{"schemaVersion":"1.0.0","resourceType":"pauline-resource","id":"study-titus","locale":"zh-hans","category":"study","title":"《提多书》：学习指南","description":"用四次学习思考可信的领袖、恩典塑造的行为，以及使邻舍受益的善行。","canonicalUrl":"https://paulineletters.com/zh-hans/explore/resources/study-titus","version":"2026-09-21","capabilities":{"static":true,"interactive":false,"offline":false,"embed":true,"print":true},"usage":"需要缩放的图形请选择SVG；用于幻灯片或消息请选择PNG；打印请选择PDF；互动学习请选择HTML。","assets":[{"id":"preview.svg","format":"svg","url":"https://paulineletters.com/resources/zh-hans/study-titus/preview.svg","contentType":"image/svg+xml","bytes":220348,"sha256":"3af74edaa3008f75e5773db41076e07fa405a85305d628a87cf490aa604d5624","width":1200,"height":1762},{"id":"fonts-license.txt","format":"text","url":"https://paulineletters.com/resources/zh-hans/study-titus/fonts-license.txt","contentType":"text/plain","bytes":4314,"sha256":"18aabf190848725e2576eefb5c29ba06aac1029d02132252a7f312eac2e50cf3"},{"id":"guide.md","format":"markdown","url":"https://paulineletters.com/resources/zh-hans/study-titus/guide.md","contentType":"text/markdown","bytes":3861,"sha256":"6e79f1b6d9e8b4cc69a45757ef717e4ce402754fabd854e8620c1fcb41445785"},{"id":"citation.txt","format":"text","url":"https://paulineletters.com/resources/zh-hans/study-titus/citation.txt","contentType":"text/plain","bytes":137,"sha256":"82dc40d75cb974038f7a7626808e62ebff54b335e6e6acf1e73a90f310237711"},{"id":"citation.bib","format":"bibtex","url":"https://paulineletters.com/resources/zh-hans/study-titus/citation.bib","contentType":"application/x-bibtex","bytes":285,"sha256":"408344856df8df81183c22f114f5aff30d0cc93f5087ba896e0219ee61844ffa"},{"id":"citation.ris","format":"ris","url":"https://paulineletters.com/resources/zh-hans/study-titus/citation.ris","contentType":"application/x-research-info-systems","bytes":190,"sha256":"40f40b8d5e375b16ce5870b0a5b9dfdcd7351ac44b012ef5a6c11ea39e914b55"},{"id":"preview.png","format":"png","url":"https://paulineletters.com/resources/zh-hans/study-titus/preview.png","contentType":"image/png","bytes":496446,"sha256":"ad6a590cfcecc1b49f38083afc80c4cc5fd286e808f8bf53d63ec7241c0eea55","width":1200,"height":1762},{"id":"study-a4.pdf","format":"pdf","url":"https://paulineletters.com/resources/zh-hans/study-titus/study-a4.pdf","contentType":"application/pdf","bytes":128930,"sha256":"343205c8070614bab387832ebdc40f52750d800ac7536f5da668dc55153dc26b","variant":"A4"},{"id":"study-letter.pdf","format":"pdf","url":"https://paulineletters.com/resources/zh-hans/study-titus/study-letter.pdf","contentType":"application/pdf","bytes":128831,"sha256":"91a4aec4379d8d0a301fdb27b86b2526fafd356811e62578482bee7dba61a5ad","variant":"US Letter"},{"id":"bundle.zip","format":"zip","url":"https://paulineletters.com/resources/zh-hans/study-titus/bundle.zip","contentType":"application/zip","bytes":884702,"sha256":"9c40fbde3508dd0681efa33eae5b1c56f853e884dc6ee531ffc89b1b40b3a2ca"}],"accessibility":{"alt":"《提多书》：学习指南. 用四次学习思考可信的领袖、恩典塑造的行为，以及使邻舍受益的善行。","explanation":"《提多书》把健全教导与使其可信度显明的生活联系起来。领袖必须有经过考验的品格；不同世代的群体要学习忠实的行为；信徒应和平待邻舍。善行不能购买救恩，而是出于神在基督里的怜悯和圣灵的更新。因此，书信既反对空洞的宗教言谈，也反对以为恩典不会改变日常行为的假设。"},"question":"拯救的恩典怎样训练群体行善？","answer":"《提多书》把健全教导与使其可信度显明的生活联系起来。领袖必须有经过考验的品格；不同世代的群体要学习忠实的行为；信徒应和平待邻舍。善行不能购买救恩，而是出于神在基督里的怜悯和圣灵的更新。因此，书信既反对空洞的宗教言谈，也反对以为恩典不会改变日常行为的假设。","references":["Titus 1:1–16","Titus 2:1–10","Titus 2:11–15","Titus 3:1–15"],"sources":[{"id":"primary","title":"Titus","citation":"Titus; primary biblical text. Reading references only; no Bible text is reproduced in this resource.","url":"https://ebible.org/eng-web/TIT.htm"},{"id":"brown","title":"An Introduction to the New Testament","citation":"Raymond E. Brown, An Introduction to the New Testament (Doubleday, 1997), chapter 29. Background and scholarly discussion; not an endorsement of every interpretation in this study."}],"sessions":[{"id":"leadership","title":"先看品格，再谈权柄","references":["Titus 1:1–16"],"explanation":"提多受命设立领袖，要求其家庭、行为和教导都值得信任。经文严厉批评骗人的教师，并引用一段对克里特人不友善的描述。要在冲突背景中理解这类措辞，而不是接受民族刻板印象；领袖资格要求有节制的品格、乐于接待和公正的行为。","question":"这些正面资格怎样帮助揭露剥削群体的教导？"},{"id":"households","title":"共同学习忠实的行为","references":["Titus 2:1–10"],"explanation":"指示面向古代家庭中的年长者、年轻人和受奴役的信徒。教导既通过言语，也通过榜样。有些要求反映不平等的社会结构，因此当代应用需要谨慎；这段经文没有允许人为维持表象而保留强制，或否认人的尊严。","question":"代际之间的榜样怎样支持成长，又不变成要求人掩盖伤害的压力？"},{"id":"grace","title":"训练我们的恩典","references":["Titus 2:11–15"],"explanation":"神拯救的恩典，在信徒等候基督显现之时，教导他们活出改变了的生活。耶稣的舍己造就一群热心行善的子民。恩典与伦理培育彼此相连：顺服既不是购买救恩的价款，也不是完全不变的生命可以选择加上的附属品。","question":"这段经文怎样把恩典同时描述为拯救和持续的教师？"},{"id":"neighbors","title":"让邻舍看见怜悯","references":["Titus 3:1–15"],"explanation":"公共责任、温柔和随时预备行善，都建立在记念神的怜悯之上，而非宣称自己道德优越。关于更新的论述，引向给别人带来实际益处。避开无益争论，以及对分裂者设立界线，应保护群体的平安和有益作用，而不是压制真诚的问题。","question":"记念自己不配却蒙怜悯，会怎样改变信徒对群体以外之人的态度？"}],"qualifications":[{"heading":"在书信的处境中阅读","paragraphs":["书信以保罗为名，写给克里特的提多。传统重构把这次宣教放在《使徒行传》所涵盖时期之后；另一些学者则把它理解为较晚的保罗传统作品。因此，作者与日期都有争议，不能只凭《使徒行传》经过克里特的记载，确立这次宣教的具体处境。应把书信对对手的描述，读作牧养冲突中的论战性主张，而不是刻板描述整个民族的许可。"],"references":["Titus 1:1–16","Titus 3:12–15"],"sourceIds":["primary","brown"]},{"heading":"跟随论证的推进","paragraphs":["第1章把领袖资格与纠正有害教导连在一起。第2章转向家庭各成员的教导，并以神恩典的显现为根基。第3章连接公共行为、怜悯、更新和有益的工作。家庭指示回应文本并未直接废除的社会不平等；不能把它们变成对奴隶制或虐待的认可。分裂性的争论受到责备，是因为群体的注意力应服务于忠实、有益的行动。"],"references":["Titus 2:1–15","Titus 3:1–11"],"sourceIds":["primary"]}],"license":{"content":"https://creativecommons.org/licenses/by/4.0/","exclusions":"原创资源内容与图像：CC BY 4.0。圣经正文与第三方材料不在此许可范围内。","attribution":"PaulineLetters.com"},"citation":{"text":"Pauline Letters. “《提多书》：学习指南.” Updated 2026-09-21. https://paulineletters.com/zh-hans/explore/resources/study-titus","markdown":"[《提多书》：学习指南](https://paulineletters.com/zh-hans/explore/resources/study-titus) — Pauline Letters (2026-09-21).","html":"《提多书》：学习指南 — Pauline Letters (2026-09-21).","bibtex":"@online{paulineletters-study-titus,\n author = {{Pauline Letters}},\n title = {《提多书》：学习指南},\n date = {2026-09-21},\n url = {https://paulineletters.com/zh-hans/explore/resources/study-titus}\n}\n","ris":"TY - ELEC\nTI - 《提多书》：学习指南\nAU - Pauline Letters\nDA - 2026/09/21\nUR - https://paulineletters.com/zh-hans/explore/resources/study-titus\nER -\n"},"embed":"《提多书》：学习指南 — Pauline Letters · CC BY 4.0"}
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