bless (food and drink)

The Greek and Hebrew that is translated into English as “bless” or “blessed” in relation to food or drink is translated in a number of ways:

See also bless(ed).

bread, loaf

The Greek term that is translated in English as “bread” or “loaf” is translated in Samo, it is translated as “Sago,” which serves “like ‘bread’ for the Hebrews, as a generic for food in the Samo language. It is a near-perfect metonymy that has all the semantic elements necessary for effective communication.” (Source: Daniel Shaw in Scriptura 96/2007, p. 501ff.)

In Chol it is translated as waj, the equivalent of a tortilla. (Click or tap here to see the rest of this insight)

John Beekman (in The Bible Translator 1962, p. 180f. ) explains: “The word ‘bread’ in Scripture primarily occurs as either a specific term for bread (including the Lord’s Supper), or as a generic term for food. It is not surprising, however, the some aboriginal groups use something other than bread as the staff of life. The Chols, with their cultural focus in the cultivation of corn, use waj, a type of thin corn flake. Since a meal is not complete without this main item of food, the term has been extended to include any other foods which may be served along with waj. While bread is known to them, its use is limited to a few occasions during the year when it functions as a dessert. In translating this term in the Chol New Testament, consistent use has been made of the word waj whenever the function of bread as a basic food was in focus. John 6:35, “I am the bread of life,” was thus translated with this word. If the word for bread had been used, it was feared that the Chol would compare Christ to the desirable, but not absolutely necessary, dessert.”

Robert Bascom adds his thoughts to this in relation to other Mayan languages (in Omanson 2001, p. 260): “In many Mayan languages, ‘bread’ can be translated waj or kaxlan waj. The first term literally means anything made from corn meal, while the second term literally means ‘foreigner’s waj,’ and refers to the local wheat-based sweet breads which are so popular within the broader European-influenced culture of the region. On the one hand, waj would be a better dynamic equivalent in cases where ‘bread’ meant ‘food,’ but in cases where the focus is literal or the reference well-known, kaxlan waj would preserve a flour-based meaning (though in biblical times barley was more in use than wheat) and not insert corn into a time and place where it does not belong. On the other hand kaxlan waj is not the staff of life, but refers to a local delicacy. In cases such as these, it is even tempting to suggest borrowing pan, the Spanish word for ‘bread,’ but native speakers might respond that borrowing a foreign word is not necessary since both waj and kaxlan waj are native terms that cover the meaning (though in this case, perhaps not all that well).”

In Mairasi it is translated bread tubers. Tubers are the main food staple and are therefore synonymous with food. (Source: Enggavoter 2004). In Yagaria, Kâteand Yabem it is translated as “taro cake.” (Source: Renck, p. 101)

this is my body

The Greek that is translated as “this is my body” or similar in English is translated in the German New Testament translation by Berger / Nord (publ. 1999) with das bin ich or “this is me.” They explain (p. 102): “Literally: ‘This is my body for you.’ For Paul, ‘body’ does not refer to the corporeal body and certainly not to the corpse hanging on the cross. Rather, ‘body’ stands for the sum of a person’s social contacts.”

In 1 Corinthians 11:24 the phrase that is translated in English as “this is my body that is (or: “broken”) for you” is translated by Berger / Nord as “this is me and I am there for you.”

disciple

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 (Dinė), 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” (also used in many Slavic languages, including Russian [ученик], Bulgarian [учени́к], Ukrainian [учень], or Polish [uczeń] — source: Paul Amara)
  • 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 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 8:13), women were part of the extended circle of disciples” (see p. 452 and looked up at his disciples).
  • 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.

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).

complete verse (Matthew 26:26)

Following are a number of back-translations of Matthew 26:26:

  • Uma: “While they were eating, Yesus took bread and he prayed-over-it saying thank you to God. After that he broke it up and offered it to his disciples, he said: ‘Take it, eat it. This is my body.'” (Source: Uma Back Translation)
  • Yakan: “While they were eating, Isa took bread, and after he had given thanks to God, he broke it and gave it to his disciples. He said, ‘Take and eat. This bread is my body.'” (Source: Yakan Back Translation)
  • Western Bukidnon Manobo: “And while they were eating, Jesus took some bread, and he thanked God for it, and he broke it, and he passed it around to his disciples. He said, ‘This is my body. Take it and eat it.'” (Source: Western Bukidnon Manobo Back Translation)
  • Kankanaey: “While they were still eating, Jesus took some bread and thanked God. Then he broke-it-repeatedly-into-pieces and gave it to his disciples saying, ‘Take this to eat it, because this is my body.'” (Source: Kankanaey Back Translation)
  • Tagbanwa: “When they were still eating, Jesus picked up bread and then gave-thanks to God. After he had given thanks, he divided it and then gave it to those disciples of his. He said, ‘Here, take it and eat it, for this is my body.'” (Source: Tagbanwa Back Translation)
  • Tenango Otomi: “While they were eating, Jesus picked up the bread. Having thanked God, he broke it up and gave it to the learners to eat. He said: ‘Eat this bread here. This is my body.'” (Source: Tenango Otomi Back Translation)

the last supper (image)

Click here to see the image in higher resolution.

Willy Wiedmann, the artist, commented on this picture: “In spite of some difficulty, and unlike Leonardo da Vinci [see here ] I did not set my last supper in a theatrical scene with Jesus in the center behind an elongated table with all the disciples, with two at each end so that that there are 11 seated behind the table. And not like the panel by Juan de Juanes (1623-79) [see here ] in which the six disciples left and right are very dynamic figures. And also not like Martin Schongauer’s Last Supper [see here ] with a slightly shorter table (also incidentally very similar to Juanes in the attitudes of the figures) and two figures seen from the back in the foreground of the panel. Instead I have given the Master the middle place to the foreground, with his back to us to finally leave the controversial Jesus-existential questions unanswered. Slightly symbolically it means that he is leaving his world. The iris color is meant to transfer the rainbow to Jesus, that God once linked to Noah (my kingdom is not of this world). I attempted to present answers that correspond to the characters of each individual.”

Image and text taken from the Wiedmann Bible. For more information about the images and ways to adopt them, see here .

For other images of Willy Wiedmann paintings in TIPs, see here.

 

Painting by Wang Suda 王肅達 (1910-1963),
Copyright by the Catholic University Peking, China.

Text under painting translated from Literary Chinese into English:

Beginning of the Holy Communion
You have this as food and this is my body.

Image taken from Chinese Christian Posters . For more information on the “Ars Sacra Pekinensis” school of art, see this article , for other artworks of that school in TIPs, see here.

the last supper (icon)

Following is a contemporary Ukrainian Orthodox icon of the last supper by Ulyana Tomkevych.

 

Orthodox Icons are not drawings or creations of imagination. They are in fact writings of things not of this world. Icons can represent our Lord Jesus Christ, the Virgin Mary, and the Saints. They can also represent the Holy Trinity, Angels, the Heavenly hosts, and even events. Orthodox icons, unlike Western pictures, change the perspective and form of the image so that it is not naturalistic. This is done so that we can look beyond appearances of the world, and instead look to the spiritual truth of the holy person or event. (Source )