Paul S Paradigmatic I

This study claims that Paul uses his personal example as an explicit literary strategy in 1 Corinthians, Galatians and Philippians, and as an arguably implicit strategy in 1 Thessalonians and Philemon. He uses his own example to ground and illustrate his argumentation in a rhetorically sophisticated manner, often structuring his argument on such a basis. In places a crisp statement of his own case serves as a thesis statement of the argument that follows (e.g., Rom. 1.17; Gal. 1.10), while at other times it serves to summarize the argument and to provide a transition to the next phase (especially in 1 Corinthians and Gal. 2.15-21). All the while Paul's self-portrayals in his letters serve not autobiographical or egoistic purposes but pedagogical and argumentative aims.

In his Epistle to the Philippians, Paul positions himself as an example of 'being in Christ'. The way in which he does this points out that he consciously positions himself in the tradition of classical rhetoric, where the use of paradigms (exempla) was a standard element in deliberative arguing. Paul describes his life as coloured by Christ in such a way that he represents Christ to the Philippians, and the response he hopes to evoke in their congregation is that of similar behaviour. The analysis of Smit combines observations on classical rhetoric, exegetical analyses of Philippians, and views from the perspective of gender and masculinity studies into a new and fresh analysis of the material. He shows that ancient ideals of deliberative rhetoric have influenced Philippians in much the same way in which they appear in e.g. Aristotle, Plutarch, and (also) 2 Maccabees. This study both positions Paul in the cultural context of his day and indicates the newness of his enterprise.

This study claims that Paul uses his personal example as an explicit literary strategy in 1 Corinthians, Galatians and Philippians, and as an arguably implicit strategy in 1 Thessalonians and Philemon. He uses his own example to ground and illustrate his argumentation in a rhetorically sophisticated manner, often structuring his argument on such a basis. In places a crisp statement of his own case serves as a thesis statement of the argument that follows (e.g., Rom. 1.17; Gal. 1.10), while at other times it serves to summarize the argument and to provide a transition to the next phase (especially in 1 Corinthians and Gal. 2.15-21). All the while Paul's self-portrayals in his letters serve not autobiographical or egoistic purposes but pedagogical and argumentative aims.

This landmark handbook, written by distinguished Pauline scholars, and first published in 2003, remains the first and only work to offer lucid and insightful examinations of Paul and his world in such depth. Together the two volumes that constitute the handbook in its much revised form provide a comprehensive reference resource for new testament scholars looking to understand the classical world in which Paul lived and work. Each chapter provides an overview of a particular social convention, literary of rhetorical topos, social practice, or cultural mores of the world in which Paul and his audiences were at home. In addition, the sections use carefully chosen examples to demonstrate how particularly features of Greco-Roman culture shed light on Paul's letters and on his readers' possible perception of them. For the new edition all the contributions have been fully revised to take into account the last ten years of methodological change and the helpful chapter bibliographies fully updated. Wholly new chapters cover such issues as Paul and Memory, Paul's Economics, honor and shame in Paul's writings and the Greek novel.

This book seeks to recover the New Testament ideal of church discipline and to construct a holistic model for the Church in Asia. The Church has wrestled with the issue of discipline ever since her inception. Many of Pauls letters addressed the problems that had arisen in the communities that he had established. The thrust of church discipline in the New Testament was the formation of Christian character through the Word of God worked out in the process of discipleship through teaching, edification, admonition as well as banishing serious sin from the community. The ideal of church discipline in the New Testament is both Preventive Discipline and Punitive Discipline. As the Church became more institutionalized, there was a paradigm shift in the process of discipline. The New Testament ideal of discipline as a character formation was shifted to regulatory ordinances. This led to the development of a strict and regimented Christianity. Since then, church discipline had taken on a penitential and punitive direction. The book seeks to study Pauls management of the disciplinary problems in 1 Corinthians and then to construct a holistic model of church discipline for an Asian context.

In Paul’s Language of Ζῆλος, Benjamin Lappenga examines the concept of 'rightly-directed zeal' in Paul’s letters, utilizing a monosomic bias within the framework of relevance theory.

A sociorhetorical analysis of First Corinthians Robert H. von Thaden Jr.'s sociorhetorical analysis examines Paul's construction of sexual Christian bodies in First Corinthians by utilizing new insights from conceptual integration (blending) theory about the embodied processes of meaning making. Paul's teaching about proper sexual behavior in this letter is best viewed as an example of early Christian wisdom discourse. This discourse draws upon apocalyptic and priestly cognitive frames to increase the rhetorical force of the argument. Reading Paul's argument through the lens of rhetorical invention, von Thaden demonstrates that Paul first attempts to show the Corinthians why sexual immorality is the worst of all bodily sins before shifting rhetorical focus to explain to them how they can best avoid this infraction against the body of Christ. Features: A programmatic application of conceptual integration theory using a sociorhetorical mode of interpretation A vivid account of key aspects of conceptual integration theory and how they function in sociorhetorical interpretation A detailed application of these strategies to interpret 1 Corinthians 1-4; 6:12-7:7