Wittgenstein and the talk of God

The question of whether religious language is meaningful has sparked fierce debate among philosophers. Religious language refers to any statement or utterance made about the transcendental, or about God. The fundamental disagreement over whether religious language has any significant stems from different philosophies of meaning.

The question of whether religious language is meaningful has sparked fierce debate among philosophers. Religious language refers to any statement or utterance made about the transcendental, or about God. The fundamental disagreement over whether religious language has any significant stems from different philosophies of meaning.  For example, on the authority of the verifiability theory of meaning, one cannot extract meaning from a statement that can neither be verified nor falsified. All cognitively meaningful language must be, in principle, either empirically or formally verifiable. Thus, since there is no factual knowledge associated with the statement “God exists”, this statement is deemed meaningless. Alternatively, according to early Wittgenstein’s picture theory of meaning, the talk of God and the transcendental do not deal with facts, so they equitably share the fate as ethics, arts, poetry, etc.: they represent the very limits of language because thoughts and utterances are meaningful only when they correspond to the world. Wittgenstein himself admitted that we could not talk about them, not because it is not worth doing so, but simply because they are beyond the real function of language. The problem here is these truth-conditional theories leave us no choice but to accept the incompetence of language. Music, arts, poetry constitute greatly to the civilization of the human race, still they are essentially meaningless.  

  1.  The religious language game

Wittgenstein did, however, exchanged his method of truth conditions to that of assertability conditions. His new way of language philosophizing, characterized by language games in their forms of life and the use theory of meaning, frees language from the limit placed on it by truth conditions. Now with what Wittgenstein had informed us, we should consider twice before saying anything like, “That doesn’t make sense!” — After all, what sort of sense are we expecting? Let us take a look at religious language under Wittgenstein’s notion of language game. 

From the perspective of the use theory of meaning, what is said is not bound to the verification principle, nor must a word denote any entity at all to gain its meaning. In different circumstances, a word possesses different meanings, and the meaning comes from understanding the specific rules of the language game we are playing. Language has a comparable function to games. Language, like any other game, has its own set of rules. With this theory of use, Wittgenstein had dismantled the fundamental premise on which he established his initial absolute division between what language could properly convey and the so-called “transcendental” values which must remain inexpressible eternally by their very nature (1). Religious language is meaningful insofar as it has a use. The religious could appropriately be categorized as a language game with its own set of meanings (2). The words used in the religious language game might be articulated similarly to other language games, still they are following a different rules; and therefore cannot be deemed meaningless by player of another language game: religious language makes sense in a religious language game as much as scientific language does in a scientific language game. Besides, a language game, just like any game, is not just played. It has a point. It is played to attain certain goals, and it shows what the players consider important (3). The religious language game, therefore, is used to achieve goals it is intended for. 

  1. The meaning of religious language

The rules governing the religious language game are radically distinctive. One simply cannot interpret utterances in the religious language game by a set of rules governing another language game, such as science. Unfortunately, such things do happen. Had Wittgenstein ever used the well-known Italian phrase “Traduttore, traditore!” I suppose he would have meant that the translator had either failed to recognize the form of life in which the language of the original text was articulated in, or he had misunderstood the language game the author was engaging in. We make the mistake of assuming people truly mean what we think they mean so often that just leggere can be traditore. We thus miss the point of their language game. 

What, therefore, are the goals of the religious language game? Religious language is used for specific purposes that do not include portraying the natural world. Prayers, rites, songs of praise, etc. do not aim to denote entities of reality. Rather, religious language is confessional, and it is used to instill a sense of commitment to a set of moral ideals (4). That is to say, religious language conveys what one believes in instead of claiming truths. Though Wittgenstein himself did not make any definite claim about the purposes of the religious language game, his philosophy inspires many later philosophers in their pursuit of the intelligibility of religious language. George Lindbeck (1984) suggested the experiential-expressive approach, according to which religious doctrines are “non-informative symbols of inner feelings, attitudes or orientations, rough and groping articulations of a core inner experience”(5). According to this approach, the phrase “God is omnipotent”, for example, serves as a manifestation of a human experience rather than a description within the empirical world, and it is a statement that should not be interpreted literally. Because the religious language-game dwells in the religious way of life, employing it users are to commit to that form of life. Prayers and praises bind the speaker to a complex web of emotions, attitudes, and behaviors (6). These employments of religious language happen in the religious practices, such as praying and praising, which are also aimed to achieve certain emotional needs. Commenting on religious practices, Wittgenstein wrote:

“Burning in effigy. Kissing the picture of a loved one. This is obviously not based on a belief that it will have a definite effect on the object which the picture represents. It aims at some satisfaction and it achieves it. Or rather, it does not aim at anything; we act in this way and then feel satisfied.” (7)

Finally, the meaning of religious language is not to be judged by truth-conditioned scientific philosophizing. Though what we are attempting to discuss transcends human language and concepts in the sense that nothing in the empirical world can verify or falsify it, the discussion remains meaningful because it takes place within a language game in which players recognize and follow the rules, thus see its point.


Notes and Reference

(1)  Allan Janik and Stephen Toulmin. Wittgenstein’s Vienna. New York: Simon and Schuster, 1973, p.234.

(2) It is crucial to abolish the unfortunately common misinterpretation that Wittgenstein had characterized religion as a language game: he never did denote religion as a language game. We are only looking at religious language as gaining its meaning from a religious form of life. Again, this religious form of life and religion are two distinct concepts.

(3) Wittgenstein. G.E.M. Anscombe and R. Rhees (eds.), G.E.M. Anscombe (trans.), Philosophical Investigations, Oxford: Blackwell, 1953,

“§564. So I am inclined to distinguish between the essential and the inessential in a game too. The game, one would like to say, has not only rules but also a point.”

(4) Chad Meister. Introduction to Philosophy of Religion. Routledge, 2009, p.151.

(5) Philosophy of Religion: a Critical Introduction. 2nd Edition.

(6) V. Brummer, Atonement, Christology And The Trinity Making Sense Of Christian Doctrine, 2005, p. 13.

(7) Ludwig Wittgenstein, Remarks on Frazer’s Golden Bough, Doncaster: Brynmill Press, 1979, p. 4.

(sách) Những tìm sâu triết học

Tác phẩm Những tìm sâu triết học (The philosophical investigations) là hoa trái của hành trình trở lại với triết-học-không-giáo-điều của triết gia người Áo sống vào thế kỷ XX Lugwid Wittgenstein – triết gia với những đóng góp vô cùng quan trọng cho nền logic học, toán học, và triết học ngôn ngữ.

Tác phẩm Những tìm sâu triết học (The Philosophical Investigations) là hoa trái của hành trình trở lại với triết-học-không-giáo-điều của triết gia người Áo sống vào thế kỷ XX Lugwid Wittgenstein – triết gia với những đóng góp vô cùng quan trọng cho nền logic học, toán học, và triết học ngôn ngữ. Những tìm sâu triết học bàn đến vấn đề bản chất của ngôn ngữ và những vấn đề triết học liên quan đến nhận thức. Đặc biệt, trong tác phẩm này Wittgenstein đã trình bày một triết thuyết mới, giải phóng ngôn ngữ và ý nghĩa khỏi những giới hạn mà triết học phân tích và nền thực chứng logic đặt ra. Lý thuyết này của Wittgenstein làm cho ngôn ngữ hiện sinh hơn, “hic et nunc” hơn, nhưng cùng lúc cũng siêu việt vì ngôn ngữ rất “người”.

Về bản dịch của dịch giả Trần Đình Thắng, xin được nói đôi lời, vì nó có thể là một khúc dẫn nhập hoàn hảo để đi vào tác phẩm. Với mục đích giảm thiểu tối đa việc sử dụng từ Hán Việt, cùng lúc làm giàu có hơn ngôn ngữ thuần Việt, dịch giả đã gợi ý và sử dụng những cách dịch mới, thuần Việt cho những hạn từ đã rất quen thuộc với những người học triết, làm triết. Nỗ lực này vô cùng đáng trân trọng, song việc thay thế các hạn từ từ lâu đã được quy ước để mang những khái niệm cụ thể (mà trong trường hợp này là những định nghĩa về triết học) bằng những từ ngữ mới có thể gây ra một vài khó khăn cho độc giả. Lý do gì mà một số độc giả lại gặp khó khăn ấy, một số khác lại không? Đâu là giới hạn cho việc sáng tạo những hạn từ mới, và làm sao những hạn từ ấy có ý nghĩa được? Điều thú vị ở đây là những câu hỏi này cũng chính là những vấn đề trong tâm được bàn đến trong tác phẩm.

Ngoài phần đầu chiếm dung lượng chủ yếu của cuốn sách, Những tìm sâu triết học còn bao gồm một phần nhỏ chưa hoàn chỉnh của Wittgenstein về tâm lý học.

To become as little children

It’s about being innocent, simple, and it’s not about trying to have the traits that a child possesses. Rather, it’s about the status of a child and his total submission to his parents.

Greek NT: Nestle 1904 | ΚΑΤΑ ΜΑΤΘΑΙΟΝ 18 1 Ἐν ἐκείνῃ τῇ ὥρᾳ προσῆλθον οἱ μαθηταὶ τῷ Ἰησοῦ λέγοντες Τίς ἄρα μείζων ἐστὶν ἐν τῇ βασιλείᾳ τῶν οὐρανῶν; 2 καὶ προσκαλεσάμενος παιδίον ἔστησεν αὐτὸ ἐν μέσῳ αὐτῶν 3 καὶ εἶπεν Ἀμὴν λέγω ὑμῖν, ἐὰν μὴ στραφῆτε καὶ γένησθε ὡς τὰ παιδία, οὐ μὴ εἰσέλθητε εἰς τὴν βασιλείαν τῶν οὐρανῶν. 4 ὅστις οὖν ταπεινώσει ἑαυτὸν ὡς τὸ παιδίον τοῦτο, οὗτός ἐστιν ὁ μείζων ἐν τῇ βασιλείᾳ τῶν οὐρανῶν. 5  καὶ ὃς ἐὰν δέξηται ἓν παιδίον τοιοῦτο ἐπὶ τῷ ὀνόματί μου, ἐμὲ δέχεται·

King James Bible | Matthew 18 1 At the same time came the disciples unto Jesus, saying, Who is the greatest in the kingdom of heaven? 2 And Jesus called a little child unto him, and set him in the midst of them, 3 and said, Verily I say unto you, except ye be converted, and become as little children, ye shall not enter into the kingdom of heaven. 4 Whosoever therefore shall humble himself as this little child, the same is greatest in the kingdom of heaven. 5 And whoso shall receive one such little child in my name receiveth me.

A conversion – a turn – is asked of anyone – even to the disciples who have seemingly left everything to follow Jesus, who wishes to be in the kingdom of heaven, and that is to “humble oneself as a little child.”

In Jewish society, the notion of “being like little children” might be really different from how we now perceive it. Rather than for their innocence, enthusiasm, delight or simplicity, a Jewish child was here mentioned, more historically logical, for the fact that they were of no importance in their contemporary society: children are of no authority, no power, and no threat. Children are receptive, trustful, and obedient to their parents or the adult of authority: just like how Jesus has always been toward the Father.

But what does it mean to humble oneself as a little child? Although there could be many interpretations to that, there is some evidence in the Bible itself that delineates what it is really like to be humble.

The Greek word used is ταπεινόω – to humble, to humiliate. There are a few more verses in which inflections of ταπεινόω and its family members ταπείνωσις, εως, ἡ and ταπεινός, ή, όν are presented, and among these are two descriptive phrases about Jesus, and Mary:

ΚΑΤΑ ΜΑΤΘΑΙΟΝ 11:29 ἄρατε τὸν ζυγόν μου ἐφ’ ὑμᾶς καὶ μάθετε ἀπ’ ἐμοῦ, ὅτι πραΰς εἰμι καὶ ταπεινὸς τῇ καρδίᾳ, καὶ εὑρήσετε ἀνάπαυσιν ταῖς ψυχαῖς ὑμῶν·

Take my yoke upon you, and learn of me; for I am meek and lowly in heart: and ye shall find rest unto your souls.

ΚΑΤΑ ΛΟΥΚΑΝ 1:48 ὅτι ἐπέβλεψεν ἐπὶ τὴν ταπείνωσιν τῆς δούλης αὐτοῦ. ἰδοὺ γὰρ ἀπὸ τοῦ νῦν μακαριοῦσίν με πᾶσαι αἱ γενεαί·

For he hath regarded the low estate of his handmaiden: for, behold, from henceforth all generations shall call me blessed.

Therefore to be humble as a little child is to be like Jesus and Mary. It’s not about those characters that you normally thought of a child, it’s not about being innocent, simple, and it’s not about trying to have the traits that a child possesses. Rather, it’s about the status of a child and his total submission to his parents. It’s the perfect submission of the Son to the Father, and of Mary to God, manifested through every single event in their lives. I think it is this principle of total submission that springs moral excellence, and not the other way round.

On ταπείνωσις and togetherness

On August 13th, instead of the normal classroom setting at Lasalle Taberd, my Tuesday Biblical Greek class was substituted by a special gathering in bác Bảy’s place. Though the class itself has always been exciting and academically fulfilling, this “excursion” in particular was something I’m blessed to experience: it was emotionally enriching.

On August 13th, instead of the normal classroom setting at Lasalle Taberd, my Tuesday Biblical Greek class was substituted by a special gathering in bác Bảy’s place. Though the class itself has always been exciting and academically fulfilling, this “excursion” in particular was something I’m blessed to experience: it was emotionally enriching.


The lesson

The reading on that day was from Matthew 18, and there was this part:

Greek NT: Nestle 1904 | ΚΑΤΑ ΜΑΤΘΑΙΟΝ 18 1 Ἐν ἐκείνῃ τῇ ὥρᾳ προσῆλθον οἱ μαθηταὶ τῷ Ἰησοῦ λέγοντες Τίς ἄρα μείζων ἐστὶν ἐν τῇ βασιλείᾳ τῶν οὐρανῶν; 2 καὶ προσκαλεσάμενος παιδίον ἔστησεν αὐτὸ ἐν μέσῳ αὐτῶν καὶ εἶπεν Ἀμὴν λέγω ὑμῖν, ἐὰν μὴ στραφῆτε καὶ γένησθε ὡς τὰ παιδία, οὐ μὴ εἰσέλθητε εἰς τὴν βασιλείαν τῶν οὐρανῶν. 4 ὅστις οὖν ταπεινώσει ἑαυτὸν ὡς τὸ παιδίον τοῦτο, οὗτός ἐστιν ὁ μείζων ἐν τῇ βασιλείᾳ τῶν οὐρανῶν. καὶ ὃς ἐὰν δέξηται ἓν παιδίον τοιοῦτο ἐπὶ τῷ ὀνόματί μου, ἐμὲ δέχεται·

King James Bible | Matthew 18 1 At the same time came the disciples unto Jesus, saying, Who is the greatest in the kingdom of heaven? And Jesus called a little child unto him, and set him in the midst of them, and said, Verily I say unto you, except ye be converted, and become as little children, ye shall not enter into the kingdom of heaven. Whosoever therefore shall humble himself as this little child, the same is greatest in the kingdom of heaven. And whoso shall receive one such little child in my name receiveth me.

There raised a utterance: “Who is the greatest in the kingdom?” – and ông Quang gave us some insightful ideas as we approached this question.

A conversion – a turn – is asked of anyone – even to those who have seemingly left everything to follow Jesus , who wish to be in the kingdom of heaven, and that is to “humble oneself as a little child.”

In Jewish society, the notion of “being like little children” might be really different from how we now perceive it. Rather than for their innocence, enthusiasm, delight or simplicity, a Jewish child was here mentioned, more historically logical, for the the fact that they were of no importance in their contemporary society (1): children are of no authority, no power, and no threat. Ông Quang also mentioned that children are receptive, trustful, and obedient to their parents or the adult of authority: just like how Jesus has always been toward the Father.

But what does it mean to humble oneself as a little child? Although there could be many interpretations to that, there are some evidences in the bible itself that delineate what it is really like to be humble.

The Greek word used is ταπεινόω – to humble, to humiliate (2). There are a few more verses in which inflections of ταπεινόω and its family members ταπείνωσις, εως, ἡ and ταπεινός, ή, όν are presented, and among these are two descriptive phrases about Jesus, and Mary:

ἄρατε τὸν ζυγόν μου ἐφ’ ὑμᾶς καὶ μάθετε ἀπ’ ἐμοῦ, ὅτι πραΰς εἰμι καὶ ταπεινὸς τῇ καρδίᾳ, καὶ εὑρήσετε ἀνάπαυσιν ταῖς ψυχαῖς ὑμῶν·

Take my yoke upon you, and learn of me; for I am meek and lowly in heart: and ye shall find rest unto your souls.

ΚΑΤΑ ΜΑΤΘΑΙΟΝ 11:29

ὅτι ἐπέβλεψεν ἐπὶ τὴν ταπείνωσιν τῆς δούλης αὐτοῦ. ἰδοὺ γὰρ ἀπὸ τοῦ νῦν μακαριοῦσίν με πᾶσαι αἱ γενεαί·

For he hath regarded the low estate of his handmaiden: for, behold, from henceforth all generations shall call me blessed.

ΚΑΤΑ ΛΟΥΚΑΝ 1:48

Ông Quang said therefore to be humble as a little child is to be like Jesus and Mary. It’s not about those characters that you normally thought of a child, it’s not about being innocent, simple, and it’s not about trying to have the traits that a child possesses. Rather, it’s about the status of a child and his total submission to his parents. It’s the perfect submission of the Son to the Father, and of Mary to God, manifested through every single event of their lives. I think it is this principle of total submission that springs moral excellence, and not the other way round.

References

  1. France, R. T. (1985). Matthew: Tyndale New Testament Commentaries
  2. Strong’s Concordance

Beyond the lesson

The atmosphere at bác Bảy’s home that day reflected the sense of simplicity and humbleness. The room in which our class took place was decorated by the color of the old rugged pallet walls themselves; in the middle of the room placed a low table, we youngests sat on the floor, while ông Quang and the older ones sat on the wooden stools. And so, my class began.

It was minimal. That was probably why my focus can totally fix on the people around me and my “lesson”, and I was emotionally overwhelmed. It had been so long since I felt such immense affection for mere togetherness. It was like the re-appearance of something so familiar, and it was beautiful. And because beautiful things make you cry, I cried. We held each other’s hands as we recited Our Father in Greek, and again my eyes blurred with tears. I had been deeply touched by those tiny movements I normally considered elementary, and for that I was constantly tearing up. Before, I was able to see it within the people in front of me there, but it was not until that moment that I, accidentally I might say, experienced that togetherness myself. I didn’t know how I entered that realm, I just simply did. Just as I’ve told Andy, growing up for me is like earning the “em” – rather than the “sym”, to your “pathy”. And in random moments like that, I immerse in acknowledgement of my being and the beauty of being together.


Once my “classmates” told each other that I am a young tree that needs proper nourishment to grow. They might not know they themselves are also the nourishment. I am blessed to get to be with these people of different ages (some my grandpa’s age) and backgrounds, whose love for knowledge never seems to cease, whose determination and patience make my so-called perseverance seem ridiculous.

I am blessed for this education journey I am on.

The case of ἀνατολή

Last update: 05/09/2019


In the Bible, the two cardinal directions East and West are mentioned in both their singular and plural forms in Hebrew and Greek while the North and the South are in singular. This poses a question in me, because “easts” and “wests” don’t seem to make any sense in the contemporary use of the English (and Vietnamese) language, and I guess many are with me because my spell check detects a mistake in each of the two emboldened words.

The Hebrew language is all Greek to me, but luckily Greek is not I hope. On the other hand, I think the case of east and west are similar, so in this post I will try to look only at ἀνατολή – east and make notes of what I’ve learned while researching the topic. Discussions are very welcome.


Occurrences in the New Testament

According to Englishman’s Concordance, if we include the longer ending of Mark 16, ἀνατολή appears 10+1 times as ἀνατολῇ (3), ἀνατολῆς (3+1), and ἀνατολῶν (4).

Matthew 2:1 N-GFP
Greek: μάγοι ἀπὸ ἀνατολῶν παρεγένοντο εἰς
KJV: wise men from the east to Jerusalem,

Matthew 2:2 N-DFS
Greek: ἐν τῇ ἀνατολῇ καὶ ἤλθομεν
KJV: star in the east, and are come
INT: in the east and are come

Matthew 2:9 N-DFS
Greek: ἐν τῇ ἀνατολῇ προῆγεν αὐτούς
KJV: in the east, went before

Matthew 8:11 N-GFP
GRK: πολλοὶ ἀπὸ ἀνατολῶν καὶ δυσμῶν
KJV: shall come from the east and west,

Matthew 24:27 N-GFP
Greek: ἐξέρχεται ἀπὸ ἀνατολῶν καὶ φαίνεται
KJV: cometh out of the east, and shineth

Mark 16:20 N-GFS
Greek: Ἰησοῦς ἀπὸ ἀνατολῆς καὶ ἄχρι
INT: Jesus after that from east and

Luke 1:78 N-NFS
Greek: ἐπισκέψεται ἡμᾶς ἀνατολὴ ἐξ ὕψους
KJV: whereby the day-spring from

Luke 13:29 N-GFP
Greek: ἥξουσιν ἀπὸ ἀνατολῶν καὶ δυσμῶν
KJV: from the east, and
INT: they will come from east and west

Revelation 7:2 N-GFS
Greek: ἀναβαίνοντα ἀπὸ ἀνατολῆς ἡλίου ἔχοντα
KJV: from the east, having

Revelation 16:12 N-GFS
Greek: τῶν ἀπὸ ἀνατολῆς ἡλίου
KJV: of the east might be prepared.

Revelation 21:13 N-GFS
Greek: ἀπὸ ἀνατολῆς πυλῶνες τρεῖς
KJV: On the east three gates;


Occurrences in the Old Testament

In The Septuagint, there are 162 verses in which the inflection of ἀνατολή is in plural, while only 18 of singular inflections are found.


My provokers

  1. Can “east” be plural?
  2. When is inflected to plural, should it be translated as “Eastern places” rather than just “East”? If it shouldn’t be translated that way, then why? What will be different if the texts say “Eastern places” instead of just “East”?
  3. What’s the difference of East singular and East plural in the Bible?

My so-called explanations

On 1: One possible explanation I could think of is that the use of plural is a way ancient people use to describe the fact that the sun rises in noticeably different locations during different time of a year.

Astronomically, we have 4 seasons, each is marked either by an equinox or a solstice. So does the changes in sunset and sunrise position. After the vernal equinox when the sun rise nearly due east, sunrise position will move northward further to finally be farthest in summer solstice. Read more here.

Below are pictures taken by Kevin Ambrose on the sunrise position before and after the 2013 autumnal equinox, we can see that the sun is moving southward:

Three sunrise shoots from September 17, 19, and 24 by Kevin Ambrose.
Click on the image for original post.

Let’s say ἀνατολή is the sunrise position, then it is very likely that the plural forms are used to indicate this scientific fact made clear by modern astronomy. Similarly, δυσμή – the west where the sun sets, are also often seen in its plural inflections.

Interestingly, in the Qur’an, there is a notion of “Lord of two easts and two wests” (Qur’an 55:17), and the Arabic words for east and west are also used in duel and plural forms.


References

[Koine Greek] A list of feminine nouns ending in -ος

Here is a list of feminine nouns ending in -ος whose declension follows the pattern below:

SingularPlural
Nominative
Vocative
Accusative
Genitive
Dative
ἡ ὁδός
ὁδέ 
την ὁδόν 
τῆς ὁδοῦ 
τῇ ὁδῷ
αἱ ὁδοί 
ὁδοί 
τᾱ̀ς ὁδούς 
τῶν ὁδῶν 
ταῖς ὁδοῖ 

Feminine nouns ending in -οϛ

1. ἄβῠσσος, οῦ, ἡ: abyss, the home of demons and evil spirit; the world of the dead (Ro 10.7)

2. ἀγριέλαιος, οῦ, ἡ: wild olive tree

3. ἄζωτος, οῦ, ἡ: Azotus, Ashdod of OT

4. ἄμέθυστος, οῦ, ἡ:  amethyst

5. ἄμμος, οῦ, ἡ: sand

6. ἀσσος, οῦ, ἡ: Assos

7. βάσανος, οῦ, ἡ: torment, pain

8. βάτος, οῦ, ἡ: bush, thornbush (Lk 6.44)

9. βῐ́βλος, οῦ, ἡ: book, record (Mt 1.1)

10. βύσσος, οῦ, ἡ: fine linen

11. Δαμασκός, οῦ, ἡ: Damascus

12. δῐᾰ́λεκτος, οῦ, ἡ: language, dialect, discourse

13. δῐᾰ́μετρος , οῦ, ἡ: diameter

14. διέξοδος, οῦ, ἡ: (doubtful mng.) δ. των οδών perhaps where the roads leave the city or along the main streets

15. εἴσοδος, οῦ, ἡ: coming, visit, entrance, access, reception, welcome

16. ἔξοδος, οῦ, ἡ: departure, death, the Exodus (from Egypt)

17. ἐρῆμος, οῦ, ἡ: deserted place, uninhabited region, desert

18. καλλιέλαιος, οῦ, ἡ: cultivated olive tree

19. καμηλος, οῦ, ἡ: m and f camel

20. καμινος, οῦ, ἡ: furnace, oven

21. κιβωτός, οῦ, ἡ: ark (of a ship); box (κ. της διαθήκης the convenient box)

22. Κνιδος, οῦ, ἡ: Cnidus

23. Κόρινθος, οῦ, ἡ: Corinth

24. ληνός, οῦ, ἡ: wine press

25. λιμός, οῦ, ἡ: m and f famine, hunger

26. μέθοδος, οῦ, ἡ: persuit, trick, persuit of knowledge, doctrine

27. Μίλητος, οῦ, ἡ: Miletus

28. ναρδος, οῦ, ἡ: Oil of nard (an aromatic plan)

29. νῆσος, οῦ, ἡ: island

30. νόσος, οῦ, ἡ: sickness, desease

31. ὄνος, οῦ, ἡ: m and f donkey

32. παραλιος, οῦ, ἡ: coastal district

33. παρθένος, οῦ, ἡ: virgin, unmarried girl

34. πάροδος, οῦ, ἡ: passage

35. Πάφος, οῦ, ἡ: Paphos

36. Πέργαμος, οῦ, ἡ: Pergamum

37. περιχωρος, οῦ, ἡ: surrounding region, neighborhood

38. πρόγονος, οῦ, ἡ: m or f parent, forefather

39. ράβδος, οῦ, ἡ: stick, staff, rod, scepter

40. Ρόδος, οῦ, ἡ: Rhodes

41. Σαμος, οῦ, ἡ: Samos

42. σαπφιρος, οῦ, ἡ: sapphire

43. σορός, οῦ, ἡ: a stand on which a corpse is carried, bier, coffin

44. σποδός, οῦ, ἡ: ashes

45. στάμνος, οῦ, ἡ: jar

46. συκαμινος, οῦ, ἡ: mulberry tree

47. ταρσος, οῦ, ἡ: Tarsus

48. τετραμηνος, οῦ, ἡ: period of 4 months

49. τριβος, οῦ, ἡ: path, pathway

50. τροφός, οῦ, ἡ: nurse, perhaps nursing mother (1 Th 2.7)

51. ὕαλος, οῦ, ἡ: glass, clear as glass

52. ψῆφος, οῦ, ἡ: pebble

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