen und Jünger or “female and male disciples.” Note that Berger/Nord only use that translation in many cases in the gospel of Luke, “because especially according to Luke (see 8:1–3), women were part of the extended circle of disciples” (see p. 452 and looked up at his disciples).

Scot McKnight (in The Second Testament, publ. 2023) translates it into English as apprentice.

In Luang several terms with different shades of meaning are being used.

  • For Mark 2:23 and 3:7: maka nwatutu-nwaye’a re — “those that are taught” (“This is the term used for ‘disciples’ before the resurrection, while Jesus was still on earth teaching them.”)
  • For Acts 9:1 and 9:10: makpesiay — “those who believe.” (“This is the term used for believers and occasionally for the church, but also for referring to the disciples when tracking participants with a view to keeping them clear for the Luang readers. Although Greek has different terms for ‘believers’, ‘brothers’, and ‘church’, only one Luang word can be used in a given episode to avoid confusion. Using three different terms would imply three different sets of participants.”)
  • For Acts 6:1: mak lernohora Yesus wniatutunu-wniaye’eni — “those who follow Jesus’ teaching.” (“This is the term used for ‘disciples’ after Jesus returned to heaven.”)

Source: Kathy Taber in Notes on Translation 1/1999, p. 9-16.

In American Sign Language it is translated with a combination of the signs for “following” plus the sign for “group.” (Source: Ruth Anna Spooner, Ron Lawer)


“disciples” in American Sign Language, source: Deaf Harbor

In British Sign Language a sign is used that depicts a group of people following one person (the finger in the middle, signifying Jesus). Note that this sign is only used while Jesus is still physically present with his disciples. (Source: Anna Smith)


“Disciple in British Sign Language (source: Christian BSL, used with permission)

See also disciples (Japanese honorifics).

Translation commentary on John 9:2

In the phrase his disciples, the pronoun his refers back to Jesus. In many languages it may be necessary to make this fact specific, that is, “Jesus’ disciples,” since in the discourse the blind man is the last person mentioned.

Asked him is literally “asked him, saying.” The participle “saying” is merely a means of introducing direct discourse in Semitic Greek, and modern English translations omit it from the text.

Teacher is literally “rabbi” (see 1.38).

This verse reflects the Jewish belief that every illness was due to someone’s sin. Generally, if a man was born with some deformity, his condition was attributed to a sin his parents had committed. However, certain rabbis taught that it was possible for a baby to sin while still in its mother’s womb, and that belief is also reflected here. In Greek whose sin was it that caused him to be born blind? Was it his own or his parents’ sin? is literally “who sinned, this man or his parents, in order that he should be born blind?” Good News Translation reorders the elements in the question and divides them into two questions, thus simplifying the passage for the reader.

The question posed by Jesus’ disciples may cause difficulties in some languages, owing to the necessity of indicating clearly the relation between the person presumed to have sinned and the causing of the man to be born blind. The idea of sin causing blindness is fairly widespread in the world, but the grammatical ways in which this idea may be expressed differ considerably. In some languages one may say “Why was this man born blind? Was it because he sinned or because his parents sinned?” or “Who caused this man to be born blind? Was it because he himself sinned or because his parents sinned?” or “What caused this man to be born blind? Was it the evil which he did or was it the evil which his parents did?”

Quoted with permission from Newman, Barclay M. and Nida, Eugene A. A Handbook on the Gospel of John. (UBS Handbook Series). New York: UBS, 1980. For this and other handbooks for translators see here .