Engage fourteen essays from an international group of experts There is little direct evidence for formal education in the Bible and in the texts of Second Temple Judaism and early Christianity. At the same time, pedagogy and character formation are important themes in many of these texts. This book explores the pedagogical purpose of wisdom literature, in which the concept of discipline (Hebrew musar) is closely tied to the acquisition of wisdom. It examines how and why the concept of musar came to be translated as paideia (education, enculturation) in the Greek translation of the Hebrew Bible (Septuagint), and how the concept of paideia was deployed by ancient Jewish authors writing in Greek. The different understandings of paideia in wisdom and apocalyptic writings of Second Temple Judaism are this book's primary focus. It also examines how early Christians adapted the concept of paideia, influenced by both the Septuagint and Greco-Roman understandings of this concept. Features A thorough lexical study of the term paideia in the Septuagint Exploration of the relationship of wisdom and Torah in Second Temple Judaism Examination of how Christians developed new forms of pedagogy in competition with Jewish and pagan systems of education

Presents a new history of the rise and development of catechesis in Latin Patristic Christianity that foregrounds core questions of knowledge, faith, and teaching. This book focuses on the critical relationship between teaching and epistemology

Before the Bible reveals the landscape of scripture in an era prior to the crystallization of the rabbinic Bible and the canonization of the Christian Bible. Most accounts of the formation of the Hebrew Bible trace the origins of scripture through source critical excavation of the archaeological "tel" of the Bible or the analysis of the scribal hand on manuscripts in text-critical work, but the discoveries in the Dead Sea Scrolls have transformed our understanding of scripture formation. Judith Newman focuses not on the putative origins and closure of the Bible, but on the reasons why scriptures remained open, with pluriform growth in the Hellenistic-Roman period. Drawing on new methods from cognitive neuroscience and the social sciences as well as traditional philological and literary analysis, Before the Bible argues that the key to understanding the formation of scripture is the widespread practice of individual and communal prayer in early Judaism. The figure of the teacher as a learned and pious sage capable of interpreting and embodying the tradition is central to understanding this revelatory phenomenon. The book considers the entwinement of prayer and scriptural formation in five books reflecting the diversity of early Judaism: Ben Sira, Daniel, Jeremiah/Baruch, Second Corinthians, and the Qumran Hodayot (Thanksgiving Hymns). While not a complete taxonomy of scripture formation, the book illuminates performative dynamics that have been largely ignored as well as the generative role of interpretive tradition in accounts of how the Bible came to be.

Moving away from focusing on wisdom as a literary genre, this book delves into the lived, embodied and formative dimensions of wisdom as they are delineated in Jewish sources from the Persian, Hellenistic and early Roman eras. Considering a diverse body of texts beyond later canonical boundaries, the book demonstrates that wisdom features not as an abstract quality, but as something to be performed and exercised at both the individual and community level. The analysis specifically concentrates on notions of a 'wise' person, including the rise of the sage as an exemplary figure. It also looks at how ancestral figures and contemporary teachers are imagined to manifest and practice wisdom, and considers communal portraits of a wise and virtuous life. In so doing, the author demonstrates that the previous focus on wisdom as a category of literature has overshadowed significant questions related to wisdom, behaviour and social life. Jewish wisdom is also contextualized in relation to its wider ancient Mediterranean milieu, making the book valuable for biblical scholars, classicists, scholars of religion and the ancient Near East and theologians.

This book gives attention to the language and style of the letter of James, with a hypothesis about its rhetorical purpose in mind. It focuses on what we can learn about the author of James, by reading the text in light of a guiding research question: How does the author establish and assert authority? The letter builds literary authority for a number of purposes, one of which is to address socioeconomic disparity, a major concern for the author. The author of James presents a speech-in-character in the shape of a letter to establish his ethos (Ch. 2), employing vocabulary and style to signal his education implicitly (Ch. 3 & 4) and includes himself in the categories of sage, teacher and exegete explicitly (Ch. 5). From this standpoint, the author can address the rich as equals, rebuke them and admonish both rich and poor to receive God's wisdom (Ch. 6). The comparison with ancient literary criticism shows that the categories at play are the same. The insight that language and ethos are inseparable categories in antiquity provides us with renewed ways to interpret the literary production of early Christianity. Both James and 'the Classicists' present a competing epic in the context of the early imperium, the former with an Israelite piety that is superior to contemporary economic and moral categories and the latter with the supremacy of Greek culture as a foundation for Rome. The letter of James emerges as a document that builds educational ethos as a balance against the rich and powerful, a strategy that calls for a revision of both its rhetoric and socio-economic situation.

Studies on Philo and Hellenistic Judaism from experts in the field The Studia Philonica Annual is a scholarly journal devoted to the study of Hellenistic Judaism, particularly the writings and thought of the Hellenistic-Jewish writer Philo of Alexandria. This volume includes articles on allegory, Platonic interpretations of the law, rhetoric, and Philo’s thoughts on reincarnation. Features: Articles on aspects of Hellenistic Judaism written by scholars from around the world Comprehensive bibliography and book reviews

Jesus’s command to disciple all the nations in Matt 28:19 has provided a powerful catalyst for cross-cultural mission for the past two thousand years. But what does this command mean in the context of Matthew’s narrative? Cedric E. W. Vine proposes an understanding of Matthean discipleship and mission that builds on Richard Bauckham’s open-audience thesis in The Gospels for All Christians (1998) and his own The Audience of Matthew (2014). Vine argues from a biblical theology perspective that Matthew’s pervasive and consistent application of the nation-directed identities of prophet, righteous person, student-teacher, wise man, and scribe to the followers of Jesus reveals a concern less with defining community boundaries or promoting “church growth” and more with casting a powerful vision of nations transformed through the acceptance of the sovereignty of the risen king. Matthew’s missiological horizon stretches well beyond defending, as suggested by some commentators, an inferred first-century Matthean community in an acrimonious intramural dispute with other Jewish groups. Rather, Matthew prepares his readers, first century and later, through a multifaceted and nuanced theology of discipleship, for participation in a missiological movement that is national in its focus, breathtaking in its scope, eschatological in its significance, and open in its appeal.