Where Is the Voice Coming From?”

“WHERE IS THE VOICE COMING FROM?” QUERYING THE EVIDENCE FOR PAUL’S RHETORICAL EDUCATION IN 2 CORINTHIANS 10–13 by Ryan Scott Schellenberg A thesis submitted to the Faculty of Theology of the University of St. Michael’s College and the Biblical Department of the Toronto School of Theology in partial fulfilment of the requirements for the degree Doctor of Philosophy in Theology awarded by the University of St. Michael’s College © Ryan S. Schellenberg 2012 “ ‘Where Is the Voice Coming From?’ Querying the Evidence for Paul’s Rhetorical Education in 2 Corinthians 10–13” Ryan Scott Schellenberg Doctor of Philosophy in Theology Biblical Department University of St. Michael’s College in the University of Toronto 2012 ABSTRACT Although it would be an exaggeration to speak of a consensus, a majority of scholars now sees Paul as a man of relatively high social status. Most often cited as evidence for such status is Paul’s putative education in formal rhetorical theory. The prevailing logic consists of two propositions: First, Paul’s letters can be analyzed according to the dictates of Greco- Roman rhetoric; therefore, Paul must have been well educated in rhetoric. Second, rhetorical education was available only among the wealthy elite; therefore, Paul must have been brought up in such circles. A number of scholars have observed that such argumentation fails to consider the extent to which rhetorical ability exists independently of formal education. But despite this general observation, there has been no attempt to determine whether the specific rhetorical competencies to which Paul’s letters attest admit of informal acquisition. In this study, I use insights from comparative rhetoric and sociolinguistics to get methodological leverage on this problem and thus to reevaluate the evidence for Paul’s rhetorical education. Using 2 Cor 10–13 as a test case, I demonstrate that Paul’s use of rhetoric provides no evidence of formal education; on the contrary, his persuasive strategies are instances of informal rhetoric. After undertaking a history of scholarship in part 1, in part 2 I reassess recent claims of Paul’s conformity with formal rhetorical conventions in 2 Cor 10–13. Here I demonstrate ii that many alleged parallels derive from misleading treatment of the rhetorical sources and cannot be sustained. Convincing parallels are few—I isolate four—and rather general; nevertheless, they do merit further explanation. I seek to provide such explanation in part 3 by offering a basic theory of informal rhetoric and its acquisition, and demonstrating the use, by speakers with no knowledge of formal rhetorical theory, of precisely those rhetorical features found both in Paul and in the ancient rhetorical sources. Finally, in part 4, I begin a redescription of Paul’s persuasive voice: Paul’s prose style, his self-description in 2 Cor 10:10 and 11:6, and his “foolish boasting” reveal him to be a speaker at once abject and defiant. iii What governs the inflections that make any utterance unmistakably the words of one speaker in this whole language-saturated world? —Marilynne Robinson, Absence of Mind ACKNOWLEDGMENTS I am grateful, first, to Leif Vaage, my adviser, whose contribution to this project has been manifold. I have benefited from his insightful questions and incisive criticism, yes, but also his consistent support and his enthusiasm for this study. And, although I owe him a substantial intellectual debt, I am grateful too for his commitment to helping me cultivate my own academic voice. I count it a privilege to have had the opportunity to study in the rich and diverse environment of the Toronto School of Theology. Two teachers and mentors deserve special thanks for making particularly significant contributions to my development as a scholar: John Kloppenborg has both taught and modeled consistent excellence in scholarship as in collegiality. And Colleen Shantz, my teaching supervisor, has been far more generous with her help and support than I have had any right to expect. The opportunity it provides for meaningful conversation across disciplinary boundaries is one of the many benefits of studying at the University of Toronto. I am grateful to students and faculty at the Centre and Department for the Study of Religion as well as the Department of Classics for a warm reception and for engaging dialogue. Thanks especially to Professors Andreas Bendlin and Catherine Rubincam. Dr. Glenn Holland was gracious enough to comment on an early draft of chapter 9, and thereby saved me from a number of errors. This research was supported by a Doctoral Fellowship from the Social Sciences and Humanities Research Council of Canada. Finally, thanks to Susan, who has been encouraging always, and always ready to celebrate milestones along the way. v ABBREVIATIONS Abbreviations follow, in order of priority: Patrick H. Alexander et al., eds., The SBL Handbook of Style: For Ancient Near Eastern, Biblical and Early Christian Studies (Peabody, Mass.: Hendrickson, 1999); L’Année philologique on the Internet, http://www.annee-philologique.com (accessed July 14, 2011); Simon Hornblower and Anthony Spawforth, The Oxford Classical Dictionary, 3rd ed. rev. (Oxford: Oxford University Press, 2003). Exceptions and additional abbreviations are provided below. ESEC Emory Studies in Early Christianity HTKNTSup Herders theologischer Kommentar zum Neuen Testament Supplementband LNTS Library of New Testament Studies PaSt Pauline Studies Colloquy Protocol of the Colloquy of the Center for Hermeneutical Studies in Hellenistic and Modern Culture RG Rhetores Graeci. Edited by Leonhard von Spengel. 3 vols. Bibliotheca scriptorum graecorum et romanorum teubneriana. Leipzig: Teubner, 1854– 1885. SGLG Sammlung grieschischer und lateinsicher Grammatiker SNTW Studies of the New Testament and Its World SSCFL Studies in the Social and Cultural Foundations of Language TCH Transformation of the Classical Heritage UTB Uni-Taschenbüch für Wissenschaft WGRW Society of Biblical Literature Writings from the Greco-Roman World WGRWSup Society of Biblical Literature Writings from the Greco-Roman World Supplement Series ZKNT Zahn-Kommentar zum Neuen Testament vi CONTENTS INTRODUCTION ..................................................................................................................... 1 PART I: A HISTORY OF INTERPRETATION ................................................................ 17 Chapter 1: Rhetoric of the Heart ........................................................................................... 18 “No Mere Tentmaker” 19 “Kein Klassiker, kein Hellenist hat so geschrieben” 22 Chapter 2: Paul, the Educated Rhetor .................................................................................... 27 Soundings: E. A. Judge 28 The Rise of Rhetorical Criticism: Hans Dieter Betz and George A. Kennedy 31 “Comparison, Self-Praise, and Irony”: Christopher Forbes 34 A Developing Consensus (I): Martin, Murphy-O’Connor, and Witherington 36 A Developing Consensus (II): Jerome H. Neyrey and Ronald F. Hock 39 Paul and the Diatribe: Stanley K. Stowers 44 Paulus und das antike Schulwesen: Tor Vegge 46 Paul’s Rhetorical Terminology: Carl Joachim Classen 54 Dissenting Voices: Justin J. Meggitt and R. Dean Anderson 69 Conclusion 72 PART II: QUERYING RHETORICAL CRITICISM OF 2 CORINTHIANS 10–13 .......... 74 Chapter 3: A Historical and Literary Introduction ................................................................ 75 Second Corinthians 10–13 and Recent Evaluations of Paul’s Rhetoric 75 Excursus: “Paul and the Rhetoric of Reconciliation” ................................................ 79 The “Letter of Tears” 88 Paul and the Corinthians 90 Putative Evidence of Rhetorical Education in 2 Corinthians 10–13 99 Chapter 4: Forensic Rhetoric, Epistolary Types, and Rhetorical Education ....................... 101 Forensic Rhetoric and the Disposition of 2 Corinthians 10–13 101 Epistolary Theory and Paul’s Rhetorical Education 107 Letter Types in 2 Corinthians 10–13 108 Epistolary and Rhetorical Training in Greco-Roman Antiquity 113 Conclusion 121 Chapter 5: Paul’s (In)appropriate Boasting: Periautologia ................................................. 123 Plutarch, De laude ipsius (Moralia 539A–547F) 125 Boasting by Necessity 130 Self-Defense 131 Misfortune 135 Usefulness; Benefit to Hearers 136 Comparative Boasting 137 Conclusion 142 Quintilian, Institutio oratoria 11.1.15–26 144 vii Hesitancy (Prodiorthōsis) 147 Conclusion 149 Chapter 6: Peristasis Catalogues: Rhythm, Amplification, Klangfiguren .......................... 151 Lists and Catalogues in Greco-Roman Antiquity 151 Catalogues, Auxēsis, and Rhetorical Education 164 Conclusion 167 Chapter 7: Not a Fool, a Fool’s Mask: Narrenrede and Prosōpopoiia ............................... 169 Hans Windisch and Paul’s So-Called Narrenrede 169 Narrenrede, Prosōpopoiia, and Rhetorical Education 172 Conclusion 177 Chapter 8: Synkrisis in Corinth ............................................................................................ 178 Sophistry in Corinth 180 sugkri/nw and Rhetoric 187 Paul’s Comparison in 2 Corinthians 11:21b–23 189 Chapter 9: Not a Fool, It’s (Only) Irony .............................................................................. 199 Glenn Holland’s Boastful Ironist 200 Disclaiming Boastfulness 205 Conclusion 210 PART III: RHETORIC AS INFORMAL SOCIAL PRACTICE ......................................... 213 Chapter 10: Toward a Theory of General Rhetoric ..............................................................

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