TIT 1:9 Parallel Verse View

Note: This view shows ‘verses’ which are not natural language units and hence sometimes only part of a sentence will be visible—click on any Bible version abbreviation down the left-hand side to see the verse in more of its context. Normally the OET discourages the reading of individual ‘verses’, but this view is only designed as a tool for doing comparisons of different translations—the older translations are further down the page (so you can read up from the bottom to trace the English translation history). The OET segments on this page are still very early looks into the unfinished texts of the Open English Translation of the Bible—please double-check these texts in advance before using in public.

Text critical issues=small word differences Clarity of original=clear Importance to us=important (All still tentative.)

Key: khaki:verbs, light-green:nominative/subject, orange:accusative/object, pink:genitive/possessor, cyan:dative/indirect object.
Note: Automatic aligning of the OET-RV to the LV is done by some temporary software, hence the RV alignments are incomplete (and may occasionally be wrong).

ULT He must hold tightly to the trustworthy message that is in accordance with the teaching, so that he may be able both to encourage others with sound teaching and to rebuke the ones opposing him.

UST He must always believe the true things that we have taught him, and he must live according to them. He must do this so that he can persuade people to live like this too, and so that he can correct people if they do not want to live like this.

BLB holding to the faithful word according to the teaching, that he may be able both to encourage with sound teaching and to convict those contradicting it.

AICNT holding firm to the trustworthy word as taught, so that he may be able to give instruction in sound doctrine and also to refute those who oppose it.

OEB holding firmly to the trustworthy message as it has been taught – so that they may be able to encourage others by sound teaching, as well as to refute those who contradict it.

CSB holding to the faithful message as taught, so that he will be able both to encourage with sound teaching and to refute those who contradict it.

NLT He must have a strong belief in the trustworthy message he was taught; then he will be able to encourage others with wholesome teaching and show those who oppose it where they are wrong.

NIV He must hold firmly to the trustworthy message as it has been taught, so that he can encourage others by sound doctrine and refute those who oppose it.

CEV They must stick to the true message they were taught, so their good teaching can help others and correct everyone who opposes it.

ESV He must hold firm to the trustworthy word as taught, so that he may be able to give instruction in sound doctrine and also to rebuke those who contradict it.

NASB holding fast the faithful word which is in accordance with the teaching, so that he will be able both to exhort in sound doctrine and to refute those who contradict.

LSB holding fast the faithful word which is in accordance with the teaching, so that he will be able both to exhort in sound doctrine and to reprove those who contradict.

WEBBE holding to the faithful word which is according to the teaching, that he may be able to exhort in the sound doctrine, and to convict those who contradict him.

WMBB (Same as above)

MSG ^(5-9)I left you in charge in Crete so you could complete what I left half-done. Appoint leaders in every town according to my instructions. As you select them, ask, “Is this man well-thought-of? Is he committed to his wife? Are his children believers? Do they respect him and stay out of trouble?” It’s important that a church leader, responsible for the affairs in God’s house, be looked up to—not pushy, not short-tempered, not a drunk, not a bully, not money-hungry. He must welcome people, be helpful, wise, fair, reverent, have a good grip on himself, and have a good grip on the Message, knowing how to use the truth to either spur people on in knowledge or stop them in their tracks if they oppose it.

NET He must hold firmly to the faithful message as it has been taught, so that he will be able to give exhortation in such healthy teaching and correct those who speak against it.

LSV holding—according to the teaching—to the steadfast word, that he may also be able to exhort in the sound teaching, and to convict the deniers;

FBV and must be devoted to the trustworthy message as it's taught. In this way he can encourage others through correct teaching, and be able to convince those who disagree.

TCNT holding firmly to the trustworthy message as it has been taught, so that he can encourage others with sound doctrine and refute those who contradict it.

T4T They must firmly believe in the message about Jesus Christ exactly as I/we(inc) taught it, in order that they might be able to teach the believers what is correct and to urge them to follow it well. If they firmly accept our message, they will be able to convince those who oppose what is correct that they are wrong.

LEB holding fast to the faithful message according to the teaching, in order that he may be able both to exhort with sound instruction and to reprove those who speak against it.

NRSV He must have a firm grasp of the word that is trustworthy in accordance with the teaching, so that he may be able both to preach with sound doctrine and to refute those who contradict it.

NKJV holding fast the faithful word as he has been taught, that he may be able, by sound doctrine, both to exhort and convict those who contradict.

NAB holding fast to the true message as taught so that he will be able both to exhort with sound doctrine and to refute opponents.

BBE Keeping to the true word of the teaching, so that he may be able to give comfort by right teaching and overcome the arguments of the doubters.

Moff he must hold by the sure truths of doctrine so as to be able to give instruction in sound doctrine and refute objections raised by any.]

Wymth holding fast to the faithful Message which he has received, so that he may be well qualified both to encourage others with sound teaching and to reply successfully to opponents.

ASV holding to the faithful word which is according to the teaching, that he may be able both to exhort in the sound doctrine, and to convict the gainsayers.

DRA Embracing that faithful word which is according to doctrine, that he may be able to exhort in sound doctrine, and to convince the gainsayers.

YLT holding — according to the teaching — to the stedfast word, that he may be able also to exhort in the sound teaching, and the gainsayers to convict;

Drby clinging to the faithful word according to the doctrine taught, that he may be able both to encourage with sound teaching and refute gainsayers.

RV holding to the faithful word which is according to the teaching, that he may be able both to exhort in the sound doctrine, and to convict the gainsayers.

SLT Holding firmly the faithful word according to instruction, that he may be able also to beseech in sound doctrine, and to refute those opposing.

Wbstr Holding fast the faithful word as he hath been taught, that he may be able by sound doctrine both to exhort and to convince the gainsayers.

KJB-1769 Holding fast the faithful word as he hath been taught, that he may be able by sound doctrine both to exhort and to convince the gainsayers.
(Holding fast the faithful word as he hath/has been taught, that he may be able by sound doctrine both to exhort and to convince the gainsayers. )

KJB-1611 Holding fast the faithfull word, [fn]as hee hath beene taught, that he may bee able by sound doctrine, both to exhort and to conuince the gainsayers.
(Holding fast the faithful word, as he hath/has been taught, that he may be able by sound doctrine, both to exhort and to conuince the gainsayers.)

1:9 Or, in teaching.

Bshps Holdyng fast the faythfull worde, which is accordyng to doctrine, that he may be able both to exhort in wholsome doctrine, and to improue them that say agaynst it.
(Holding fast the faithful word, which is according to doctrine, that he may be able both to exhort in wholsome doctrine, and to improue them that say against it.)

Gnva Holding fast that faithfull worde according to doctrine, that he also may bee able to exhort with wholesome doctrine, and conuince them that say against it.
(Holding fast that faithful word according to doctrine, that he also may be able to exhort with wholesome doctrine, and conuince them that say against it. )

Cvdl and soch one as cleueth vnto the true worde of doctryne: that he maye be able to exhorte with wholsome lernynge, & to improue them that saye agaynst it.
(and such one as cleaveth/cleaves_or_clings unto the true word of doctrine: that he may be able to exhorte with wholsome learning, and to improue them that say against it.)

TNT and suche as cleveth vnto the true worde of doctryne that he maye be able to exhorte with wholsom learnynge and to improve them that saye agaynst it.
(and such as cleveth unto the true word of doctrine that he may be able to exhorte with wholsom learning and to improve them that say against it. )

Wycl hooli, contynent, takinge that trewe word, that is aftir doctryn; that he be miyti to amoneste in hoolsum techyng, and to repreue hem that ayenseien.
(holy, contynent, takinge that true word, that is after doctrine; that he be mighty to amoneste in wholesum teaching, and to reprove hem that againsteien.)

Luth und halte ob dem Wort, das gewiß ist und lehren kann, auf daß er mächtig sei, zu ermahnen durch die heilsame Lehre und zu strafen die Widersprecher.
(and hold/stop if/whether to_him word, the certainly is and teach can, on/in/to that he powerful be, to/for admonish/warn through the healing teaching and to/for punish the Widersprecher.)

ClVg amplectentem eum, qui secundum doctrinam est, fidelem sermonem: ut potens sit exhortari in doctrina sana, et eos qui contradicunt, arguere.[fn]
(amplectentem him, who/which after/second teaching it_is, faithful conversation: as powerful be exhortari in/into/on teaching/instruction healthy, and them who/which contradicunt, to_accuse. )

1.9 Eos qui contradicunt, arguere. Contradicentes non uno modo intelligendi sunt, paucissimi quippe nobis contradicunt loquendo, sed multi male vivendo. Quis enim audet apertissime loquendo contradicere veritati. Non contradicunt multi lingua, sed vita: quos redarguere bonum opus est, grandis sarcina, clivus arduus.

1.9 Eos who/which contradicunt, to_accuse. Contrasaying not/no one just/only intelligendi are, in_a_fewsimi indeed/sure us contradicunt loquendo, but many male living. Who because audet apertissime loquendo contradicere to_the_truth. Not/No contradicunt many tongue/language, but life: which redarguere good work/need it_is, great/large burden/load, clivus arduus.

UGNT ἀντεχόμενον τοῦ κατὰ τὴν διδαχὴν πιστοῦ λόγου, ἵνα δυνατὸς ᾖ, καὶ παρακαλεῖν ἐν τῇ διδασκαλίᾳ τῇ ὑγιαινούσῃ, καὶ τοὺς ἀντιλέγοντας ἐλέγχειν.
(anteⱪomenon tou kata taʸn didaⱪaʸn pistou logou, hina dunatos aʸ, kai parakalein en taʸ didaskalia taʸ hugiainousaʸ, kai tous antilegontas elegⱪein.)

SBL-GNT ἀντεχόμενον τοῦ κατὰ τὴν διδαχὴν πιστοῦ λόγου, ἵνα δυνατὸς ᾖ καὶ παρακαλεῖν ἐν τῇ διδασκαλίᾳ τῇ ὑγιαινούσῃ καὶ τοὺς ἀντιλέγοντας ἐλέγχειν.
(anteⱪomenon tou kata taʸn didaⱪaʸn pistou logou, hina dunatos aʸ kai parakalein en taʸ didaskalia taʸ hugiainousaʸ kai tous antilegontas elegⱪein.)

RP-GNT ἀντεχόμενον τοῦ κατὰ τὴν διδαχὴν πιστοῦ λόγου, ἵνα δυνατὸς ᾖ καὶ παρακαλεῖν ἐν τῇ διδασκαλίᾳ τῇ ὑγιαινούσῃ, καὶ τοὺς ἀντιλέγοντας ἐλέγχειν.
(anteⱪomenon tou kata taʸn didaⱪaʸn pistou logou, hina dunatos aʸ kai parakalein en taʸ didaskalia taʸ hugiainousaʸ, kai tous antilegontas elegⱪein.)

TC-GNT ἀντεχόμενον τοῦ κατὰ τὴν διδαχὴν πιστοῦ λόγου, ἵνα δυνατὸς ᾖ καὶ παρακαλεῖν ἐν τῇ διδασκαλίᾳ τῇ ὑγιαινούσῃ, καὶ τοὺς ἀντιλέγοντας ἐλέγχειν.
(anteⱪomenon tou kata taʸn didaⱪaʸn pistou logou, hina dunatos aʸ kai parakalein en taʸ didaskalia taʸ hugiainousaʸ, kai tous antilegontas elegⱪein. )

Key for above GNTs: yellow:punctuation differs (from our SR-GNT base).

TTN Tyndale Theme Notes:

Church Leaders

Spontaneity and spiritual giftedness characterized the first church gatherings (see 1 Cor 14:26-33). The apostles exercised general oversight of the Christian communities (Acts 6:2; 8:14; 14:23) together with the elders in Jerusalem (Acts 15:4, 6, 22-23), whose function was drawn from the Jewish synagogue and Greco-Roman models. The titles and functions of Christian leaders in communities outside of Jerusalem appear to have been fluid (e.g. Acts 6:1-6; 13:1-3), but local leaders were dependent on the apostles when possible. Teachers and prophets also had important roles in guiding the church (see Acts 11:27-30; 1 Cor 14:26-40). Churches were often founded before their leaders were appointed (Titus 1:5; Acts 14:23). Such appointments were related to spiritual gifting (see 1 Cor 12:28-30; Eph 4:11-13) and (in some situations) to age.

There were likely always community leaders, whether or not they occupied a formal office. In the letters to Timothy and Titus, however, there is a strong emphasis on the offices of elder, overseer, and deacon. How these offices developed over the years is unclear, and even the practices described in 1 Timothy and Titus might not have been universal. Elders in Ephesus and on Crete may have carried more of a teaching role because the false teachers had to be decisively counteracted. Otherwise, the problems implied in 1 Corinthians 14:26-33 might have prevailed. These letters are more concerned with ensuring that the Good News be faithfully transmitted than with perpetuating a specific form of church government.

The apostle Paul exercised influence and control over his entire mission field, but there is no evidence that he intended to build or leave a regional or mission-wide infrastructure of governance. Apparently, the overseers were to carry on the teaching and disciplinary roles of Paul and his delegates without the wider responsibilities and authority of the apostles. As leaders of the local church, they wielded real and distinctive authority within their communities (see 1 Cor 5:3-5; 1 Tim 4:11-16; 5:19-22; 2 Tim 2:14-19, 25-26; Titus 2:15; 3:10-11). Yet it was not long after the death of the apostles that church structure began to take a more centralized form—largely around the office of bishop—as evidenced in Christian writings from the early second century.

Passages for Further Study

Acts 6:1-6; 13:1-3; 14:23; 15:4-35; 1 Cor 12:28-30; 14:26-33; Eph 4:11-13; 1 Tim 3:1-13; 4:11-16; 5:17-22; 2 Tim 2:2, 25-26; Titus 1:5-9; 2:15

SOTN SIL Open Translator’s Notes:

Section 1:5–9: Paul instructs Titus to appoint elders in the churches

In this section Paul began the main content of his letter, which continues through 3:11. He made a general statement about what he wanted Titus to do and then talked about how to choose men to be the leaders in the local churches. This section, especially 1:6–8, is very similar to 1 Timothy 3:1–7. If you have already translated 1 Timothy, you should compare your work there with the list here in Titus. Both lists talk about the character and behavior of elders in the church.

Here are some other possible headings for this section:

Paul writes to Timothy concerning the appointment of church leaders

Instructions on how to select men to be elders in the churches

Qualifications for church leaders

1:9

In 1:6–8 Paul said that church leaders must behave in a way that pleases God. Now in 1:9 he wrote that church leaders must think and teach correctly about the gospel.

This is the last part of Paul’s list of requirements for church leaders. If it is natural in your language, you could begin 1:9 with a linking word such as “Finally.”

1:9a

He must hold firmly to the faithful word as it was taught,

He must faithfully keep/support the true message about Jesus Christ that we^(dual/incl) taught him.
They must firmly believe the gospel teachings that we can depend on that they were taught.

He must hold firmly to the faithful word: Many English versions begin this verse with the pronoun He. It refers to the people whom Titus was to appoint as elders. Paul has been talking about these people since 1:5b. If you use a pronoun here, you need to check that it is clear that these people are still being referred to. If it is not clear, you will need to use a noun like “an elder” (see NCV). In some languages it may be more natural to use a plural form.

Here are some other ways to translate this clause:

He must hold firmly to the faithful message (NET)

He must be devoted to the trustworthy message (GW)

He must have a strong belief in the trustworthy message (NLT)

hold firmly: The Greek verb that the BSB translates as hold firmly means to believe strongly and persistently in something. It refers to holding something in one’s mind rather that in one’s physical body. Use the expression that is natural in your language for faithful belief in something.

the faithful word: This phrase refers to the gospel teachings about Jesus Christ. The Greek word that the BSB translates as faithful means “reliable” or “sure.” It refers to something that is true and does not change. Paul was saying that the gospel is something that people can trust and depend on.

The phrase faithful word also occurs in 3:8, 1 Timothy 1:15, 1 Timothy 4:9; 2 Timothy 2:11.

Here are some other ways to translate this phrase:

the teachings that are true

the good news that does not change

the true message (CEV)

as it was taught: Paul said that elders should strongly believe the gospel as it was taught. A literal English translation of the Greek is “according to the teaching.” Paul is saying that the church leaders must firmly believe the same teaching about Jesus Christ that he and the other apostles taught. They must not change those teachings.

This clause is passive. There are several ways to translate it:

Use a passive verb. For example:
he was taught (NLT)
Use an active verb. The subject could be Paul and the other apostles (exclusive of Titus), or Paul and his fellow workers (inclusive of Titus). For example:
as we^(excl) apostles taught it to you^(sing)
just as we^(incl) taught it to him/them

1:9b

so that he can encourage others by sound teaching

In that way he will be able to help people follow correct teaching
Then they will be able to teach other people what is correct. In this way they can encourage them to follow this teaching.

so that he can encourage others by sound teaching: The conjunction so that here introduces Paul’s purposes in giving his instruction in 1:9a. This verse part gives the first purpose. If it is natural to do so in your language, you could begin a new sentence here. For example:

He must do this so that he can encourage others by teaching doctrine that is true.

In some languages it may be natural to translate this purpose clause as a clause that indicates the expected result. For example:

Then he can use these accurate teachings to encourage people. (GW)

Then he will be able to encourage others with wholesome teaching. (NLT)

In this way he will be able to encourage others with the true teaching (GNT)

he can encourage others: The Greek verb that the BSB translates as encourage does not have an explicit object. The BSB has supplied the object others. In some languages it may be natural to supply a different object. For example:

overseers can help people (NCV)

by sound teaching: The Greek word that the BSB translates as sound means “healthy, wholesome.” Here it is used figuratively to describe a body of teaching that is true or correct. This kind of teaching is spiritually health-giving. It helps believers to become healthy in their minds and spirits and to think and act in a way that pleases God.

Here are some other ways to translate this phrase:

with the true teaching (GNT)

with wholesome teaching (NCV)

teaching: The Greek word that the BSB translates as teaching means “teaching/instruction.” Here it refers to the true teaching about Jesus.

1:9c

and refute those who contradict it.

and show its opponents/enemies that they are wrong.
And also, when they speak to people who reject this teaching, they will be able to convince them of their error.

and refute those who contradict it: This is another purpose for Paul’s instruction that an elder should firmly believe the trustworthy message about Jesus. There will be people who contradict the message and refuse to believe it. An elder is to firmly believe the gospel so that he can refute those people. To refute them means to show them that they are wrong.

Here are some other ways to translate this clause:

and also to show the error of those who are opposed to it (GNT)

and show those who oppose it where they are wrong (NLT)

and show those who are against the true teaching that they are wrong

Parallel TIT 1:9

Section 1:5–9: Paul instructs Titus to appoint elders in the churches

1:9

1:9a

1:9b

1:9c