Homer was the gateway to education, to the skills of reading and writing. These skills were necessary for the nascent Church. Knowledge of Homer's writings was a sign of Greekness, of at-home-ness in the society. Education was embedded in the mythology, immorality and idolatry of these writings. This challenged the Christians. This study presents how Christians responded to this. The opinions varied from rejection of Homer and all pagan literature, considering them works of the Devil, to critical involvement with this literature. This study attempts to trace the discourse on Homer and education among the Christians back to the New Testament. The topic does not come to the surface, but it is argued that in Paul's letters contrasting attitudes towards the propaideutic logic and the philosophical principle of usus (making right use of) are present. He opposed a logic wherein Christian faith represented the peak of education, the culmination of liberal studies. In his instruction on how to relate to the pagan world, Paul argues in accordance with the principle of usus. The New Testament is not so dependent upon the Homeric poems, as assumed by some scholars. The first Christians faced two hermeneutical challenges of fundamental importnce: that of interpreting the Old Testament and how to cope with the Greek legacy embedded in Homer. The latter is not explicitly raised in the New Testament. But since the art of interpreting any text, presupposes reading skills, conveyed through liberal studies, the Homeric challenge must have been of outmost importance.

The ancient cento-genre was prone to be used on all kinds of subjects. New texts were created out of the classical epics. Empress Eudocia followed this practice and composed the story of Jesus in lines lifted almost verbatim from Homer's epics. Jesus and his relevance to her audience is thus presented within the confines of style and vocabulary offered by the Iliad and Odyssey. The lines picked to convey her theology are often clustered around key Homeric motifs or type scenes, such as warfare, homecoming, feast, reconciliation, hospitality. Jesus waging war against all evil and Hades in particular runs throughout this Homeric and simultaneously biblical epic. The story starts in the Old Testament which is conceived as a divine counsel on Mt. Olympus where a plan to save sinful humanity is presented. The narrative then follows the biographic lines of the canonical gospels, with John's Gospel holding pride of place in the way she renders and interprets the Jesus-story. The story told suspends both the geography and time of Jesus. Eudocia preaches the story she tells. She emerges in this poem as one of the most, if not the most prolific female theologian and preacher in the first Christian centuries.

The belly is today a matter of much concern. Modern cultures, particularly in the West, have developed means to cultivate this part of the body: corsets, exercises, revealing fashions. In this compelling exploration of the 'belly' motif, Karl Olav Sandnes asks whether St Paul might be addressing a culture in which the stomach is similarly high on the agenda. The result is a surprising new insight into his writings. Paul twice mentions the enigmatic phrase 'belly-worship' (Phil 3; Rom 16). The proper context for these texts is the moral philosophy debate about mastering the desires, and the reputation of Epicurus' philosophy as promoting indulgence. The belly became a catchword for a life controlled by pleasures. Belly-worship was not only pejorative rhetoric, but developed from Paul's conviction that the body was destined to a future with Christ.

Throughout history, the human belly has been regarded as both a source of shame and pride. Modern cultures, particularly in the West, have developed means to cultivate this part of the body through corsets, exercises, and revealing fashions. Does St. Paul address a culture in which the stomach ranks high? This study aims to answer the question and the results may be surprising.

Homer was the gateway to education, to the skills of reading and writing. These skills were necessary for the nascent Church. Knowledge of Homer's writings was a sign of Greekness, of at-home-ness in the society. Education was embedded in the mythology, immorality and idolatry of these writings. This challenged the Christians. This study presents how Christians responded to this. The opinions varied from rejection of Homer and all pagan literature, considering them works of the Devil, to critical involvement with this literature. This study attempts to trace the discourse on Homer and education among the Christians back to the New Testament. The topic does not come to the surface, but it is argued that in Paul's letters contrasting attitudes towards the propaideutic logic and the philosophical principle of usus (making right use of) are present. He opposed a logic wherein Christian faith represented the peak of education, the culmination of liberal studies. In his instruction on how to relate to the pagan world, Paul argues in accordance with the principle of usus. The New Testament is not so dependent upon the Homeric poems, as assumed by some scholars. The first Christians faced two hermeneutical challenges of fundamental importnce: that of interpreting the Old Testament and how to cope with the Greek legacy embedded in Homer. The latter is not explicitly raised in the New Testament. But since the art of interpreting any text, presupposes reading skills, conveyed through liberal studies, the Homeric challenge must have been of outmost importance.

In New Testament accounts of Jesus, his healing ministry plays a central role. In the Western Christian tradition, however, this aspect of his life receives little attention, and Jesus' works of healing are often understood as little more than a demonstration of his divine power. In this book Jan-Olav Henriksen and Karl Olav Sandnes draw on both New Testament scholarship and contemporary systematic theology to challenge and investigate the reasons for this oversight. They constructively consider what it can mean for Christian theology today to understand Jesus as a healer, to embrace fully the embodied character of the Christian faith, and to recognize the many ways in which God can still be seen to have a healing presence in the world.