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. This view is only designed for doing comparisons of different translations. Click on any Bible version abbreviation to see the verse in more of its context. 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.

Key: yellow: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 OET-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.

BSB He must hold firmly to the faithful word as it was taught, so that he can encourage others by sound teaching and refute those who contradict it.

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.

WEB 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.

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.

MOF No MOF TIT book available

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;

DBY 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.

WBS 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 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. )

BB 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.
(Holdyng fast the faithfull word, which is accordyng to doctrine, that he may be able both to exhort in wholsome doctrine, and to improue them that say against it.)

GNV 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 faithfull word according to doctrine, that he also may be able to exhort with wholesome doctrine, and conuince them that say against it. )

CB 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 cleueth 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. )

WYC 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.
(hooli, contynent, takinge that trewe word, that is after doctryn; that he be mighty to amoneste in hoolsum teaching, and to repreue them that againsteien.)

LUT 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 halte ob to_him Wort, the gewiß is and lehren kann, on that he mächtig sei, to ermahnen through the heilsame Lehre and to strafen the Widersprecher.)

CLV amplectentem eum, qui secundum doctrinam est, fidelem sermonem: ut potens sit exhortari in doctrina sana, et eos qui contradicunt, arguere.[fn]
(amplectentem him, who after/second doctrinam it_is, fidelem sermonem: as potens sit exhortari in doctrina sana, and them who contradicunt, arguere.)

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 contradicunt, arguere. Contradicentes not/no uno modo intelligendi are, paucissimi quippe nobis contradicunt loquendo, but multi male vivendo. Who because audet apertissime loquendo contradicere veritati. Non contradicunt multi lingua, but vita: which redarguere bonum opus it_is, grandis sarcina, 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. )

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

Parallel TIT 1:9