While the Gospel of John makes some forceful and explicit claims about the identity of Jesus and the character of his mission, it also invites readers into a deepened appreciation of its claims. Part of its strategy for doing so is to exploit ambiguity and to point to what the readers do not know. The article explores three examples of this pedagogical strategy: the deliberately hidden identity of the Beloved Disciple; the initial deeds of Jesus, labelled ‘signs’, which, however, do not in any direct and obvious way ‘signify’ anything, as the later works do; and the question debated by the crowds in Jerusalem, of where Jesus is from. In each case recognition of the unknown can be the first step towards discovering Truth.
