(46) But when they sought to lay hands on him, they feared the multitude, because they took him for a
prophet.‖
21:1 Then sent Jesus two disciples―And when they drew nigh unto Jerusalem, and were come to Bethphage, unto the mount of Olives, then
sent Jesus two disciples,‖
Apart from His sacrificial work on the cross, the most significant thing Y‘shua did upon the earth was to make
disciples. Y‘shua had written no books, He had built no organisation; there were no physical structures or
monuments left to commemorate Him. He had placed the future of His earthly work entirely in the hands of
His disciples. Had they failed their task, humanly speaking, the church of Y‘shua HaMashiach would not exist
today.
In the last decade, discipleship has become a popular subject in Christian circles. The great difficulty is that
when we use this term, we frequently mean something entirely different from that denoted by the biblical
term. For instance, we hear much talk about discipling others or being discipled. Being in close proximity to a
great seminary, I have seen many young and enthusiastic theologians come and go. Very frequently, they
will go to the pastor/rabbi of their church/synagogue and ask to be discipled, just like Paul ̳discipled‘
Timothy. A good question to ask is: ―And just how did Paul disciple Timothy?‖
This is precisely the problem. We almost completely fail to grasp the biblical concept of discipleship. What
was so important in the life and ministry of Y‘shua should be very clear to us today who wish to be known as
His disciples.
The Backdrop to New Testament DiscipleshipThe concept of discipleship was not foreign to men in the days of Y‘shua. The terms used in the New
Covenant of disciples had through years of use developed shading important for us to comprehend. It is the
distinctions between Y‘shua‘s concept of discipleship from those of His contemporaries which are most
crucial for us to grasp, for it is here that the great differences arise between Y‘shua and His opponents. It is
also here that many present day misconceptions find their origin.
In Ancient Greek, the verb manthano is used to denote the process by which a person acquired theoretical
knowledge. (The two primary terms relative to discipleship are the verb ̳to follow‘ and the noun, ̳disciple.‘ For
an excellent study of these terms, cf. Collin Brown, General Editor of The New International Dictionary of
New Testament Theology (Grand Rapids: Zondervan, 1975), I, pp. 480-494.) A disciple was a learner. A
man was known as a mathe‘te‘s or disciple when he bound himself to another in order to acquire his practical
and theoretical knowledge (D. Müller, ―Mathe‘te‘s,‖ The New International Dictionary of New Testament
Theology, I, p. 483.) The word was sometimes nearly synonymous with the term apprentice. There was
never a disciple without a master or teacher. In some Greek circles, the teacher was paid by his disciples.
In the Old Covenant, the concept of discipleship is strikingly absent (K. H. Rengstorf, Mathe‘te‘s‖, Theological
Dictionary of the New Testament, Edited by Gerhard Kittel and Gerhard Friedrich (Grand Rapids: Eerdmans,
19 67), IV, pp. 426, 427.) Men were, of course, to be learners of the will of YHWH (Deut 6:10-12, etc.); but
they were not disciples. In my estimation, the reason is to be found chiefly in the fact that there was no
master worthy enough for them to attach themselves to. We know of the relationship between Elijah and
Elisha, Moses and Joshua, and so on; but these men were known as servants, not disciples. Moses was, in
the final analysis, only a servant of YHWH; one through whom YHWH revealed Himself.
Rabbinical Judaism, unlike the Old Covenant, made much of the concept of discipleship. The advice of a
pre-Christian writer was: ―Take to yourself a teacher and acquire a companion.‖ (Joshua B. Perachiah, Aboth
1:1,16, as quoted by Rengstorf, TDNT, IV, p. 434.)
As R. T. France has observed, ―Every Jewish teacher worth his salt had his circle of ̳disciples‘ who ̳followed‘
him (literally walking behind him as he rode or walked ahead), looked after his daily needs, and soaked up
his teaching. Their teacher was the most important person in their Lives.‖ (R. T. France, I Came to Set the
Earth on Fire (Downers Grove: InterVaristy Press, 1976), p. 50.)
In Judaism, one must learn not only the Old Covenant Scriptures but also the oral traditions; the traditions of
the fathers. One would attach himself to a Rabbi, who would serve as a kind of mediator between the student
and the Scriptures. One dared not to interpret the Scriptures independently and could only speak with