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Early Classical Authors on Jesus
Margaret H. Williams; Edited by Chris Keith, Helen K. Bond, Jens Schroeter
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R1,287
Discovery Miles 12 870
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Ships in 10 - 15 working days
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In The Reception of Jesus in the First Three Centuries, Chris L.
Keith, Helen K. Bond, Christine Jacobi and Jens Schroeter, together
with an international cast of more than 70 contributors, provide a
methodologically sophisticated resource, showing the reception
history of Jesus and the Jesus tradition in early Christianity. The
three volumes focus upon the diversity of receptions of the Jesus
tradition in this time period, with memory theory providing the
framework for approaching the complex interactions between the past
of the tradition and the present of its receptions. Rather than
addressing texts specifically as canonical or non-canonical, the
volumes show the more complex reality of the reception of the Jesus
tradition in early Christianity. Core literary texts such as
Gospels and other early Christian writings are discussed in detail,
as well as non-literary contexts outside the gospel genre;
including the Apostolic Fathers, patristic writers, traditions such
as the Abgar Legend, and modifications to the gospel genre such as
the Diatesseron. Evidence from material culture, such as
pictographic representations of Jesus in iconography and graffiti
(e.g. the staurogram and Alexamenos Graffito), as well as
representations of Jesus tradition in sarcophagi and in liturgy are
also included, in order to fully reflect the transmission and
reception of the Jesus tradition. Volume 1 provides an extensive
introduction and, in 18 chapters, covers literary representations
of Jesus in the first century, featuring gospel literature and
other early Christian writings. Volume 2 examines all the literary
texts from the second and third centuries, across 40 chapters,
examining both gospel writing and other texts. Volume 3 examines
visual, liturgical and non-Christian receptions of Jesus in the
second and third centuries, across 24 chapters.
"But the Bible says" is a common enough refrain in many
conversations about Christianity. The written verses of the four
canonical Gospels are sometimes volleyed back and forth and taken
as fact while the apocryphal and oral accounts of the life of Jesus
are taken as mere oddities. Early thinkers inside and outside the
community of Jesus-followers similarly described a contentious
relationship between the oral and the written, though they often
focused on the challenges of trusting the written word over the
spoken-Socrates described the written word an illegitimate
"bastard" compared to the spoken word of a teacher. Nevertheless,
the written accounts of the Jesus tradition in the Gospels have
taken a far superior position in the Christian faith to any oral
tradition. In The Gospel as Manuscript, Chris Keith offers a new
material history of the Jesus tradition's journey from voice to
page, showing that the introduction of manuscripts played an
underappreciated, but crucial, role in the reception history of the
gospel. From the textualization of Mark in the first century CE
until the eventual usage of liturgical readings as a marker of
authoritative status in the second and third centuries, early
followers of Jesus placed the gospel-as-manuscript on display by
drawing attention to the written nature of their tradition. Many
authors of Gospels saw themselves in competition with other
evangelists, working to establish their texts as the quintessential
Gospel. Reading the texts aloud in liturgical settings and further
establishedthe literary tradition in material culture. Revealing a
vibrant period of competitive development of the Jesus tradition,
wherein the material status of the tradition frequently played as
important a role as the ideas that it contained, Keith offers a
thorough consideration of the competitive textualization and public
reading of the Gospels.
Mark, Manuscripts, and Monotheism is organized into three parts:
Mark's Gospel, Manuscripts and Textual Criticism, and Monotheism
and Early Jesus-Devotion. With contributors hailing from several
different countries, and including both senior and junior scholars,
this volume contains essays penned in honor of Larry W. Hurtado by
engaging and focusing upon these three major emphases in his
scholarship. The result is not only a fitting tribute to one of the
most influential New Testament scholars of present times, but also
a welcome survey of current scholarship.
Mark, Manuscripts, and Monotheism is organized into three parts:
Mark's Gospel, Manuscripts and Textual Criticism, and Monotheism
and Early Jesus-Devotion. With contributors hailing from several
different countries, and including both senior and junior scholars,
this volume contains essays penned in honor of Larry W. Hurtado by
engaging and focusing upon these three major emphases in his
scholarship. The result is not only a fitting tribute to one of the
most influential New Testament scholars of present times, but also
a welcome survey of current scholarship.
Jesus' Literacy: Education and the Teacher from Galilee provides
the first book-length treatment of the literate status of the
Historical Jesus Despite many scholars' assumptions that Jesus was
an illiterate peasant or, conversely, even a Pharisee none have
critically engaged the evidence to ask 'Could Jesus read or write?'
Some studies have attempted to provide a direct answer to the
question using the limited primary evidence that exists. However,
these previous attempts have not been sufficiently sensitive to the
literary environment of Second Temple Judaism, an area that has
seen significant scholarly progression in the last ten to fifteen
years. They have provided unnuanced classifications of Jesus as
either 'literate' or 'illiterate' rather than observing that
literacy at this time did not fall into such monolithic categories.
An additional contribution of this work will is in the area of
criteria of authenticity in Historical Jesus studies. Emphasizing
plausibility and the later effects of the Historical Jesus Chris L.
Keith argues that the most plausible explanation for why the early
Church remembered Jesus simultaneously as a literate Jewish teacher
and an illiterate Jewish teacher was that he was able to convince
his contemporaries of both realities. Formerly the Journal for the
Study of the New Testament Supplement, a book series that explores
the many aspects of New Testament study including historical
perspectives, social-scientific and literary theory, and
theological, cultural and contextual approaches. The Early
Christianity in Context series, a part of JSNTS, examines the birth
and development of early Christianity up to the end of the third
century CE. The series places Christianity in its social, cultural,
political and economic context. European Seminar on Christian
Origins and Journal for the Study of the Historical Jesus
Supplement are also part of JSNTS.
Criteria of authenticity, whose roots go back to before the
pioneering work of Albert Schweitzer, have become a unifying
feature of the so-called Third Quest for the Historical Jesus,
finding a prominent and common place in the research of otherwise
differing scholars. More recently, however, scholars from different
methodological frameworks have expressed discontent with this
approach to the historical Jesus. In the past five years, these
expressions of discontent have reached a fever pitch. The
internationally renowned authors of this book examine the nature of
this new debate and present the findings in a cohesive way aimed
directly at making the coalface of Historical Jesus research
accessible to undergraduates and seminary students. The book's
larger ramifications as a thorough end to the Third Quest will
provide a pressure valve for thousands of scholars who view
historical Jesus studies as outmoded and misguided. This book has
the potential to guide Jesus studies beyond the Third Quest and
demand to be consulted by any scholar who discards, adopts, or
adapts historical criteria.
Criteria of authenticity, whose roots go back to before the
pioneering work of Albert Schweitzer, have become a unifying
feature of the so-called Third Quest for the Historical Jesus,
finding a prominent and common place in the research of otherwise
differing scholars. More recently, however, scholars from different
methodological frameworks have expressed discontent with this
approach to the historical Jesus. In the past five years, these
expressions of discontent have reached a fever pitch. The
internationally renowned authors of this book examine the nature of
this new debate and present the findings in a cohesive way aimed
directly at making the coalface of Historical Jesus research
accessible to undergraduates and seminary students. The book's
larger ramifications as a thorough end to the Third Quest will
provide a pressure valve for thousands of scholars who view
historical Jesus studies as outmoded and misguided. This book has
the potential to guide Jesus studies beyond the Third Quest and
demand to be consulted by any scholar who discards, adopts, or
adapts historical criteria.
Jesus' Literacy: Education and the Teacher from Galilee provides
the first book-length treatment of the literate status of the
Historical Jesus Despite many scholars' assumptions that Jesus was
an illiterate peasant or, conversely, even a Pharisee none have
critically engaged the evidence to ask 'Could Jesus read or write?'
Some studies have attempted to provide a direct answer to the
question using the limited primary evidence that exists. However,
these previous attempts have not been sufficiently sensitive to the
literary environment of Second Temple Judaism, an area that has
seen significant scholarly progression in the last ten to fifteen
years. They have provided unnuanced classifications of Jesus as
either 'literate' or 'illiterate' rather than observing that
literacy at this time did not fall into such monolithic categories.
An additional contribution of this work will is in the area of
criteria of authenticity in Historical Jesus studies. Emphasizing
plausibility and the later effects of the Historical Jesus Chris L.
Keith argues that the most plausible explanation for why the early
Church remembered Jesus simultaneously as a literate Jewish teacher
and an illiterate Jewish teacher was that he was able to convince
his contemporaries of both realities. Formerly the Journal for the
Study of the New Testament Supplement , a book series that explores
the many aspects of New Testament study including historical
perspectives, social-scientific and literary theory, and
theological, cultural and contextual approaches. The Early
Christianity in Context series, a part of JSNTS, examines the birth
and development of early Christianity up to the end of the third
century CE. The series places Christianity in its social, cultural,
political and economic context. European Seminar on Christian
Origins and Journal for the Study of the Historical Jesus
Supplement are also part of JSNTS.
The Dictionary of the Bible and Ancient Media is a convenient and
authoritative reference tool, introducing specific terms and
concepts helpful to the study of the Bible and related literature
in ancient communications culture. Since the early 1980s, biblical
scholars have begun to explore the potentials of interdisciplinary
theories of oral tradition, oral performance, personal and
collective memory, ancient literacy and scribality, visual culture
and ritual. Over time these theories have been combined with
considerations of critical and exegetical problems in the study of
the Bible, the history of Israel, Christian origins, and rabbinics.
The Dictionary of the Bible and Ancient Media responds to the rapid
growth of the field by providing a source of reference that offers
clear definitions, and in-depth discussions of relevant terms and
concepts, and the relationships between them. The volume begins
with an overview of 'ancient media studies' and a brief history of
research to orient the reader to the field and the broader research
context of the book, with individual entries on terms and topics
commonly encountered in studies of the Bible in ancient media
culture. Each entry defines the term/ concept under consideration,
then offers more sustained discussion of the topic, paying
particular attention to its relevance for the study of the Bible
and related literature
How did the controversy between Jesus and the scribal elite begin?
We know that it ended on a cross, but what put Jesus on the radar
of established religious and political leaders in the first place?
Chris Keith argues that an answer to these questions must go beyond
typical explanations such as Jesus's alternative views on Torah or
his miracle working and consider his status as a teacher. Keith
examines Jesus' own likely educational background, and situates
Jesus within his first-century context, showing readers that some
of the tensions between Jesus and the scribal authorities may have
originated in Jesus' own lack of formal education. Keith builds on
his earlier work on Jesus' literacy and uses insights from memory
theory and ancient media studies to consider how Jesus' actions and
teachings may have specifically been seen to challenge an elitist
scribal culture.
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