{"schemaVersion":"1.0.0","resourceType":"pauline-resource","id":"study-titus","locale":"zh-hant","category":"study","title":"《提多書》：學習指南","description":"用四次學習思考可信的領袖、恩典塑造的行為，以及使鄰舍受益的善行。","canonicalUrl":"https://paulineletters.com/zh-hant/explore/resources/study-titus","version":"2026-09-21","capabilities":{"static":true,"interactive":false,"offline":false,"embed":true,"print":true},"usage":"需要縮放的圖形請選擇SVG；用於投影片或訊息請選擇PNG；列印請選擇PDF；互動學習請選擇HTML。","assets":[{"id":"preview.svg","format":"svg","url":"https://paulineletters.com/resources/zh-hant/study-titus/preview.svg","contentType":"image/svg+xml","bytes":258540,"sha256":"e39de401d8ddf99ccc4564b91d62258ff191ae7eaddd4efeda91fe0ec67a132e","width":1200,"height":1762},{"id":"fonts-license.txt","format":"text","url":"https://paulineletters.com/resources/zh-hant/study-titus/fonts-license.txt","contentType":"text/plain","bytes":4314,"sha256":"18aabf190848725e2576eefb5c29ba06aac1029d02132252a7f312eac2e50cf3"},{"id":"guide.md","format":"markdown","url":"https://paulineletters.com/resources/zh-hant/study-titus/guide.md","contentType":"text/markdown","bytes":3861,"sha256":"5d87059716c22404c1ce6f988b24304807b577f267d0062967f43ca8fbece8ec"},{"id":"citation.txt","format":"text","url":"https://paulineletters.com/resources/zh-hant/study-titus/citation.txt","contentType":"text/plain","bytes":137,"sha256":"b5a9cff153889c5592a23775dd438babf1cd20f7979838e36b2c7b6c1c26b2c5"},{"id":"citation.bib","format":"bibtex","url":"https://paulineletters.com/resources/zh-hant/study-titus/citation.bib","contentType":"application/x-bibtex","bytes":285,"sha256":"0af7c141287df849939ab24f1c9fd95e1e91ba7d1f88ad360093a15d6e3690b5"},{"id":"citation.ris","format":"ris","url":"https://paulineletters.com/resources/zh-hant/study-titus/citation.ris","contentType":"application/x-research-info-systems","bytes":190,"sha256":"94846ae1eb18645f14a60eb11fea54c89228598e909653d615a447243bc28c03"},{"id":"preview.png","format":"png","url":"https://paulineletters.com/resources/zh-hant/study-titus/preview.png","contentType":"image/png","bytes":529476,"sha256":"fd849e5d75dfe0e1bd87985b8acd15df6659d83ad152cba7abac4d53b9ba5589","width":1200,"height":1762},{"id":"study-a4.pdf","format":"pdf","url":"https://paulineletters.com/resources/zh-hant/study-titus/study-a4.pdf","contentType":"application/pdf","bytes":154972,"sha256":"811933764d8f2d586e572291e6e1ad28ecb7ef28c1a32cd5fb223e71df7bdbeb","variant":"A4"},{"id":"study-letter.pdf","format":"pdf","url":"https://paulineletters.com/resources/zh-hant/study-titus/study-letter.pdf","contentType":"application/pdf","bytes":154861,"sha256":"ab4b0eff9d2da61f4b5b55efb6607be16437328571bcb4328b96317c8736df8c","variant":"US Letter"},{"id":"bundle.zip","format":"zip","url":"https://paulineletters.com/resources/zh-hant/study-titus/bundle.zip","contentType":"application/zip","bytes":990993,"sha256":"839364fad8819ff4c6f30fa42b578a3636295ea20029bbca65b20331a9559121"}],"accessibility":{"alt":"《提多書》：學習指南. 用四次學習思考可信的領袖、恩典塑造的行為，以及使鄰舍受益的善行。","explanation":"《提多書》把健全教導與使其可信度顯明的生活聯繫起來。領袖必須有經過考驗的品格；不同世代的群體要學習忠實的行為；信徒應和平待鄰舍。善行不能購買救恩，而是出於神在基督裡的憐憫和聖靈的更新。因此，書信既反對空洞的宗教言談，也反對以為恩典不會改變日常行為的假設。"},"question":"拯救的恩典怎樣訓練群體行善？","answer":"《提多書》把健全教導與使其可信度顯明的生活聯繫起來。領袖必須有經過考驗的品格；不同世代的群體要學習忠實的行為；信徒應和平待鄰舍。善行不能購買救恩，而是出於神在基督裡的憐憫和聖靈的更新。因此，書信既反對空洞的宗教言談，也反對以為恩典不會改變日常行為的假設。","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，再談權柄","references":["Titus 1:1–16"],"explanation":"提多受命設立領袖，要求其家庭、行為和教導都值得信任。經文嚴厲批評騙人的教師，並引用一段對克里特人不友善的描述。要在衝突背景中理解這類措辭，而不是接受民族刻板印象；領袖資格要求有節制的品格、樂於接待和公正的行為。","question":"這些正面資格怎樣幫助揭露剝削群體的教導？"},{"id":"households","title":"共同學習忠實的行為","references":["Titus 2:1–10"],"explanation":"指示面向古代家庭中的年長者、年輕人和受奴役的信徒。教導既通過言語，也通過榜樣。有些要求反映不平等的社會結構，因此當代應用需要謹慎；這段經文沒有允許人為維持表象而保留強制，或否認人的尊嚴。","question":"代際之間的榜樣怎樣支持成長，又不變成要求人掩蓋傷害的壓力？"},{"id":"grace","title":"訓練我們的恩典","references":["Titus 2:11–15"],"explanation":"神拯救的恩典，在信徒等候基督顯現之時，教導他們活出改變了的生活。耶穌的捨己造就一群熱心行善的子民。恩典與倫理培育彼此相連：順服既不是購買救恩的價款，也不是完全不變的生命可以選擇加上的附屬品。","question":"這段經文怎樣把恩典同時描述為拯救和持續的教師？"},{"id":"neighbors","title":"讓鄰舍看見憐憫","references":["Titus 3:1–15"],"explanation":"公共責任、溫柔和隨時預備行善，都建立在記念神的憐憫之上，而非宣稱自己道德優越。關於更新的論述，引向給別人帶來實際益處。避開無益爭論，以及對分裂者設立界線，應保護群體的平安和有益作用，而不是壓制真誠的問題。","question":"記念自己不配卻蒙憐憫，會怎樣改變信徒對群體以外之人的態度？"}],"qualifications":[{"heading":"在書信的處境中閱讀","paragraphs":["書信以保羅為名，寫給克里特的提多。傳統重構把這次宣教放在《使徒行傳》所涵蓋時期之後；另一些學者則把它理解為較晚的保羅傳統作品。因此，作者與日期都有爭議，不能只憑《使徒行傳》經過克里特的記載，確立這次宣教的具體處境。應把書信對對手的描述，讀作牧養衝突中的論戰性主張，而不是刻板描述整個民族的許可。"],"references":["Titus 1:1–16","Titus 3:12–15"],"sourceIds":["primary","brown"]},{"heading":"跟隨論證的推進","paragraphs":["第1章把領袖資格與糾正有害教導連在一起。第2章轉向家庭各成員的教導，並以神恩典的顯現為根基。第3章連接公共行為、憐憫、更新和有益的工作。家庭指示回應文本並未直接廢除的社會不平等；不能把它們變成對奴隸制或虐待的認可。分裂性的爭論受到責備，是因為群體的注意力應服務於忠實、有益的行動。"],"references":["Titus 2:1–15","Titus 3:1–11"],"sourceIds":["primary"]}],"license":{"content":"https://creativecommons.org/licenses/by/4.0/","exclusions":"原創資源內容與圖像：CC BY 4.0。聖經正文與第三方材料不在此授權範圍內。","attribution":"PaulineLetters.com"},"citation":{"text":"Pauline Letters. “《提多書》：學習指南.” Updated 2026-09-21. https://paulineletters.com/zh-hant/explore/resources/study-titus","markdown":"[《提多書》：學習指南](https://paulineletters.com/zh-hant/explore/resources/study-titus) — Pauline Letters (2026-09-21).","html":"《提多書》：學習指南 — Pauline Letters (2026-09-21).","bibtex":"@online{paulineletters-study-titus,\n author = {{Pauline Letters}},\n title = {《提多書》：學習指南},\n date = {2026-09-21},\n url = {https://paulineletters.com/zh-hant/explore/resources/study-titus}\n}\n","ris":"TY - ELEC\nTI - 《提多書》：學習指南\nAU - Pauline Letters\nDA - 2026/09/21\nUR - https://paulineletters.com/zh-hant/explore/resources/study-titus\nER -\n"},"embed":"《提多書》：學習指南 — Pauline Letters · CC BY 4.0"}
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