Revelation
2:14
But I have a few
things against thee, because thou hast there them that hold the doctrine of
Balaam, who taught Balac to cast a stumblingblock before the children of
Israel, to eat things sacrificed unto idols, and to commit fornication.
a. NLT: But I have a few complaints
against you. You tolerate some among you whose teaching is like that of Balaam,
who showed Balak how to trip up the people of Israel. He taught them to sin by
eating food offered to idols and by committing sexual sin.
b. NIV: Nevertheless, I have a few
things against you: There are some among you who hold to the teaching of
Balaam, who taught Balak to entice the Israelites to sin so that they ate food
sacrificed to idols and committed sexual immorality.
c. YLT: 'But I have against thee a
few things: That thou hast there those holding the teaching of Balaam, who did
teach Balak to cast a stumbling-block before the sons of Israel, to eat
idol-sacrifices, and to commit whoredom;
d. Amplified Bible: Nevertheless, I
have a few things against you: you have some people there who are clinging to
the teaching of Balaam, who taught Balak to set a trap anda
stumbling block before the sons of Israel, [to entice them] to eat food that
had been sacrificed to idols and to practice lewdness [giving themselves up to
sexual vice].
e. Worrell Translation: But I have
a few things against you, because you have there those holding the teaching of
Balaam, who taught Balak to cast a stumbling-block before the sons of Israel,
to eat idol-sacrifices, and to commit fornication
1. “But I have a few
things against thee…”
a. but [235 * alla] [Strong: neuter
plural of 243; properly, other things, i.e. (adverbially) contrariwise (in many
relations):--and, but (even), howbeit, indeed, nay, nevertheless, no,
notwithstanding, save, therefore, yea, yet.]
b. I have [2192 * echo] [Strong: including
an alternate form scheo skheh'-o; (used in certain tenses only) a
primary verb; to hold (used in very various applications, literally or
figuratively, direct or remote; such as possession; ability, contiuity,
relation, or condition):--be (able, X hold, possessed with), accompany, + begin
to amend, can(+ -not), X conceive, count, diseased, do + eat, + enjoy, + fear,
following, have, hold, keep, + lack, + go to law, lie, + must needs, + of
necessity, + need, next, + recover, + reign, + rest, + return, X sick, take
for, + tremble, + uncircumcised, use.]
c. a few things [3641 * oligos]
[Strong: of uncertain affinity; puny (in extent, degree, number, duration or
value); especially neuter (adverbially) somewhat:--+ almost, brief(-ly), few,
(a) little, + long, a season, short, small, a while.]
d. against [2596 * kata] [Strong: a
primary particle; (prepositionally) down (in place or time), in varied
relations (according to the case (genitive, dative or accusative) with which it
is joined):--about, according as (to), after, against, (when they were) X
alone, among, and, X apart, (even, like) as (concerning, pertaining to
touching), X aside, at, before, beyond, by, to the charge of, (charita-)bly,
concerning, + covered, (dai-)ly, down, every, (+ far more) exceeding, X more
excellent, for, from ... to, godly, in(-asmuch, divers, every, -to, respect
of), ... by, after the manner of, + by any means, beyond (out of) measure, X
mightily, more, X natural, of (up-)on (X part), out (of every), over against,
(+ your) X own, + particularly, so, through(-oughout, -oughout every), thus,
(un-)to(-gether, -ward), X uttermost, where(-by), with. In composition it
retains many of these applications, and frequently denotes opposition,
distribution, or intensity.]
e. thee [4675 * sou] [Strong: genitive
case of 4771; of thee, thy:--X home, thee, thine (own), thou, thy.]
2. “…because thou
hast there them that hold the doctrine of Balaam…”
a. because [3754 * hoti] [Strong: neuter
of 3748 as conjunction; demonstrative, that (sometimes redundant); causative,
because:--as concerning that, as though, because (that), for (that), how
(that), (in) that, though, why.]
b. thou hast [2192 * echo] [Strong:
including an alternate form scheo skheh'-o; (used in certain tenses
only) a primary verb; to hold (used in very various applications, literally or
figuratively, direct or remote; such as possession; ability, contiuity,
relation, or condition):--be (able, X hold, possessed with), accompany, + begin
to amend, can(+ -not), X conceive, count, diseased, do + eat, + enjoy, + fear,
following, have, hold, keep, + lack, + go to law, lie, + must needs, + of
necessity, + need, next, + recover, + reign, + rest, + return, X sick, take
for, + tremble, + uncircumcised, use.]
c. there [1563 * ekei] [Strong: of
uncertain affinity; there; by extension, thither:--there, thither(-ward), (to)
yonder (place).]
d. them that hold [2902 * krateo]
[Strong: from 2904; to use strength, i.e. seize or retain (literally or
figuratively):--hold (by, fast), keep, lay hand (hold) on, obtain, retain, take
(by).]
e. the doctrine [1322 * didache]
[Strong: from 1321; instruction (the act or the matter):--doctrine, hath
been taught.]
f. of Balaam [903 * Balaam]
[Strong: of Hebrew origin (1109); Balaam, a Mesopotamian (symbolic of a false
teacher):--Balaam.]
1). Balaam is well known in Jewish Old
Testament Scripture. Besides a detailed account of his association with Moab,
he is mentioned more than a few times in Scripture. His counsel to Balak in
corrupt Israel became known as the doctrine of Balaam. He was an individual who
God actually spoke through, but he was tempted by fame and riches and ended up
losing his life for his counsel to Balak to corrupt Israel.
3. “…who taught Balac
to cast a stumbling-block before the children of Israel…”
a. who [3739 * hos] [Strong: including
feminine he hay, and neuter ho ho probably a primary word (or perhaps
a form of the article 3588); the relatively (sometimes demonstrative) pronoun,
who, which, what, that:--one, (an-, the) other, some, that, what, which,
who(-m, -se), etc. ]
b. taught [made up of two Greek
words] [1722 * en] Strong: a primary
preposition denoting (fixed) position (in place, time or state), and (by
implication) instrumentality (medially or constructively), i.e. a relation of
rest (intermediate between 1519 and 1537); "in," at, (up-)on, by,
etc.:--about, after, against, + almost, X altogether, among, X as, at, before,
between, (here-)by (+ all means), for (... sake of), + give self wholly to,
(here-)in(-to, -wardly), X mightily, (because) of, (up-)on, (open-)ly, X
outwardly, one, X quickly, X shortly, (speedi-)ly, X that, X there(-in, -on),
through(-out), (un-)to(-ward), under, when, where(-with), while, with(-in).
Often used in compounds, with substantially the same import; rarely with verbs
of motion, and then not to indicate direction, except (elliptically) by a
separate (and different) preposition.] & [1321 * didasko] [Strong: a
prolonged (causative) form of a primary verb dao (to learn); to teach (in the
same broad application):--teach.]
c. Balak [904 * Balak] [Strong: of
Hebrew origin (1111); Balak, a Moabite:--Balac.]
d. to cast [906 * ballo] [Strong: a
primary verb; to throw (in various applications, more or less violent or
intense):--arise, cast (out), X dung, lay, lie, pour, put (up), send, strike,
throw (down), thrust.]
e. a stumblingblock [4625 *
skandalon] [Strong: probably from a derivative of 2578; a trap-stick (bent
sapling), i.e. snare (figuratively, cause of displeasure or sin):--occasion to
fall (of stumbling), offence, thing that offends, stumblingblock.]
f. before [1799 * enopion] [Strong:
neuter of a compound of 1722 and a derivative of 3700; in the face of
(literally or figuratively):--before, in the presence (sight) of, to.]
g. the children [5207 * huios]
[Strong: apparently a primary word; a "son" (sometimes of animals),
used very widely of immediate, remote or figuratively, kinship:--child, foal,
son.]
h. of Israel [2474 * Israel]
[Strong: of Hebrew origin (3478); Israel (i.e. Jisrael), the adopted name of
Jacob, including his descendants (literally or figuratively):--Israel.]
1). Balaam realized that he could
not curse Israel so the plan was to get Israel to sin so that God would punish
Israel. This was his counsel to Balak. This was the doctrine of Balaam.
4. “…to eat things
sacrificed unto idols, and to commit fornication.”
a. to eat [5315 * phago] [Strong: a
primary verb (used as an alternate of 2068 in certain tenses); to eat
(literally or figuratively):--eat, meat.]
b. things sacrificed to idols [1494
* eidolothuton] [Strong: neuter of a compound of 1497 and a presumed derivative
of 2380; an image-sacrifice, i.e. part of an idolatrous offering:--(meat, thing
that is) offered (in sacrifice, sacrificed) to (unto) idols.]
c. and [2532 * kai] [Strong: apparently,
a primary particle, having a copulative and sometimes also a cumulative force;
and, also, even, so then, too, etc.; often used in connection (or composition)
with other particles or small words:--and, also, both, but, even, for, if, or,
so, that, then, therefore, when, yet.]
d. to commit fornication [4203 * porneuo]
[Strong: from 4204; to act the harlot, i.e. (literally) indulge unlawful lust
(of either sex), or (figuratively) practise idolatry:--commit (fornication).]
1). The doctrine of Balaam is
clearly mentioned in the verse. Balaam taught Balac to as the NIV says, “who
taught Balak to entice the Israelites to sin so that they ate food sacrificed
to idols and committed sexual immorality.” The implementing of the doctrine
took place in Numbers 25. The last verse of Numbers 24 says that Balaam and
Balac parted company and nothing else is said. The beginning of chapter 25
though shows the moral corruption from Moab. The response of Israel is shown in
Numbers 31:1-24.
a). Number 25:1-15 And Israel abode
in Shittim, and the people began to commit whoredom with the daughters of Moab.
25:2 And they called the people
unto the sacrifices of their gods: and the people did eat, and bowed down to
their gods.
25:3 And Israel joined himself unto
Baalpeor: and the anger of the Lord was kindled against Israel.
25:4 And the Lord said unto Moses,
Take all the heads of the people, and hang them up before the Lord against the
sun, that the fierce anger of the Lord may be turned away from Israel.
25:5 And Moses said unto the judges
of Israel, Slay ye everyone his men that were joined unto Baalpeor.
25:6 And, behold, one of the
children of Israel came and brought unto his brethren a Midianitish woman in
the sight of Moses, and in the sight of all the congregation of the children of
Israel, who were weeping before the door of the tabernacle of the congregation.
25:7 And when Phinehas, the son of
Eleazar, the son of Aaron the priest, saw it, he rose up from among the
congregation, and took a javelin in his hand;
25:8 And he went after the man of
Israel into the tent, and thrust both of them through, the man of Israel, and
the woman through her belly. So the plague was stayed from the children of
Israel.
25:9 And those that died in the
plague were twenty and four thousand.
25:10 And the Lord spake unto
Moses, saying,
25:11 Phinehas, the son of Eleazar,
the son of Aaron the priest, hath turned my wrath away from the children of
Israel, while he was zealous for my sake among them, that I consumed not the
children of Israel in my jealousy.
25:12 Wherefore say, Behold, I give
unto him my covenant of peace:
25:13 And he shall have it, and his
seed after him, even the covenant of an everlasting priesthood; because he was
zealous for his God, and made an atonement for the children of Israel.
25:14 Now the name of the Israelite
that was slain, even that was slain with the Midianitish woman, was Zimri, the
son of Salu, a prince of a chief house among the Simeonites.
25:15 And the name of the
Midianitish woman that was slain was Cozbi, the daughter of Zur; he was head
over a people, and of a chief house in Midian.
2). The only reason we know that
Balaam was responsible is what Moses said later in the book, and of course what
Jesus told John about the what was happening in the church of Pergamos in the
text of Revelation 2:14.
a). Numbers 31:15, 16 And Moses
said unto them, Have ye saved all the women alive?
Behold, these caused the children
of Israel, through the counsel of Balaam, to commit trespass against the Lord
in the matter of Peor, and there was a plague among the congregation of the
Lord.
3). One modern application of the
doctrine of Balaam can be seen in sex education. In some comprehensive sex
education courses in New Zealand, “Children as young as 12 are being taught
about oral sex and told it's acceptable to play with a girl's private parts as
long as "she's okay with it". In other cases, 14-year-old girls are
being taught how to put condoms on plastic penises, and one female teacher
imitated the noises she made during orgasm to her class of 15-year-olds.”
4). In another example from New
Zealand, Amber-Leigh Erasmus is about to have her first child at 17 after
having unprotected sex at New Year. Photo / Paul Estcourt
A pregnant teenager says sex
education in schools does not prevent young people from having sex - if
anything, it encourages it. Amber-Leigh Erasmus is due to give birth to her
first child on Saturday, a result of having unprotected sex during New Year
celebrations.
The Hibiscus Coast 17-year-old lost
her virginity at 14, a year after she was taught about sex at school and the
fact it was "okay as long as you consented". Amber-Leigh said she was
brought up with the idea that you should wait until marriage before having sex.
But the things she learned at school made sex seem like a perfectly normal
thing to do, so she tried it, using the free flavoured condoms she had been
given in class. "It accustomed me to absolutely everything and it became a
normality to me." http://www.nzherald.co.nz/nz/news/article.cfm?c_id=1&objectid=10752944
5). Sex education is nothing but an
example of the doctrine of Balaam, teaching how to fornicate. The following is directions
on how to use a condom from schools in the state of New York.
a). Male and Female Condom
Activities and Demonstration APPENDIX C 331
Condom Demonstration Guidance for
Health Resource Room (NOT FOR USE IN THE CLASSROOM) FOR HIGH SCHOOL STUDENTS
ONLY (GRADES 9-12);
NOT FOR NINTH-GRADE STUDENTS IN
JUNIOR HIGH SCHOOLS
How to Demonstrate Correct Male
Condom Use: The male condom is a sheath used to cover the penis during sexual intercourse
in order to prevent the transmission of preseminal fluid, semen, blood, or vaginal
fluids. Condoms are barrier methods used to protect against infection with HIV or
other sexually transmitted infections (STIs). They also help to prevent pregnancy.
Condoms come in a variety of materials. Latex a material that prevents passage of
HIV and does not break as easily as other materials. People who are allergic to
latex should use polyurethane condoms instead. Lambskin condoms should not be used
as the skin has small pores through which HIV or the germs that cause other STIs
can pass. Correct male condom use means: • Using a new condom from “start to finish”
with each act of anal, vaginal, or oral sex. • Never using two condoms at the same
time. • Never using a condom more than once. • Checking to see which way the condom
unrolls. If condom is placed on incorrectly it will not roll down smoothly. Discard
it and get a new one. • Condoms should be stored in a cool dry place under 80 degrees
(not wallets, or near heaters/direct sunlight, and back pockets. • Never using a
male condom with a female condom. • Opening
the condom package carefully to avoid damaging it with fingernails, teeth, or other
sharp objects. • Putting on a condom before the penis comes in contact with the
partner’s anus, vagina or mouth. Teacher Note: Condom demonstrations are to be done
for high school students only (not for ninth-graders in junior high schools). Parents
or legal guardians and students should be advised that they have the right to
ask that their child not participate in the lessons dealing with methods of
prevention, including this condom demonstration. Condom demonstrations are not to
be done in classrooms; however they are done in the Condom Availability Programs
(CAP), Health Resource Room. For more information, go to http://schools.nyc.gov/Offices/Health/OtherHealthForms/HealthResource.htm.
Teacher Note: Every high school (with
a few exceptions) is required to have a CAP. Find out when yours is open and share
that information with your students. Let them know that at CAP, they can be given
a condom demonstration; receive free condoms, lubricant and female condoms; and
that they can receive referrals to health care, if needed. Note the CAP opt-out
form is different from the HIV parent notification form for teaching the HIV/AIDS
lessons. Some parents may opt their children out of CAP. The CAP staff is required
to check a student’s eligibility before making condoms available.
6). This
type of teaching is also pushed by some churches. Teaching individuals to
fornicate and to seduce others to fornicate is a doctrine that Balaam lost his
life over. In Revelation 2:23 Jesus threatened to kill Jezebel’s children
because of it and it is compared to knowing “the depths of Satan”. It is in
many of our churches today in the form of sex education by religious, but by no
means Christian organizations. The Religious Coalition of Reproductive Choice, www.rcrc.org, is a group of religious people
who not only promote the right of a woman to kill her unborn child they also
promote the doctrine of Balaam, under the guise of sex education. In the
January newsletter of the Kentucky affiliate of the RCRC , www.krcrc.org, in an article entitled Teen
Talk, Melanie Phillips writes: “For teens, choice also means having enough
information to make well-informed decisions. It is impossible to make a good
choice if you do not have enough information. This is why sexuality education
is so important. A variety of sexuality education programs exist and some may
be more effective than others. Think about your school. Is sexuality education
offered and is so, what type? Is it abstinence only or a more comprehensive
program? Comprehensive sexuality education programs not only discuss
abstinence, but also provide plenty of information about contraception,
sexually transmitted diseases, abortion, adoption and reproductive physiology.
They provide all of the information you would need to make decisions about your
sexuality. As a middle or high school student, you should be entitled to
receive the best and most accurate information. When someone doesn’t give you
all the information, they are limiting your ability to make the best choices
for yourself.”
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