Jewish Paideia examines the diverse and complex views on education in the Hellenistic and early Roman Diaspora and how these understandings of education were inextricably bound to continually evolving constructions and reshapings of self- and communal identity.
Despite the impressive strides made in the past century in the understanding of Second Temple Jewish history and the strong scholarly interest in paideia within ancient Greek, Hellenistic, Roman, and late antique Christian cultures, the nature of Jewish paideia during the period has, until recently, received surprisingly little attention. The essays collected here were first offered for discussion at the Fifth Enoch Seminar Nangeroni Meeting, held in Naples, Italy, from June 30 – July 4, 2015, the purpose of which was to gain greater insight into the diversity of views of Jewish education during the period, both in Judea and Diaspora communities, by viewing them in light of their contemporary Greco-Roman backgrounds and Ancient Near Eastern influences. Together, they represent the broad array of approaches and specialties required to comprehend this complex and multi-faceted subject, and they demonstrate the fundamental importance of the topic for a fuller understanding of the period. The volume will be of particular interest to students and scholars of the history and culture of the Jewish people during the Hellenistic and Roman periods, ancient education, and Greek and Roman history.
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 five articles on topics ranging from preserved fragments of Philo to travel in Philo’s works. Nine book reviews cover recent books on Philo, Josephus, and ancient pedagogy. Features: Articles on aspects of Hellenistic Judaism written by scholars from around the world Comprehensive bibliography and book reviews
Jewish philosophy is often presented as an addendum to Jewish religion rather than as a rich and varied tradition in its own right, but the History of Jewish Philosophy explores the entire scope and variety of Jewish philosophy from philosophical interpretations of the Bible right up to contemporary Jewish feminist and postmodernist thought. The links between Jewish philosophy and its wider cultural context are stressed, building up a comprehensive and historically sensitive view of Jewish philosophy and its place in the development of philosophy as a whole. Includes: · Detailed discussions of the most important Jewish philosophers and philosophical movements · Descriptions of the social and cultural contexts in which Jewish philosophical thought developed throughout the centuries · Contributions by 35 leading scholars in the field, from Britain, Canada, Israel and the US · Detailed and extensive bibliographies
This volume of essays on Ben Sira is a Festschrift on the occasion of the 65th birthday of Prof. Nuria Calduch-Benages. The volume gathers the latest studies on Ben Sira's relationship with other Jewish traditions. With a variety of methods and approaches, the volume explores Ben Sira's interpretation of received traditions, his views on the prevailing issues of his time, and the subsequent reception of his work.
Many scholars of the Second Temple period have replaced the concept of canonization by that of canonical process. Study of the Dead Sea Scrolls has been crucial for this new direction. Based on this new evidence taxonomic terms like biblical, nonbiblical or parabiblical seem anachronistic for the period before 70 C.E. The notion of authoritative Scriptures plays an important part in the new paradigm of canonical process, but it has not yet been sufficiently reflected upon and is in need of clarification. Why were some texts more authoritative than others? For whom and in what contexts were texts authoritative? And what are our criteria to determine to what extent a text was authoritative? In short, what do we mean by “authoritative”? This volume focuses on specific texts or corpora of texts, and approaches the notion of authoritative Scriptures from sociological, cultural and literary perspectives.
Essays on Krister Stendahl’s contributions in various arenas: institutional formation, both of university and of church; interreligious dialogue and relations; biblical and historical research.
What is good character? What are the traits of a good person? How should virtues be cultivated? How should vices be avoided? The history of Jewish literature is filled with reflection on questions of character and virtue such as these, reflecting a wide range of contexts and influences. Beginning with the Bible and culminating with twenty-first-century feminism and environmentalism, Jewish Virtue Ethics explores thirty-five influential Jewish approaches to character and virtue. Virtue ethics has been a burgeoning field of moral inquiry among academic philosophers in the postwar period. Although Jewish ethics has also flourished as an academic (and practical) field, attention to the role of virtue in Jewish thought has been underdeveloped. This volume seeks to illuminate its centrality not only for readers primarily interested in Jewish ethics but also for readers who take other approaches to virtue ethics, including within the Western virtue ethics tradition. The original essays written for this volume provide valuable sources for philosophical reflection.
This book examines the history of Jewish education from the Biblical period to the present. It traces how Jews have formally and informally transmitted their culture and worldview over the years, with particular attention to the shift from premodernity to modernity and to the unique opportunities and challenges of contemporary American Jewish education. Its authors combine historical background and insight with educational expertise to provide a robust portrait of the cultures and contexts of Jewish education and address possibilities for the future.
This study examines educational motifs in 1 Corinthians 1-4 in order to answer a question fundamental to the interpretation of 1 Corinthians: Do the opening chapters of 1 Corinthians contain a Pauline apology or a Pauline censure? The author argues that Paul characterizes the Corinthian community as an ancient school, a characterization Paul exploits both to defend himself as a good teacher and to censure the Corinthians as poor students.