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.

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

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.

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.

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.

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.

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.