Gnosis in Corinth: I Corinthians 8. 1–6

Horsley, Richard A.

doi:10.1017/s0028688500010249

Cited by 10 publications

(14 citation statements)

References 6 publications

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“…By this I attempt to avoid reading, explicitly or implicitly, a modern Western educational system, or philosophy, into the first-century eastern Mediterranean world." 97 This is correct, such anachronisms must at all costs be avoided. But then he states that "My ancient education model is not a model proposed by an ancient author, such as is set forth in Plato's Republic … the model I construct is designed to describe an education system used in antiquity.…”

Section: A More General Approach: Robert Dutchmentioning

confidence: 97%

“…There it will be shown that 46 Christopher Haas, Alexandria in Late Antiquity: Topography and Social Conflict (Baltimore: John Hopkins University Press, 1996), esp. [91][92][93][94][95][96][97][98]Ronald Williamson,Jews in the Hellenistic World: Philo,vol. 1.2,Cambridge Commentaries on Writings of the Jewish and Christian World (Cambridge: Cambridge University Press, 1989), 6; Rodney Stark, Cities of God: The Real Story of How Christianity Became an Urban Movement and Conquered Rome (New York: Harper, 2007), 45-46; Welborn, An End to Enmity, 404.…”

Section: Chapter Summariesmentioning

confidence: 99%

“…This would lead the philosopher towards the greatest goal: understanding the nature of the good. 96 This higher study consisted of several fields, including: arithmetic, 97 plane and solid geometry, 98 astronomy, and then harmony; followed by the highest form of study, namely, dialectic. 99 Of this last discipline he says, "When anyone by dialectics attempts through discourse of reason and apart from all perceptions of sense to find his way to the very essence of each thing and does not desist till he apprehends by thought itself the nature of the good in itself, he arrives at the limit of the intelligible, as the other in our parable, came to the goal of the visible" (Resp.…”

Section: Platomentioning

confidence: 99%

“…All of this work, God did on our behalf (h( miñ dative of advantage). 97 Christ was made to be not only a living embodiment and example of God's wisdom, but also the power through which we attain God's wisdom. 98 This last point is further reinforced in 1 Cor 1:31 by Paul's reference to Jeremiah 9:23-24, reminding them that as a result of this calling and salvific work of God, all human boasting is rendered futile and any boasting should be in God.…”

Section: Christ As the Embodiment Ofmentioning

confidence: 99%

“…4 [2011]: 265-266) argues that this is the believers' new status, in contrast folly, weakness or lack of status, the despised and the "nothings;" these now experience a reversal through the cross to become the "wise" in Christ. 97 Cf. Fee, The First Epistle to the Corinthians, 85 for this rendering.…”

Section: Christ As the Embodiment Ofmentioning

confidence: 99%

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Where is the Wise Man? : Graeco-Roman Education as a Background to the Divisions in 1 Corinthians 1–4

White¹

2015

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This thesis investigates the divisions in the Corinthian church that Paul names in 1 Corinthians 1:12: "Each of you says, 'I follow Paul,' or 'I follow Apollos,' or 'I follow Cephas,' or 'I follow Christ.'" The investigation seeks to locate them in the milieu of firstcentury Graeco-Roman education. By consulting relevant literary and epigraphic evidence, I will develop a picture of ancient education both throughout the Empire generally and in Roman Corinth specifically. This will serve as a backdrop to the situation in the Christian community, wherein some of the elite, educated members have preferred Apollos to Paul as a teacher since Apollos more closely resembles other teachers of higher studies. developed. Several months later, I accompanied Bruce and his students on a trip to Corinth and Ephesus and their surrounding cities; here, ideas for the thesis were further discussed and developed. I am thus indebted to Bruce for the early development of this thesis.My greatest acknowledgement, however, goes to my primary supervisor, Dr. Chris Forbes. Despite his heavy teaching load over the three years of my research, he always made time to meet and chat with me about ideas that I was considering. Chris' knowledge of ancient philosophers and his own research in 1 Corinthians proved to be a continual comfort as he was able to guide me confidently through areas that I had never been before. Moreover, his careful and critical reading of the final thesis has been invaluable to the finished product. Needless to say, I am indebted to the time and encouragement that Chris has contributed both to my research and to myself as a scholar. In addition, I would like to acknowledge my associate supervisor, Professor Larry Welborn. Larry joined the faculty at Macquarie University on a half-yearly basis around the time I began my candidature and very kindly agreed to assist me in my research. Larry's expertise in 1 and 2 Corinthians are second to none. His work Paul, the Fool of Christ, in addition to his recent work An End to Enmity, have been a source of great inspiration to not only my Christian faith, but particularly to my research. For this reason, they are frequently cited throughout this thesis. Moreover, the numerous discussions I was able to have with him, in addition to the chapters that he read of my work, were both informative and encouraging. Along the way, several members of the Ancient History Department at Macquarie also assisted me. Dr. Don Barker very kindly read drafts of several chapters and was able to offer helpful insights into the work. Professor Alanna Nobbs read a later draft of the first half of the thesis and noted further areas that I could improve the work. My friend and colleague, Brad Bitner, introduced me to, and gave me a crash course in, epigraphy. This became invaluable at points of my argument. Please note, however, that any failings on my part as an epigraphist are mine as a student and certainly do not reflect shortcomings of my teacher. In particular, I would like to thank Professor Paul McKe...

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Section: A More General Approach: Robert Dutchmentioning

confidence: 97%

Section: Chapter Summariesmentioning

confidence: 99%

Section: Platomentioning

confidence: 99%

Section: Christ As the Embodiment Ofmentioning

confidence: 99%

Section: Christ As the Embodiment Ofmentioning

confidence: 99%

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Where is the Wise Man? : Graeco-Roman Education as a Background to the Divisions in 1 Corinthians 1–4

White¹

2015

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Theology Proper and Abstract Objects

Craig

2017

God and Abstract Objects

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A History of Mind and Body in Late Antiquity

2018

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Th emistius ( c . ad 317-88) taught at Nicomedia before he started a philosophical school in Constantinople, the city where he also served in the Senate. He entertained good relations with a series of emperors from Constantius II and Julian to Th eodosius I, to whom many of his orations are dedicated. 1 Among philosophers he is best known for his paraphrases of a number of Aristotle's works, which probably date to his early teaching career, and were written as part of his personal training -although they also seem to bear traces of use in his school. 2 His treatment of Posterior Analytics , Physics and On the Soul survive in Greek; in Hebrew, Latin and Arabic versions we have his On the Heavens and Metaphysics Lambda . 3 Modern scholars agree that his paraphrase of On the Soul is the boldest of them all. Th is paraphrase develops a distinctive theory of intellect that shows traces not only of Aristotle, but also of Plato's Timaeus , Th eophrastus, Boethus, * I wish to ac knowledge gratefully how much I have benefi ted from the critical comments of an audience in Oxford in 2015, followed up by extensive written comments from Richard Sorabji, and further audience at CEU in Budapest in 2017, who were the fi rst to hear about the four principles to be discussed below. I thank Anna Marmodoro and István Bodnár for their generous invitations. Needless to say, all errors that remain are mine. 1 See Kupreeva, 'Th emistius' for a recent survey of Th emistius' life and works. Th e current consensus is that Th emistius never wrote full commentaries in the style of e.g. Alexander of Aphrodisias, for which see Steel, 'Des commentaires'; Blumenthal, 'Th emistius: Th e last Peripatetic?'. Following custom I shall refer to Th emistius' paraphrases with In DA ( On Aristotle on the Soul ), In Phys. ( On Aristotle's Physics ) so as to distinguish them from Aristotle's works. 2 See Orations 23, 89.20-90.5, ed. Schenkl and Downey. Todd (ed.), Th emistius on Aristotle On the Soul 2 n. 13 draws attention to scholē at In DA 32,23 and 108,36 possibly meaning lecture; 39,23 mentioning pupils; and 40,4-5, 46,27-8 invoking previous instruction. Th emistius, On Aristotle's Posterior Analytics , ed. Wallies, 1.2-13 suggests a possible use by students who have read Aristotle once, and wish to return to his works without having time to study the more elaborate commentaries available at the time. 3 For editions and translations see the Bibliography. Brague (ed.), Th émistius: Paraphrase de la Métaphysique d'Aristote , conveniently combines the Hebrew and Arabic versions of the paraphrase of Metaphysics 12 in a single French translation. For an English version of relevant passages from that paraphrase see also Pines, 'Some Distinctive Metaphysical Conceptions'.

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Gnosis in Corinth: I Corinthians 8. 1–6

Cited by 10 publications

References 6 publications

Where is the Wise Man? : Graeco-Roman Education as a Background to the Divisions in 1 Corinthians 1–4

Where is the Wise Man? : Graeco-Roman Education as a Background to the Divisions in 1 Corinthians 1–4

Theology Proper and Abstract Objects

A History of Mind and Body in Late Antiquity

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