Luke 19: 1 10 Zacchaeus

Target year level: Year One, Year Two

Scripture text

Introduction

Luke’s gospel consistently presents Jesus as the Compassionate Saviour – the one who cares for those in need and for those rejected by society. This core theme is presented beautifully in the Zacchaeus account. The account is unique to Luke's Gospel, as are the parables of the Lost Sheep, the Lost Coin and the Lost Son. Luke always portrays tax collectors favourably (3:12; 7:29; 15:1; 18:10). In return to Jesus' openness to him, Zacchaeus makes the proper response. Having accepted Jesus' initiative, Zacchaeus becomes generous with his resources, even seeking to make restitution for past wrongs. He is a rich man who repents, thereby achieving personal salvation.

World behind the text

This narrative, found in Luke 19:1-10, is the final story in a long account of Jesus’ journey to Jerusalem. The story of Zacchaeus, the rich man, comes immediately after one concerning a beggar.

Luke’s gospel is dated about 75-85 CEso it is later than Mark’s.
Although Luke makes use of a great deal of Mark’s material in his gospel, this narrative is only found in Luke’s gospel.
Luke presents Jesus’ message as having a universal note: it was for everyone, including those marginalised by society like women, the poor and Gentilesand those sinners despised by the religious leaders, like tax-collectors. These ‘sinners’ did not observe the detail of the Jewish Law, and therefore were believed to be condemned by God and so ritually unclean and condemned as outcasts.
Luke also includes narratives where Jesus speaks harshly about wealth and possessions, in contrast to his emphasis on the importance of the poor and their nearness to God.

World of the text

Jesus proceeds to Jericho. His visit has attracted a large crowd. Zacchaeus, a rich chief tax collector, is interested in Jesus also. In Luke's literary context, the introduction of Zacchaeus sends both positive and negative signals. Tax collectors have been portrayed with favour, but rich men with disfavour. We often confront such ambiguities of connection. Stereotypes are often just that. However, in his culture, Zacchaeus would be regarded totally negatively because his wealth was extorted from fellow Jews on behalf of occupying Rome. This explains the public reaction to Jesus' invitation later in the story. Luke will seek to reverse that perception.

The tax collector is too short to see over the crowd, but his desire is so great that he exercises creativity in attaining his goal. A sycamore tree is like a short oak tree, with a squat trunk and wide branches. So, Zacchaeus has a high viewing angle on the event. Jesus takes the initiative, calling for Zacchaeus. The text does not discuss how Jesus knows his name, but Jesus announces that it is necessary for him to stay with this eager spectator. In the ancient culture, the request revealed Jesus' acceptance of Zacchaeus; thus, it stuns the crowd (v. 7). Luke underlines the request by using the frequent Lukan term today, even placing it in an emphatic position. The request meets with public scepticism, which allows Jesus to make a point about the nature of his mission. Zacchaeus's attempt to glimpse Jesus has become much more.

Zacchaeus responds by coming down the tree and receiving Jesus with joy (NIV version: welcomed him gladly). The theme of joy, coming as it does after a story about the Son of David, may suggest messianic joy. Here joy is the response of a man who has fulfilled God's will despite the protests of many who surround him. The crowd's grumbling recalls earlier grumbling about Jesus' associations (Lk 5:30).

Zacchaeus's response to the crowd's charges raises the passage's major interpretive issues. The exact timing of the remark is not clear. Does it come immediately after Jesus' request, as the grumbling becomes audible? Or does it come afterward? What is clear is that the statements are made in a public setting. Zacchaeus makes a defence by vowing to make generous restitution in the future for past dishonesty. Though faith is not explicitly mentioned in this text, as in the previous account of the blind man, Zacchaeus's actions represent a concrete expression of faith's presence - a theme that goes back to John the Baptist's call (Lk 3:8-14).

So Zacchaeus responds: "Here and now I give half of my possessions to the poor and if I have cheated anybody out of anything, I will pay back four times the amount." Two actions substantiate Zacchaeus's new approach. A new generosity means that half of his assets are going to those in need. In addition, anyone who was robbed will be paid back with the highest penalty the law allows, a fourfold rate (Ex 22:1; 2 Sam 12:6). Normal restitution added only 20 percent (Lev 5:16; Num 5:7). This rich man, touched by Jesus and responding with faith, exemplifies the restoration of a "lost one" and opens up his resources to be shared with others. He does not have to sell everything to receive Jesus' commendation. His heart is in the right place when it comes to possessions. In this way, Zacchaeus becomes an exemplary rich disciple.

Jesus' initiative is a requirement of his mission. In order to find the lost, he must seek the lost. In such cases even the rich and rejected can be a part of the flock. Faith brings Jesus home to stay in Zacchaeus's heart and the lost sheep back to the Shepherd.

Tax Collectors

A Jew who collected taxes for the Roman authorities was considered both a traitor and ritually unclean before God and therefore regarded as a sinner. Taxes were collected on goods and produce entering or leaving a town. As chief tax collector, Zacchaeus might be head of a group of tax collectors responsible for custom dues in the area, from goods passing from Perea into Judaea. This was called tax farming.

It was the custom to buy the right to collect tax for Rome from Palestine – a sort of franchise operation. You recovered your money, plus extra in taxes. Corruption and extortion were common and hence tax collectors were not popular. Jesus’ action in inviting himself to stay with Zacchaeus is contrary to what would have been expected of him as a religious teacher.

World in front of the text

Kingdom

By the time Luke wrote his gospel, Christianity had spread through the Roman Empire, embracing Gentiles as well as Jews. Luke sets the scene for this by emphasising the universality of the gospel which Jesus proclaimed, which included tax collectors, sinners, women, foreigners and other ‘outsiders’. The Gospel proclaimed the message that everyone was eligible for citizenship in God’s Kingdom. Nothing from God’s point of view would bar a person from entry, providing that person responded to the invitation, recognising their need of God. People, who were so self-righteous that they did not see their need of God could cut themselves off by their blindness, but God’s offer remained open to everyone. The basis of this offer was that everyone was God’s creation and everyone mattered to God because everyone was part of God’s plan and needed to be ‘on board’. This narrative emphasises two types of community: the local community in which Zacchaeus lived and the community of God; the kingdom. Zacchaeus’ behaviour had cut him off from his fellow citizens. It was selfish and anti-social and he was not popular. But once he was faced with his real self, in the presence of the love and acceptance of Jesus, he was willing and able to change.

Why did Jesus’ method work with Zacchaeus?
Is it possible to have ‘sinners’ in a society that does not believe in God?
Why do some people find it so hard to accept those whose lifestyle is so different from other people’s and whose standards fall ‘below’ what society expects?
What reactions are aroused in society by other people’s ‘sinfulness’ (satisfaction, superiority, shame, condemnation etc.)? What do you think are the roots of these reactions?
What divides our world? Do people care that it is divided?
As well as looking for similarities between people, faiths, and societies, what happens when difference is not recognised? What are the proper ways of respecting difference without causing division?

Wealth

Modern society, like most societies before it, is immersed in the pursuit of wealth and all the dangers that that brings with it. People are encouraged to buy more through advertising and status is given to those who have money. Students need to reflect on the place of money in life, to increase their awareness of its power and gain a critical approach towards consumerism and materialism. They should be able to contrast wealth in money terms with the riches that can be acquired in other ways.

What encourages the belief that money is the key goal in life?
What power can money buy? What temptations does it present?
What dangers are inherent in trusting money?
Why is it said that the problem with money is not money itself but the love of money?
What measures can be taken to keep money in perspective?
Why is the love of God not compatible with the love of money?

Jesus’ teaching about wealth gives pointers rather than a clear code of practice. Wealth comes with dangers, the chief being that it can become like a god, demanding allegiance and becoming the main focus of a person’s life. Jesus said that it was necessary to choose between serving God or money. Money makes it harder for a person to get their priorities right and God often takes second place to money. In this encounter, Zacchaeus contrasts with the rich man Luke 18:18-23 whom Jesus told to sell everything and give to the poor. Wealth in spiritual matters as opposed to material wealth is a thread running through the Bible. Spiritual wealth is eternal whereas material wealth is part of this material existence.

Sinners

Zacchaeus lost his place in society because of his behaviour. People grumbled about Jesus for taking notice of such a person. People still today are dismissive of those whose behaviour doesn’t meet certain expected standards. There is a great desire to see the sinner pay the price for the wrongdoing. Reactions can even engender violence and protests. The media has a field day when this happens. However, throughout the gospels Jesus emphasises that God’s way is different and that hating the sin is not the same as hating the sinners.

How far does the Church still influence the standards of society and individuals today?
Who are the people that modern society seems to ostracise?
What encourages the stereotyping of groups of people as ‘sinners’?
Why might ‘self-righteousness’ be the worst sin? Might self-righteousness be likely to increase in a society that rejects God?
Is punishment or reform more important for the prisoner?
In what ways are students ostracised in school? How guilty are schools of labelling students? Do schools provide enough chances and opportunities for students to change their behaviour?

Cheating

Zacchaeus’ sin was cheating people, taking more money in taxes than he should have done. Cheating appears in many guises and situations and must be one of the commonest forms of social sin. It shows a lack of concern for the feelings and rights of other people. People cheat in relationships, sports, business, examinations, homework, false declarations.

Students encounter cheating from an early age, whether it is in a game that they are playing or in a bag of sweets that someone fails to share out fairly. It’s tied up with justice and fairness, all of which are part of their lives. It is important that this aspect of life should be exposed to discussion and students allowed to reflect on its implications for their lives and society in general.

Why is cheating such a common feature in everyday life?
What feelings result from cheating someone and from being cheated?
Why does cheating spoil personal relationships?
In what ways might people cheat themselves?
Can cheating be prevented? If so, how?
Can people cheat on God? In what ways?
How did Jesus make it easy for Zacchaeus to own up to his cheating?

Role models

Perhaps Zacchaeus was in search of something when he hid up the tree to catch a glimpse of Jesus. Although he had plenty of money, there was a lot missing from his life. When he met Jesus, he took no time at all in recognising that his real need was not money but a new way of being. Selfishness had been his guiding principle. Now Jesus replaced that. Jesus can be presented as someone whom people over 2000 years have admired enough to follow as an example of how life can be lived. Jesus’ followers illustrate the human need for inspiration from someone who can be admired because of the way they lived their life.

Why do people need to follow others? Is it a sign of weakness or courage? Why has Jesus had such a large following? What aspects of Jesus’ life might appeal to people?
How important is it for young pupils to be inspired by the lives of special people?
What concerns might be raised about the type of role-model the media offers young people?

Repentance

Zacchaeus had everything to keep him from repentance - his wealth, the ‘hardness of his heart’ induced by his unpopularity, his high position. His was a very practical form of repentance, which prepared him to return to God. In response to Jesus’ acceptance of him and willingness to eat with him, he realised his need to repent in order to wipe his slate clean before God. This repentance was shown in practical terms, which enabled him to have a new start with God.

Discipleship

The meaning of discipleship is expressed in Zacchaeus’ joyful and immediate response. He took his opportunity, not holding back anything in order to make amends and demonstrate his repentance and determination to lead a new life. His was complete commitment, shown through drastic changes to his life-style.

Table Hospitality

Here is a very practical example of how Jesus contacted those considered ‘sinners.’ He took the initiative and invited himself to the sinner’s house. He broke through social convention to ensure he made personal contact with the outcast. He made Zacchaeus feel that he mattered and presumably shared a meal with him.

Interesting Facts

Zacchaeus: name means Pure One.
Jesus sets out from Jericho [City of Palms] to Jerusalem about 24km, approximate 4-8 hours all up hill.
Jericho is 230 meters below sea level and Jerusalem 795 metres above. A total climb of 565 metres. The custom was that you started early morning with rest in the middle of day.

Teaching narratives

Purpose

The basic purpose of narratives is to entertain, to gain and hold a reader’s interest. However, narratives can also be written to teach or inform, or to change attitudes and social opinions - e.g. soap operas and television dramas that are used to raise topical issues. Narratives sequence people/characters in time and place but differ from recounts in that through the sequencing, the stories set up one or more problems, which must eventually find a way to be resolved.

Types of Narrative

There are many types of narrative. They can be imaginary, factual or a combination of both. They may include fairy stories, mysteries, science fiction, romances, horror stories, adventure stories, fables, myths and legends, historical narratives, ballads, slice-of-life and personal experience.

Features

Characters with defined personalities/identities.
Dialogue often included - tense may change to the present or the future.
Descriptive language to create images in the reader's mind and enhance the story.
Structure: in a traditional narrative, the focus of the text is on a series of actions:
Orientation: (introduction) in which the characters, setting and time of the story are established. Usually answers who? when? where? E.g. Mr Wolf went out hunting in the forest one dark gloomy night.
Complication or problem: The complication usually involves the main character(s) (often mirroring the complications in real life).
Resolution: There needs to be a resolution of the complication. The complication may be resolved for better or worse/happily or unhappily. Sometimes there are a number of complications that have to be resolved. These add and sustain interest and suspense for the reader.

To help students plan for writing of narratives and read narratives teachers should focus on:

Plot: What is going to happen?
Setting: Where will the story take place? When will the story take place?
Characterisation: Who are the main characters? What do they look like?
Structure: How will the story begin? What will be the problem? How is the problem going to be resolved?
Theme: What is the theme / message the writer is attempting to communicate?