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Prov C1 C2 C3 C4 C5 C6 C7 C8 C9 C10 C11 C12 C13 C14 C15 C16 C17 C18 C19 C20 C21 C22 C23 C24 C25 C26 C27 C28 C29 C30 C31

Prov 16 V1 V2 V3 V4 V5 V6 V7 V8 V9 V10 V11 V12 V13 V14 V15 V16 V17 V18 V19 V20 V21 V23 V24 V25 V26 V27 V28 V29 V30 V31 V32 V33

OET interlinear PROV 16:22

◄ ← PROV 16:22 ↓ → ► ║ ©

Hebrew word order

    1. Hebrew word
    2. Hebrew lemma
    3. OET-LV words
    4. OET-RV words
    5. Strongs
    6. Role/Morphology
    7. Gloss
    8. CAPS codes
    9. OET tags
    10. OET word #
    1. מְקוֹר
    2. 392768
    3. +is a fountain of
    4. fountain
    5. 4726
    6. P-Ncmsc
    7. [is]_a_fountain_of
    8. S
    9. Y-1000
    10. 273728
    1. חַיִּים
    2. 392769
    3. life
    4. life
    6. P-Ncmpa
    7. life
    8. -
    9. Y-1000
    10. 273729
    1. שֵׂכֶל
    2. 392770
    3. the prudence of
    4. -
    5. 7922
    6. S-Ncmsc
    7. the_prudence_of
    8. -
    9. Y-1000
    10. 273730
    1. בְּעָלָי,ו
    2. 392771,392772
    3. its owners of his
    4. -
    5. 1167
    6. S-Ncmpc,Sp3ms
    7. its_owners_of,his
    8. -
    9. Y-1000
    10. 273731
    1. וּ,מוּסַר
    2. 392773,392774
    3. and +the discipline of
    4. disciplining
    5. 4148
    6. S-C,Ncmsc
    7. and_[the],discipline_of
    8. -
    9. Y-1000
    10. 273732
    1. אֱוִלִים
    2. 392775
    3. fools
    4. fools
    5. 191
    6. S-Aampa
    7. fools
    8. -
    9. Y-1000
    10. 273733
    1. אִוֶּֽלֶת
    2. 392776
    3. +is foolishness
    4. foolishness
    5. 200
    6. P-Ncfsa
    7. [is]_foolishness
    8. -
    9. Y-1000
    10. 273734
    2. 392777
    3. -
    4. -
    6. -x-sof-pasuq
    8. -
    9. -
    10. 273735

OET (OET-LV) is_a_fountain_of life the_prudence_of its_owners_of_his and_the_discipline_of fools is_foolishness.

OET (OET-RV) Having insight is like a fountain of life,
 ⇔ ^ but disciplining fools would be foolishness.

SIL Open Translator’s Notes:

Section 10:1–22:16: This is the main collection of Solomon’s proverbs

This section is the main collection of Solomon’s proverbs. It has a very different structure from the longer poetic lectures of chapters 1–9. It consists mostly of individual couplets (two-line poems) that are each one verse in length. With the exception of the title (10:1a), paragraph breaks will not be indicated in the Notes or Display. You may of course choose to start each proverb as a separate paragraph in your translation.

In chapters 10–15, most of these one-verse couplets express a contrast between the two lines. One of the more common contrasts is between the righteous/wise and the wicked/foolish and the different consequences of their conduct.

In chapters 16:1–22:16, more topics are discussed. There is more emphasis on the role of the king and other leaders. In these chapters, there are few proverbs with contrasting lines. Some of the parallel lines are similar in meaning. More frequently, the second line adds to what the first line says or gives an example. Most of the verses have no obvious connection with the previous or following proverbs.UBS (page 214), Fox (page 509), McKane (page 413). Many scholars, including McKane, point out that there are some topical groupings as well as poetic connections. These include the repetition of certain words or sounds. This observation does not deny the individual nature of most of the proverbs in this Section.

Two of the types of proverbs in this section are not found in chapters 1–9. One type contains logical reasoning from the lesser to the greater. See 11:31 for a list of these proverbs. There are also several varieties of complex “better than” proverbs. The most common have a contrasting situation in each line (see 12:9). For other varieties, see 16:16, 19:1, and 21:9.

Many of the proverbs in this section refer to categories of people who share a common trait. For example, they refer to the righteous, the wise, the poor, and the lazy. In Hebrew, some verses use singular forms to refer to these groups of people. Other verses use plural forms. Still others use a combination of singular and plural. See the note on 10:30a–b for one example. For most of these verses, the Notes will not comment on the difference between singular and plural forms. Use a natural way in your language to refer to one or more people who are in the same category.

Many of the proverbs in this section express a general principle in abstract terms. They are not addressed specifically to the readers. For example, 10:2a–b says:

Ill-gotten treasures are of no value,

but righteousness delivers from death.

However, the author intended his readers to understand these proverbs as advice that they should follow. In some languages, authors or speakers give advice more directly, using pronouns such as you(sing), you(plur), we(dual), or we(incl). See the note on 10:2 for translation suggestions.

Some other headings for this section are:

Proverbs of Solomon (NIV)

The Wise Words of Solomon (NCV)

Here are many wise things that Solomon said

16:22

Notice the parallel parts that contrast in meaning:

22a Understanding is a fountain of life to its possessor,

22bbut the discipline of fools is folly.

This proverb contrasts the life-giving benefits of being sensible with the bad consequences of acting foolishly.

16:22a

Understanding is a fountain of life to its possessor,

Understanding is a fountain of life to its possessor: The clause Understanding is a fountain of life is a metaphor. It compares good sense or shrewdness to a spring or other source of flowing water. The similarity is that both are necessary for life. For more information on how to translate this metaphor, see the note on 13:14a. Some other ways to express the meaning of this line are:

Discretion is a life-giving fountain to those who possess it (NLT)

Understanding is like a fountain which gives life to those who use it (NCV)

Understanding: The word śekel, which the BSB translates as Understanding, refers to people who are sensible or prudent. They are people who act wisely. See wise dealing in the Glossary.

16:22b

but the discipline of fools is folly.

but the discipline of fools is folly: The words folly and fools both refer to moral foolishness. See folly and fool 1 in the Glossary. For the word discipline, see discipline in the Glossary.

There are three main interpretations of this clause:Waltke, Whybray, and Toy support interpretation (1). UBS, Delitzsch, and Cook support (2). Longman and McKane support (3).

  1. The foolishness of a fool results in his punishment. For example:

    but folly leads to the discipline of fools (NET) (NAB, NCV, NET, NIV)

  2. A fool’s own foolishness is his punishment. In other words, a fool is punished by his own foolishness.It is possible that versions with wording similar to “a fool is punished by his folly” (CEV, GW, REB) imply “punished by the results of his folly.” These versions have been listed here rather than with interpretation (1), because it is unclear what their wording implies. For example:

    the folly of fools is their own punishment (NJB) (CEV, GW, NJB, NJPS, NRSV, REB)

  3. It is foolish to instruct or discipline a fool. For example:

    but the discipline of fools is folly (NASB) (BSB, ESV, NASB, NLT, GNT)

It is recommended that you follow interpretation (1). Many verses in Proverbs refer to the painful or disastrous consequences of foolish behavior. These consequences include beatings, retaliation by angry people, and death. No other verses in Proverbs refer to a fool’s own foolishness as his punishment.

uW Translation Notes:

Note 1 topic: figures-of-speech / metaphor

מְק֣וֹר חַ֭יִּים

fountain_of life(pl)

See how you translated this phrase in [10:11](../10/11.md).

Note 2 topic: figures-of-speech / abstractnouns

שֵׂ֣כֶל & וּ⁠מוּסַ֖ר & אִוֶּֽלֶת

wisdom_of & and_[the],discipline_of & folly

See how you translated the abstract nouns insight in [1:3](../01/03.md), instruction in [1:2](../01/02.md), and folly in [5:23](../05/23.md).

Note 3 topic: figures-of-speech / possession

וּ⁠מוּסַ֖ר אֱוִלִ֣ים אִוֶּֽלֶת

and_[the],discipline_of fools folly

This clause could mean: (1) folly causes punishment for fools, in which case the word translated instruction refers to discipline or punishment. Alternate translation: “but folly causes punishment for fools” (2) it is foolish to try to instruct fools. Alternate translation: “but instructing fools is folly”

OET-LV English word order (‘Reverse’ interlinear)

    1. OET-LV words
    2. OET-RV words
    3. Strongs
    4. Hebrew word
    5. Hebrew lemma
    6. Role/Morphology
    7. Gloss
    8. CAPS codes
    9. OET tags
    10. OET word #
    1. +is a fountain of
    2. fountain
    3. 4743
    5. 392768
    6. P-Ncmsc
    8. S
    9. Y-1000
    10. 273728
    1. life
    2. life
    3. 2448
    5. 392769
    6. P-Ncmpa
    8. -
    9. Y-1000
    10. 273729
    1. the prudence of
    2. -
    3. 8044
    5. 392770
    6. S-Ncmsc
    8. -
    9. Y-1000
    10. 273730
    1. its owners of his
    2. -
    3. 1112,1978
    5. 392771,392772
    6. S-Ncmpc,Sp3ms
    8. -
    9. Y-1000
    10. 273731
    1. and +the discipline of
    2. disciplining
    3. 1987,4857
    5. 392773,392774
    6. S-C,Ncmsc
    8. -
    9. Y-1000
    10. 273732
    1. fools
    2. fools
    3. 8
    5. 392775
    6. S-Aampa
    8. -
    9. Y-1000
    10. 273733
    1. +is foolishness
    2. foolishness
    3. 255
    5. 392776
    6. P-Ncfsa
    8. -
    9. Y-1000
    10. 273734

OET (OET-LV) is_a_fountain_of life the_prudence_of its_owners_of_his and_the_discipline_of fools is_foolishness.

OET (OET-RV) Having insight is like a fountain of life,
 ⇔ ^ but disciplining fools would be foolishness.

Note: The OET-RV is still only a first draft, and so far only a few words have been (mostly automatically) matched to the Hebrew or Greek words that they’re translated from.

Acknowledgements: The Hebrew text, lemmas, and morphology are all thanks to the OSHB and some of the glosses are from Macula Hebrew.OET logo mark

◄ ← PROV 16:22 ↑ → ► ║ ©