Οὐκ ἔστιν μαθητὴς ὑπὲρ τὸν διδάσκαλον οὐδὲ δοῦλος ὑπὲρ τὸν κύριον αὐτοῦ.
24“A disciple is not above the teacher nor a slave above the master;
The Greek that is translated as “teacher” (also: “master”) in English is translated in the 1941 Yiddish by Einspruch as rebe (רֶבּי) or “Rabbi” in an effort to identify Jesus as a teacher of the Jews. (Source: Naomi Seidmann in Elliott / Boer 2012, p. 151ff.)
Likewise, a number of Hebrew translations, including the 2018 and 2020 editions by the The Bible Society in Israel also use “Rabbi” (רַבִּי).
See also rabbi.
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.
[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.
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.
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).
Following are a number of back-translations of Matthew 10:24:
While the Greek term doulos in the New Testament and ‘ebed in the Old Testament refer to slightly different concepts (unlike in New Testament Judea in Old Testament Israel and Judah, Hebrew servants/slaves were required to be released after six years of labor and, regardless of when they started their servitude, all Hebrew servants were to be automatically freed during the year of Jubilee), translation issues are somewhat similar.
Joel Baden (2025, p. 65ff.) says this about the Hebrew term used in the Old Testament / Hebrew Bible:
“The English words ‘servant’ and ‘slave’ have decidedly different connotations. ‘Servant’ has the sense of ‘employee.’ ‘Slave,’ by contrast, carries with it the ideas of an owned and controlled body, of violence and dishonor. The connotation of ‘servant’ can verge on the positive; ‘slave’ is predominantly negative. How a reader of the Bible understands the identity of a character or the relationship between one character and another or the world of ancient Israel depends significantly on whether the word ‘servant’ or ‘slave’ is used. In Hebrew, however, there is but one word underlying every occurrence of ‘servant’ and ‘slave’ in our modern translations. The distinction between the two exists only on the level of interpretation.
“It is not a matter of mere nomenclature. Take the story of Genesis 24, in which Abraham sends his servant off to find a wife for Isaac. The servant — though the main character of the passage — has no name and is identified only by his title, which he even uses to introduce himself: ‘I am Abraham’s servant,’ he says (Genesis 24:34, Jewish Publication Society). This is often read as a warm story about a devoted servant — usually imagined to be relatively old — who carries out the elderly patriarch’s final wishes. How does it change, how do we reimagine it, when we read all thirteen mentions of Abraham’s servant as, in fact, Abraham’s slave? We know Abraham has slaves: His ‘servant’ even says so in this very chapter in the very next verse: ‘The Lord has greatly blessed my master, and he has become rich: he has given him sheep and cattle, silver and gold, male and female slaves, camels and asses’ (24:35, JPS). Yet generations of translators, interpreters, and readers have failed to connect the slaves (the property with which God has blessed Abraham) and the servant — the slave who is the protagonist of this same story.
“When slaves are turned into servants, the Bible itself is changed. Our revulsion at the institution of slavery is kept at a distance from the biblical text that stands as our religious heritage. The Bible is protected, albeit from itself. Slavery is minimized, or worse: The King James Version, notably, does not translate ‘ebed as ‘slave’ a single time. The result? Some KJV readers have denied that there is any slavery in the Bible whatsoever. Yet the word ‘ebed appears around 800 times in the Bible. That’s 800 moments when a slave, and the existence of slavery in ancient Israel and the biblical text, has been erased.
“The social role that we associate with the term ‘servant’ didn’t exist in ancient Israel. Slaves, however, did. Israel knew what it was to be a slave, and Israel knew, too, what it was to own a slave. And thus Israel uses the language and metaphor of slavery again and again to express the basic notions of obedience, of power disparity, of bodily control and the absence of agency. Samuel says to Yahweh upon being called, ‘Speak, Lord, for your servant is listening’ (1 Samuel 3:9, JPS). ‘Let my lord go ahead of his servant,’ Jacob says to Esau in Genesis 33:14 (JPS). Rendered as ‘servant’ in every translation, this is a sort of formally obsequious, self-abnegating speech. While literal slavery is not at stake in these sorts of expressions, the metaphorical reference to the relative status of slave and master is lost when it is translated as ‘servant.’
“So, too, when those figures who are the ‘ebed to a king are referred to as ‘courtiers,’ ‘officials,’ ‘attendants,’ ‘soldiers,’ ‘subjects,’ ‘envoys,’ ‘ministers,’ or even sometimes simply ‘men,’ of the king. These are all translations of the same word, and the instinct to specify their distinctive roles in the royal court is understandable. Yet in doing so, translations obscure the actual language with the connotations that it presents: subordination, threat of violence to one’s person, absolute control over will and agency. And so, too, when it is not a human king but God to whom one is said to be ‘ebed. In the book of Joshua, God states, ‘My servant Moses is dead’ (1:2, JPS) — we are relatively comfortable with the idea of serving God but perhaps less so with the idea of being God’s slave. Yet the qualities of obedience, subservience, and loyalty — and the implicit threat of punishment for the lack thereof — are part of this picture as well. One might point to the way this language is picked up in the New Testament in the phrase ‘slave of Christ’ in 1 Corinthians 7:22.
“If ‘servants’ and ‘slaves’ are not understood to be equivalent — and in modern English it is safe to say that they are not — then every time that the word ‘ebed appears, a choice has to be made by the translator. The diminishment of the very word ‘slave’ in English translations of the Hebrew Bible results in the diminishment of the idea and reality of slavery in the Bible and in the world that produced it. Though there is no debate to be had about whether there was slavery in the Bible and in ancient Israel, a lay reader of the text in translation might well wonder.
“Our ears, and eyes, have become accustomed to seeing the word ‘servant’ in the Bible. ‘Slave’ often sounds wrong, inapt, almost harsh. Yet it is just this discomfort that signals how important the change is. Whenever we encounter the word ‘servant’ in our English translations, we should be obliged to ask why it says ‘servant’ and not ‘slave’ — and what difference it would make to our reading of the text as an individual, as a community, and as a culture if we were instead to read ‘slave.’”
Ruden (2021, p. lviii) says this about the Greek term in the New Testament:
“In Judea, servitude was sui generis and could be complicated, and accordingly the Greek vocabulary in scripture is varied. But there appears to be no basis for sugarcoating the word meaning a chattel slave in nearly all Greek literature, doulos. It is unlikely that the internationally oriented authors of the Gospels didn’t mean what their peers meant by the word — ‘slave.’ Also, the English word ‘servant’ is too vague for the array of servitors (including trusted house slaves and personal attendants), military and administrative subordinates, and ritual helpers the Greek of the Gospels distinguishes.”
Some English New Testament translations (Ruden 2021, Hart 2017, The Orthodox New Testament 2004) have consistently used slave for the Greek doulos but no Old Testament translation consistently translates ‘ebed with only one term.
In a number of leading German translations, including the Catholic Einheitsübersetzung (1980 / 2016) and the Protestant Elberfelder Bibel (1871 / 2006), BasisBibel (2021), as well as the translation by Luther (all editions) use the term Knecht throughout. Knecht is an old-fashioned term for a low-class, often agricultural servant with little or no social mobility, a position that is somewhat located between Diener (“servant”) and Sklave (“slave”). The only times these versions specifically don’t use Knecht is where slavery is specifically in the focus (such as Leviticus 25:44 or Philemon 1:16).
The function of verses 24-25 is to indicate that the followers of Jesus need not expect to be treated better than Jesus himself was treated.
Disciple (Good News Translation “pupil”): see comments on 5.1.
Above (Good News Translation “greater than”) may be expressed in a number of ways: “better than” (An American Translation), “superior to” (Phillips, New Jerusalem Bible), and “rank above” (New English Bible; New American Bible “outranks”). Barclay renders so as to make explicit the persecution setting: “A scholar cannot hope to escape what his teacher has to suffer….”
It may be necessary to reverse the order, as in “A teacher is always superior to his students.” Note that, as the examples show, above means “more important than.”
Servant (so also New English Bible) may also mean “slave” (so most translations), as the RSV footnote indicates. Master, on the other hand, probably should carry the meaning “owner” (Barclay).
The second part of the verse should be treated more or less as the first part; for example, “and no slave is more important than his owner” or “and a slave owner is always more important than his slave.”
Quoted with permission from Newman, Barclay M. and Stine, Philip C. A Handbook on the Gospel of Matthew. (UBS Handbook Series). New York: UBS, 1988. For this and other handbooks for translators see here .
Paragraph 10:24–25
10:24a
A disciple is not above his teacher: Here the word disciple refers to disciples or students in general. It does not refer only to Jesus’ disciples. Some English versions translate this word as “student” or “pupil.”
The word above is used in this context to refer to something greater in importance. Students are not more important than their teachers.
Here are some other ways to translate this clause:
No pupil is greater than his teacher (Good News Translation)
-or-
A student is not better than his teacher (New Century Version)
-or-
A student is not more important/honored than his teacher.
10:24b
nor a servant above his master: This clause means that a servant/slave is not more important than his master. This clause is similar in meaning to the clause in 10:24a.
Here are some other ways to translate this clause:
no slave is greater than his master (Good News Translation)
-or-
and a servant is not better than his master (New Century Version)
servant: The Greek word that the Berean Standard Bible translates as servant is often translated as “slave.” But the difference between a “slave” and a “servant” is not important here. It refers to someone who serves or works for another person. For example:
worker/laborer
-or-
one who serves
master: This word refers to the person who owns the slave, or the person who rules the servant.
Here are some other ways to translate this word:
boss/owner
-or-
one who rules
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