An Exploration Of Early Christian Communities As ‘Scholastic Communities’ -- By: Claire Seymour Smith
TynBull 63:1 (2012) p. 149
An Exploration Of Early Christian Communities As ‘Scholastic Communities’1
The thesis explores the ‘scholastic community’ description, not to shed light on other, albeit related, socio-historical issues, but to ascertain the appropriateness of the description. Rather than utilising social-scientific or comparative models, the thesis adopts an emic approach for the prior task of social description through an analysis of
TynBull 63:1 (2012) p. 150
New Testament texts. This is done through an exhaustive, detailed and disciplined exegetical study of the vocabulary of ‘teaching’ in 1 Corinthians, 1 and 2 Timothy, and Titus.
The methodology for the vocabulary study is original. A working definition of ‘teaching’ based on a simple model of communication is used to identify fifty-six verbs (and cognates) as vocabulary denoting ‘teaching’. Each of these verbs is grouped in semantic groupings determined from within the lexical base of the target literature. Ten groupings are identified: ‘core-teaching’, ‘speaking’, ‘traditioning’ (which included ‘writing’), ‘announcing’, ‘revealing’, ‘worshipping’, ‘commanding’, ‘correcting’, ‘remembering’ (which included ‘imitation’), and ‘false teaching’.
Discussion of each of the first nine semantic groupings corresponds to chapters
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