Καὶ ἐγένετο ἐν τῷ εἶναι αὐτὸν ἐν τόπῳ τινὶ προσευχόμενον, ὡς ἐπαύσατο, εἶπέ τις τῶν μαθητῶν αὐτοῦ πρὸς αὐτόν· κύριε, δίδαξον ἡμᾶς προσεύχεσθαι, καθὼς καὶ Ἰωάννης ἐδίδαξε τοὺς μαθητὰς αὐτοῦ. (Luke 11:1)
A Scene of Transition
Luke 11:1 opens the famous teaching of the Lord’s Prayer with a carefully structured narrative frame. The verse describes Jesus praying in a certain place, then records a disciple’s request: “Lord, teach us to pray, as John also taught his disciples.” Grammatically, Luke uses temporal clauses, participial constructions, and verbs of request to transition from narrative into discourse. Each form contributes to the reverent tone and theological significance of the moment.
Key Verbal Forms
- ἐγένετο — “it happened”: aorist middle indicative, 3rd singular of γίνομαι. A common Lucan formula introducing narrative episodes.
- εἶναι — “to be”: present infinitive of εἰμί, functioning in an articular infinitive construction.
- προσευχόμενον — “praying”: present middle/passive participle, accusative masculine singular of προσεύχομαι. Describes Jesus’ ongoing activity.
- ἐπαύσατο — “he ceased”: aorist middle indicative, 3rd singular of παύω. Marks the end of his prayer.
- εἶπέ — “said”: aorist active indicative, 3rd singular of λέγω. Introduces direct speech.
- δίδαξον — “teach”: aorist active imperative, 2nd singular of διδάσκω. The disciple’s direct request.
- ἐδίδαξε — “he taught”: aorist active indicative, 3rd singular of διδάσκω, referring to John the Baptist.
Parsing Table
| Greek Form | Parsing | Aspect | Function | Translation |
|---|---|---|---|---|
| ἐγένετο | Aor. mid. ind., 3rd sg. of γίνομαι | Perfective | Narrative marker, introduces new scene | “it happened” |
| προσευχόμενον | Pres. mid./pass. part., acc. masc. sg. of προσεύχομαι | Imperfective | Describes Jesus’ ongoing praying | “praying” |
| ἐπαύσατο | Aor. mid. ind., 3rd sg. of παύω | Perfective | Marks conclusion of the action | “he ceased” |
| δίδαξον | Aor. act. imperative, 2nd sg. of διδάσκω | Perfective | Direct command/request | “teach” |
The Temporal Construction: ἐν τῷ εἶναι
Luke frames the scene with an articular infinitive construction: ἐν τῷ εἶναι αὐτὸν ἐν τόπῳ τινὶ προσευχόμενον — “while he was in a certain place praying.” The preposition ἐν plus the article τῷ and infinitive εἶναι introduces a temporal clause. The accusative subject αὐτόν clarifies the subject of the infinitive. The participle προσευχόμενον adds descriptive detail, portraying the ongoing act of prayer. Luke often uses such constructions to emphasize Jesus’ habit of prayer (cf. Luke 5:16).
The Request for Instruction
After Jesus finishes praying (ὡς ἐπαύσατο), one disciple seizes the moment: κύριε, δίδαξον ἡμᾶς προσεύχεσθαι — “Lord, teach us to pray.” The aorist imperative δίδαξον expresses urgency and decisiveness: the disciple seeks a definite, once-for-all imparting of instruction. The request is further framed by comparison: καθὼς καὶ Ἰωάννης ἐδίδαξε τοὺς μαθητὰς αὐτοῦ — “just as John also taught his disciples.” The appeal to John highlights continuity with established traditions of prayer training, yet anticipates Jesus’ unique instruction.
Lexical Insights
- προσευχόμενον — prayer here is portrayed as continuous, habitual, part of Jesus’ rhythm of life.
- παράκλησις (in later verses) — connects with the Spirit’s role in shaping prayer.
- δίδαξον — not merely “explain” but “form us.” The verb conveys shaping disciples into a praying community.
Theological Implications
Luke highlights the disciples’ recognition that prayer is not instinctive but taught. By linking Jesus’ instruction to John’s teaching, the narrative shows that structured prayer belongs to the life of covenant communities. Yet Jesus’ prayer, which follows in verses 2–4, will transcend John’s, orienting the disciples to God as Father and aligning their lives with his kingdom. The grammar of request (δίδαξον) frames prayer as something received, not invented.
When Grammar Becomes Petition
Luke 11:1 demonstrates how Greek grammar not only narrates action but conveys reverence and longing. The temporal articular infinitive sets the stage, the aorist verbs move the story with precision, and the imperative voices the disciple’s urgent desire. Here, language itself becomes a prayer: grammar bending toward God, syntax shaped by longing, and words opening space for divine instruction. In this verse, we see that to ask “teach us to pray” is itself the beginning of prayer.
