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The Pepaideumenoi and Jesus: Ancient Education and Marginal Intellectuals in Paul’S Corinth and the Gospel of Thomas

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The Pepaideumenoi and Jesus: Ancient Education and Marginal Intellectuals in Paul’S Corinth and the Gospel of Thomas The Pepaideumenoi and Jesus: Ancient Education and Marginal Intellectuals in Paul’s Corinth and the Gospel of Thomas by Ian Phillip Brown A thesis submitted in conformity with the requirements for the degree of Doctor of Philosophy Department for the Study of Religion University of Toronto ã Copyright by Ian Phillip Brown 2020 ii The Pepaideumenoi and Jesus: Ancient Education and Marginal Intellectuals in Paul’s Corinth and the Gospel of Thomas Ian Phillip Brown Doctor of Philosophy Department for the Study of Religion University of Toronto 2020 Abstract My dissertation is concerned with the types of people that produced and consumed early writings about Jesus, specifically the Gospel of Thomas and 1 Corinthians. I argue that literary forms and features within both texts demonstrate contact with and influence from Graeco-Roman education, encyclia paideia. Other scholars of ancient Christianity have noted similarities between particular gospels or letters and Graeco-Roman paideia, but their conclusions have tended to either compare a certain text with a particular Graeco-Roman moral philosophy, or argue that early Christian texts are dramatically different from those produced by Graeco-Roman intellectuals. The former approach posits borrowing from Graeco-Roman philosophical writings and the latter presents Christianity as an entity distinct from the Graeco-Roman intellectual world: either the producers and consumers of early Christian texts were among the educated elite, or they rejected Graeco-Roman paideia altogether. This dissertation changes our understanding of how early Christian writings were influenced by Graeco-Roman paideia by focusing on the masses of marginally educated people produced by Graeco-Roman education. Education was not standardized in the ancient world, and for every Quintilian or Plutarch who completed their educations, there were hundreds more who received some education, but not iii enough to participate in the discourses of the educated elite. These people were what I call marginal intellectuals, in that they possessed some skill in reading, copying, and perhaps composition, but most importantly, recognizing the virtue attached to the possession and performance of paideia. The Gospel of Thomas and 1 Corinthians both contains sayings, lessons, and discussions that we would expect from marginal intellectuals. The texts contain literary forms taught in ancient schools, use metaphors distinct to ancient schools, and focus on the performance of their own virtues and knowledge in a way that mimics the discourses of the intellectual elite. By identifying the Gospel of Thomas and 1 Corinthians as products of marginal intellectuals, I am not simply positing a social class of people, I am demonstrating the ways in which these early Christian texts were deeply intertwined with the world of Graeco-Roman paideia. iv Acknowledgments Research for this dissertation was supported by a SSHRC Joseph-Armand Bombardier Canada Graduate Scholarship–Doctoral, the Ruth E. and Harry E. Carter Ontario Graduate Scholarship, and the Avie Bennett Award. My committee consisted of John Kloppenborg (advisor), and Joseph Bryant, John Marshall, and Kevin Wilkinson. I would like to thank four teachers of mine who shaped my academic life and without whom I would not have gone on to and completed graduate school: Ken MacKendrick, Laurence Broadhurst, Bill Arnal, and Ken Derry. I also want to thank my wonderful friends in Toronto, especially Gwen and Juniper, Kris and Jess, Nick and Helen who both passed away during my PhD (I miss you both very much), Maria Jack and Ari, my curling teams (Anna, Kaleigh, Ken, Dillon, Sean, Mike), my wrestling pals (Kaleigh, Kyle, and James), Andrew, Yaniv, Saliha, and everyone else who made my time in Toronto more enjoyable. I especially want to thank my partner, Michelle, who has done more to support me than I can possibly return (but that won’t mean I don’t try). Finally, I want to thank my family, my mom and dad (Leslie and Phil), my brother and sister (Derek and Kelsey), and my uncle Ted for covering the bill at Country Style. I dedicate this dissertation to the memory of my grandparents, Geraldine and Gilbert Brown. v Table of Contents Abstract.................................................................................................................................. ii Acknowledgments .................................................................................................................. iv Introduction ........................................................................................................................... 1 1. Introduction ................................................................................................................................. 1 2. Chapter Outlines .......................................................................................................................... 4 Chapter 1: Primary and Grammar Schools in Graeco-Roman Antiquity ................................... 7 1. Introduction ................................................................................................................................. 7 2. A Culture of Paideia ..................................................................................................................... 7 3. Schools in Antiquity: Students and Curriculum ............................................................................. 9 4. Paideia and the Construction of Virtue in Ancient Schools ......................................................... 13 4.1. Early Years .................................................................................................................................................. 14 4.2. Primary Schools .......................................................................................................................................... 15 5. Grammar Schools: Content and Virtue ....................................................................................... 24 6. Teachers .................................................................................................................................... 28 6.1. Pedagogues ................................................................................................................................................ 29 6.2. Didaskaloi ................................................................................................................................................... 30 6.3. Grammarians .............................................................................................................................................. 36 7. Conclusion: Students and Teachers, Paideia and Virtue .............................................................. 40 Chapter 2: Rhetorical and Philosophical Schools and the Cultivation of Virtue in Paideia ...... 42 1. Introduction ............................................................................................................................... 42 2. Rhetoric: Historical Background ................................................................................................. 43 2.1 Teachers and Students ................................................................................................................................ 45 3. Training in Virtue in the Progymnasmata and Rhetorical Schools ............................................... 47 3.1. Progymnasmata and Virtue ....................................................................................................................... 48 3.2. Rhetoric, Philosophy, and Virtue ................................................................................................................ 50 4. Philosophical Schools in the First Centuries CE ........................................................................... 52 4.1. Philosophical schools in the Roman Period ................................................................................................ 53 4.2. The School as a (social) Structure ............................................................................................................... 53 4.3. The Ideal of Philosophy as Βίος ................................................................................................................... 56 4.4. Teachers and Students ............................................................................................................................... 58 4.5. Day-to-Day Running of the Schools ............................................................................................................ 61 4.6 The Epicurean Garden ................................................................................................................................. 62 4.7. The Use of Texts in Philosophical Schools .................................................................................................. 66 4.8 Philosophers and Exile ................................................................................................................................. 69 5. Conclusion ................................................................................................................................. 70 Chapter 3. Identifying the Marginal: Intellectual Culture between οἱ πολλοὶ καὶ οἱ φιλοσοφουντοί ....................................................................................................................... 71 1. Introduction ..............................................................................................................................
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